ABET

Self-Study Report
for the

Electrical and Computer Engineering

Program

at

New York Institute of Technology

Old Westbury and New York Campus, NY

June 2012

CONFIDENTIAL

The information supplied in this Self-Study Report is for the confidential use of ABET
and its authorized agents, and will not be disclosed without authorization of the institution
concerned, except for summary data not identifiable to a specific institution.
Table of Contents
BACKGROUND INFORMATION .............................................................................................................5
Contact Information ...................................................................................................................................5
Program History ..........................................................................................................................................5
Options .............................................................................................................................................................5
Organizational Structure ..........................................................................................................................6
Program Delivery Modes ..........................................................................................................................8
Program Locations ......................................................................................................................................8
Deficiencies, Weaknesses or Concerns from Previous Evaluation(s) and the Actions
Taken to Address Them ....................................................................................................................................8
Joint Accreditation ................................................................................................................................... 19
CRITERION 1. STUDENTS...................................................................................................................... 20
Student Admissions ................................................................................................................................. 20
International Students............................................................................................................................ 21
Evaluating Student Performance ....................................................................................................... 22
Degree Requirements ........................................................................................................................ 22
Monitoring progress .......................................................................................................................... 23
Maintaining satisfactory progress................................................................................................ 23
Graduation ............................................................................................................................................. 23
Transfer Students and Transfer Courses ........................................................................................ 24
Advising and Career Guidance ............................................................................................................ 25
Advising................................................................................................................................................... 25
Career guidance ................................................................................................................................... 26
Employment assistance .................................................................................................................... 26
Work in Lieu of Courses ................................................................................................................... 27
Proficiency Examinations ................................................................................................................ 29
Non-Collegiate Course Evaluations ............................................................................................. 29
Portfolio Evaluation ........................................................................................................................... 29
Graduation Requirements..................................................................................................................... 29
Transcripts of Recent Graduates ........................................................................................................ 32
CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES ................................................................ 33
Mission Statement .................................................................................................................................... 33
Program Educational Objectives................................................................................................... 34
Consistency of the PEOs with the Mission of the Institution .................................................. 34
Program Constituencies......................................................................................................................... 35
Students/Alumni ................................................................................................................................. 35
Employers .............................................................................................................................................. 36
Faculty...................................................................................................................................................... 38
Process for Revision of the Program Educational Objectives ........................................... 39
The Revision Process ......................................................................................................................... 40
CRITERION 3. STUDENT OUTCOMES ................................................................................................... 45
Student Outcomes .................................................................................................................................... 45
Relationship of Student Outcomes to Program Educational Objectives ............................ 45
CRITERION 4. CONTINUOUS IMPROVEMENT .......................................................................... 47
Program Educational Objectives ........................................................................................................ 47
Survey Analysis .................................................................................................................................... 49
Student Outcomes .................................................................................................................................... 56
 Student Outcome Evaluation ............................................................................................................... 67
Continuous Improvement ..................................................................................................................... 69
Continuous Quality Improvement (Closing the Loop) .............................................................. 72
Improvements to Assessment Processes ....................................................................................... 72
Curriculum Changes to Improve Student Outcomes ................................................................. 73
Additional Information ............................................................. Error! Bookmark not defined.
CRITERION 5. CURRICULUM.................................................................................................................... 84
Program Curriculum ............................................................................................................................... 84
General/ Program Specific Criteria for B.S. Level Programs ................................................. 87
Breadth in ECE curriculum: ............................................................................................................ 87
Depth in ECE curriculum: ................................................................................................................ 87
Major Design Experience ................................................................................................................. 90
Curriculum/Prerequisite structure Supporting Student Outcomes .............................. 91
Alignment of Curriculum with the Program Educational Objectives ............................ 92
Materials Available for review during the visit............................................................................ 94
Course Syllabi ....................................................................................................................................... 95
CRITERION 6. FACULTY ........................................................................................................................... 100
Faculty Qualifications .......................................................................................................................... 100
Faculty Workload .................................................................................................................................. 100
Faculty Size .............................................................................................................................................. 101
Professional Development ................................................................................................................. 101
Teaching .................................................................................................................................................... 101
Professional achievement .................................................................................................................. 101
Authority and Responsibility of Faculty ...................................................................................... 103
CRITERION 7. FACILITIES ...................................................................................................................... 111
Offices, Classrooms and Laboratories ........................................................................................... 111
Manhattan Campus .......................................................................................................................... 111
Old Westbury Campus.................................................................................................................... 111
ECE Laboratory Facilities, Manhattan ..................................................................................... 112
ECE Laboratory Facilities, Old Westbury ............................................................................... 115
Computing Resources .......................................................................................................................... 118
Manhattan Campus/Old Westbury Campus ......................................................................... 119
Guidance .................................................................................................................................................... 119
Maintenance and Upgrading of Facilities .................................................................................... 120
Library Services ..................................................................................................................................... 121
Resources for Mechanical and Electrical and Computer Engineering ....................... 121
Overall Comments on Facilities ....................................................................................................... 126
CRITERION 8. INSTITUTIONAL SUPPORT ...................................................................................... 127
Leadership ................................................................................................................................................ 127
Program Budget and Financial Support ....................................................................................... 128
General College Budgeting Process ................................................................................................ 128
Sources of financial support ........................................................................................................ 130
Adequacy of Budget .............................................................................................................................. 130
Staffing ....................................................................................................................................................... 130
Faculty Hiring and Retention............................................................................................................ 130
Strategies Used To Retain Current Qualified Faculty ........................................................ 131
Support of Faculty Professional Development .......................................................................... 132
PROGRAM CRITERIA ................................................................................................................................. 133
Curriculum ............................................................................................................................................... 133
Mathematics ....................................................................................................................................... 134
Sciences (Defined As Biological, Chemical, or Physical Science) .................................. 135
Engineering topics (including computing science) ............................................................ 135
Discrete Mathematics ..................................................................................................................... 138
BACKGROUND INFORMATION

Contact Information

Dr. Nada Anid

Dean, School of Engineering and Computing Sciences,
New York Institute of Technology (NYIT)
Northern Boulevard, Old Westbury, New York 11568
Email: [email protected]
Telephone: 516-686-7931
Fax: 516-686-7933

Program History

The Bachelor of Science in Electrical and Computer Engineering program was first accredited in
1986. It is now offered through the School of Engineering and Computing Sciences (SoECS) at the
Old Westbury and Manhattan campuses. During the last reaccreditation cycle the two campuses
were reviewed as one program. Major changes since the last reaccreditation visit and review
(November 12-14, 2006) include:

 Development and sustained implementation of a required two-credit senior design course

EENG 491 “Senior Design Project.” As part of a two semester senior design sequence (see
page 9);
 Development of a new curriculum emphasis on Wireless Communications and Networking
supported by a grant from NSF (see page 10 and Appendix E );
 Continued updating of course content through regular processes of assessment and
continuous improvement in an effort to improve Student Outcomes (see pages 11-14);
 Revision of the Computer Science component of the Electrical and Computer Engineering
curriculum, as a result of a revision of the Computer Science curriculum during the spring
2011 semester -- see pages 83-84);
 Revision the Program Educational Objectives (see page 39)

Options

There are no options, tracks, nor concentrations for this program.

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Organizational Structure

The Electrical and Computer Engineering program belongs to the School of Engineering and
Computing Sciences (SoECS). The organizational chart of the SoECS is depicted in Figure D.1
below.

The SoECS reports to the Office of the Provost/VP of Academic Affairs of NYIT. Figure D.2
depicts (1) the organization of the NYIT administration and (2) the Office of Academic Affairs
structure.

Figure D.1. SoECS Organizational Chart

6
Figure D.2 - NYIT Administration Organizational Chart

7
Program Delivery Modes

All courses offered within the program are delivered in either the traditional face-to-face
lecture/lab format or through the Distance-Learning (DL -- videoconferencing) Labs at the OW and
NY campuses. There are no online or web-based instruction modes present, although a number of
faculty utilize web enhancements within their courses. To serve the diverse day and evening
student body in the program, courses are regularly scheduled during both day and evening hours.

Program Locations

As mentioned previously, this program is offered at both the Old Westbury and Manhattan
campuses and is being reaccredited as one program.

Through an international partnership, NYIT shares modern campus facilities with Nanjing
University of Posts and Telecommunications (NUPT). The Electrical & Computer Engineering
program is offered at NYIT’s Nanjing campus.

Deficiencies, Weaknesses or Concerns from Previous Evaluation(s) and the Actions Taken to
Address Them

The ABET visit of November, 2006, and the ABET final report dated August 13, 2007, concluded
the following:

 Criterion 4: correcting a weakness with respect to students’ major design experience

[the weakness was changed to concern];
 Criterion 2: satisfying a concern with respect to Program Educational Objectives by
providing documentation to support the data gathering process [the concern was
resolved];
 Criterion 3: attempting to address a concern regarding outcomes assessment and the
documentation of data, analysis, discussion, actions for improvement and follow-up in
assessment [the concern remained unresolved];
 Criterion 6: attempting to address a concern with respect to the implementation of
space improvement plans [the concern remained unresolved].

The following section includes excerpts from the ABET final report dated August 13, 2007, and
summarizes actions taken since the November, 2006, ABET visit:

1. Criterion 4. Professional Component. This criterion requires a major design experience that
includes engineering standards and multiple realistic constraints. The senior design electives
provide some design opportunities for the students. However, the classes appear to be self-
contained and do not provide a culminating design experience that draws significantly on

8
 knowledge and skills acquired in previous coursework, or incorporate multiple realistic
constraints.

One of the required senior design elective options, ECE 415, Digital Control Systems, has
been recently redesigned so that the major design projects appear to provide an improved
design experience that includes the incorporation of previous class knowledge,
multidisciplinary collaboration, and inclusion of multiple realistic constraints. The program is
encouraged to determine how to incorporate these changes into the remainder of the required
senior design elective options to ensure that all students have the appropriate major design
experience in their coursework.

 Due Process Response: The EAC acknowledges receipt of a letter from the university
provost along with supplemental materials describing the changes to the curriculum
that implements a new design course requirement for all ECE students, as well as the
course outline of the new course to comply with the major design experience
requirement of Criterion 4. The EAC further acknowledges receipt of the end-of-course
report from the NYIT ECE Assessment Committee for the first offering of the new
required design course along with sample student project reports. This evidence
(syllabus, sample student project reports, and assessment committee report)
documents that students in this course do complete “a major design experience that
includes engineering standards and multiple realistic constraints” As previously
reported, this course is now required of all ECE students.

 The weakness is now cited as a concern pending sustained implementation of the new
major design experience for all students.

ACTION TAKEN:

In the spring 2007 semester, and as documented in the Due Process Response cited above, the
dean of the SoECS submitted the necessary documentation (Request for New Course Form, Course
description and Syllabus) to the Office of Academic Affairs to support the department of Electrical
and Computer Engineering’s request for a new two-credit senior design course EENG 491 “Senior
Design Project” (1-3-2) that all graduates of the program would be required to take. This course
replaced the previous capstone design course EENG 415 “Digital Control Systems”.

Over time, the ECE faculty realized that a single course did not provide a majority of students
with enough time to complete a major design project and most students were receiving incomplete
grades. The ECE department then decided that a two-semester capstone sequence would be more
appropriate and that all students should be advised and required to take an additional two-
credit design elective EENG 489 “Design Project” as a prerequisite to EENG 491, effectively
resulting in a two-semester Capstone design sequence. While the current catalog does not
indicate this required sequence explicitly, it has been in effect in practice since the fall 2010
semester. At the fall 2011 faculty Assessment meeting it was agreed that future catalogs will list
EENG 489 as a required course and it will be a prerequisite to EENG 491. In spring 2012, the ECE
department submitted the two-semester EENG 489-EENG 491 capstone design requirement and
both the curriculum committees of the school of engineering and academic senate have approved it,
and it will appear in the 2012-2013 catalog.

9
 Another development regarding criterion 4 is the types of design projects tackled by the
students. In the fall 2011 semester, Drs Tao Zhang and Michael Colef received funding from the
National Science Foundation for their grant proposal “Enhancing the Electrical and Computer
Engineering Curriculum by Integrating Applications of Wireless Technology,” which aims to
develop an area of specialization in Wireless Communications and Networking. This new
specialization will build upon the existing core courses and electives in communication theory,
network design, and wireless communications. The proposed course stream strengthens the
existing Senior Design Course (EENG 491) by offering additional project options for wireless
communications and networking to the students. The senior design project in EENG 491 will
require students to build a real-world application-oriented wireless system as the culminating
project. An abstract of the proposal appears in Appendix E

2. Criterion 2. Program Educational Objectives There is currently a process in place to obtain

data related to the program’s educational objectives. However, the documentation related to
the analysis, discussion, and actions contains some lack of organization. The current
documentation does not provide the reader with a complete understanding of the discussions
with constituencies, the analysis of information collected, or the decision making process.

Additionally, the timeline followed by the program in the evaluation of program

educational objectives appears to be somewhat informal. The 2006 Alumni and Employer
surveys have been delayed; their implementation would help to provide the assessment data
necessary for Criterion 2 evaluation. The loose organization of the process presents the
potential of it being intermittently followed in the future to the detriment of the program.

 Due-process response: The EAC acknowledges receipt of a letter from the university
describing the timeline for analysis of Program Educational Objectives, as well
evidence of the program’s mid-January faculty meeting; the first scheduled meeting
under the new timeline. The minutes of this meeting were thorough, well organized,
and demonstrated understanding of the appropriate process, thus correcting the
shortcomings.

 The concern has been resolved.

NO ACTION NECESSARY

Criterion 3. Program Outcomes and Assessment Similar to the above concern regarding
Criterion 2, the program has a process in place for gathering data related to its program
outcomes. However, the documentation contains some gaps in the analysis of the data and in
its description of the application of the results to program improvements. More detailed
documentation of the assessment analysis, discussions, actions for improvement, and follow-up
results would be helpful in demonstrating the operation of the outcomes assessment plan.

Also, the program had marginally satisfactory demonstrations that all students
accomplished several of the outcomes. For example, for program outcome 3(d), an ability to
function on multi-disciplinary teams, there was little evidence of multidisciplinary team
activity outside the new ECE 415 (Digital Control Systems) course for the fall 2006 semester.
In addition, for program outcomes 3(f), (g), (h), (i), and (j), there was some evidence of the
outcomes measured in the review materials but the strength of the evidence should be
improved. These issues will be helped with the requirement of IENG 400, Technology and

10
 Global Issues, for students starting in the fall 2006 semester, and current students will also
benefit from this class.

 Due-process response: The EAC acknowledges receipt of a letter from the university
reporting on the faculty’s mid-January assessment meeting, where Program Outcomes
were analyzed base on assessment results and comments from the Program
Evaluators. The structure of the minutes of this meeting corrected the documentation
gaps noted during the visit. However, the results of the changes to address the
marginal evidence with respect to outcomes 3- (f), (g), (h), and (j) are not evident.

 Since only some of the reasons for this shortcoming have been addressed, the concern
remains unresolved.

ACTION TAKEN:
Since 2007, the program has continued to use its assessment process to gather data related to
all program outcomes and has applied the results to program improvement. This self-study
presents evidence of the faculty’s assessment analysis, discussions, actions for improvement, and
follow-up results.

The Process:

The Electrical and Computer Engineering department has in place a rigorous and repeated
process for the explicit purpose of continuous program improvement through outcomes
assessment. This process was based on a workshop given at the Rose-Hulman Institute in Terre
Haute, Indiana. The process, fully explained in this report, (see pages 56 - 69) assures that the
measurements are direct and quantifiable.

The faculty began by creating a table linking the program level outcomes (a through k) to
individual courses within the program (see Table 5.A.1, page 91).

The faculty then developed a course-embedded system of assessment which requires each
faculty member to assess a minimum set of Program Outcomes (POs), heretofore referred to as
Student Outcomes (SOs). This was accomplished by establishing Appropriate Performance Tasks
(APTs) with appropriate documentation to assess to what extent Outcomes are being met. These
APTs may be quizzes, exam questions, reports, projects, presentations, etc. Each student’s APT is
then scored with a rubric for assessment to create an Excellent-Good-Minimal-Unsatisfactory
(EGMU) vector for that program outcome and a corresponding assessment metric.

These data, in addition to faculty comments are captured on a form called the Faculty Course
Assessment Report (FCAR). Every term, for each course, each faculty member is required to submit
to the assessment committee a Faculty Course Assessment Report (FCAR) containing the APT
scores and an explanation of how the APT was derived and used to assess a particular a to k
outcome. The FCARs are collected and the data from them compiled. The bi-annual compilation of
data from the FCARs is reviewed by the program faculty in scheduled program assessment
meetings. Based on the analysis of these data, specific recommendations are made to improve the
program. These recommendations are captured in the minutes of the assessment meetings.

The evidence for this direct assessment process can be viewed by examining (1) Minutes of
regularly scheduled program assessment meetings and (2) Summary data from FCARs collected
since the last reaccreditation visit (all available for review during the upcoming visit).

11
 Actions for improvement/specific concerns:

1. Evidence of multidisciplinary team activity. Regarding team experience, please note that in
addition to the Senior Capstone Design sequence EENG 489, 491 where working in teams is an
essential element of the sequence:

 All laboratory courses (EENG 125, 315, 360 and 403) indicate that students are required to
work in teams. Furthermore, instructors require that each student’s role as a member of a
team be rotated in order to allow all students to experience various tasks such as
measurement, analysis, and presentation. (See course syllabi, Appendix A)
 Multidisciplinary team experience is also included in courses such as ETCS 105 Career
Discovery, CSCI 125,185 Computer Programming I, II, and CSCI 330 Operating Systems
where students from different disciplines work in teams to carry out assigned projects.

2. Marginal evidence with respect to outcomes 3- (f), (g), (h), and (j). With regard to the
“marginal assessment “of Student Outcomes (f), (g), (h), (i), and (j) as mentioned in the Final
Statement the table below indicates how the outcomes are strongly linked to the courses
within the ECE program and are assessed throughout the four years of the program:

Outcome Course(s)

(f) An understanding of  ETCS 105 Career Discovery

professional and ethical  IENG 400 Technology and Global Issues
responsibility

*Through the APT of program documentation in:

 CSCI 125 Computer Programming I
 CSCI 185 Computer Programming II
 CSCI 260 Data Structures

(g) An ability to *Through laboratory reports which receive an EGMU

communicate effectively score for written communication skills in addition to a
grade for technical content in:
 EENG 275, 315, 360, 403 Electronics Laboratory I, II,
III, IV

*Through weekly and bi-weekly essays, a research

project paper and an oral presentation in:
 IENG 400/ICSS 309

(h) The broad education

necessary to understand Through weekly and bi-weekly essays on these topics
the impact of in:
engineering solutions…
A knowledge of  IENG 400
(j) contemporary issues

12
(i) A recognition of the This is a course learning outcome in:
need for, and an ability to  EENG 489, 491, Senior Capstone Design I, II
engage in life-long
learning

The Student Outcomes (f), (g), (h), (i), and (j) are also being addressed and assessed by the
new “Discovery Core Curriculum” described below.

The “Discovery Core Curriculum”

NYIT began its 2010-2011 academic year by implementing a new “Discovery Core Curriculum
for the 21st Century” for all incoming freshmen.

The new core curriculum is the result of a collaborative effort among faculty members from all
schools and colleges of NYIT, and signifies a coherent educational goal for all undergraduate
students from all disciplines. It is also a reflection of 21st-century global higher education, and it
stands a milestone for NYIT.

NYIT’s core curriculum was created to provide students with an outcomes-oriented education
that will prepare them for today’s workforce. In order for students to be able to advance in their
careers, they need to be confident in areas beyond their professional expertise, and to be able to
demonstrate that they can find new information, organize it, write about it, speak about it, and
present it to other people.

The new core curriculum provides students with the skills related to their chosen fields as well
as the necessary professional skills and abilities to adapt to new developments, technologies, and
practices that will allow them to advance.

The new curriculum utilizes a progressive approach that allows students to master the
following core competencies throughout their undergraduate careerWritten/oral communication
skills,
 Critical and analytical thinking,
 An interdisciplinary mindset,
 Ethical and civic engagement,
 A global perspective,
 Knowledge of the arts and sciences.

These competencies align well with Student Outcomes a – k:

13
 Relation of the NYIT Core to Student Outcomes

NYIT Core Related

Competencies Student
Outcomes
Communication (g)
Literacy (g)
Critical Thinking (i)
Interdisciplinary Mindset (j)
Ethical/Moral/Civic Engagement (f), (j)
Global Perspective (h), (j)
Process/Nature of Sciences/Arts (a)

The new curriculum is focused on introducing and fostering these overall competencies so that
students are able to meet the critical needs of their future employers.

The Core Curriculum consists of six “Foundation Courses”

 FCIQ 101 Foundations of Inquiry
 FCSC 101 Foundations of Scientific Process
 FCWR 101 Writing I: Foundations of College Composition
 FCWR 151 Writing II: Foundations of Research Writing
 FCSP 105 Foundations of Speech Communication
 FCWR 304 Communication for Technical Professions

and four “Seminars”:

 ICLT 3XX Literature Seminar

 ICPH 3XX Philosophy Seminar
 ICBS 3XX Behavioral Science Seminar
 IENG 400/ICSS 309 Technology and Global Issues

All NYIT undergraduates must also complete one Math and Science course as part of the Core
Curriculum, for the ECE students they are:

 MATH 170 Calculus I

 CHEM 107 Engineering Chemistry

All programs at NYIT are charged with incorporating the core competencies into their courses
to complement the professional education NYIT has always offered.

4. Criterion 6. Facilities The previous accreditation general review identified the need for
additional space as an observation and this issue is now identified as a concern. This criterion requires
classrooms, laboratories, and associated equipment must be adequate to accomplish program
objectives and provide an atmosphere conducive to learning. In addition, facilities must be available
to foster faculty-student interaction. Particularly on the Manhattan campus, but also in Old Westbury,

14
space is quite cramped. To date there does not appear to have been a significant negative impact on
the program, but the lack office space, conference rooms, and student project space reflects a potential
adverse impact to the program in the future if more space is not obtained. Short term plans for the
acquisition of additional space in Manhattan and re-allocation of space in Old Westbury are noted, as
well as long-term plans for a new engineering building in Old Westbury. The EAC looks forward to the
implementation of these plans.

 Due-process response: The EAC acknowledges receipt of a letter from the university describing
the timeline for space improvements. The university is encouraged to fulfill these plans.
 The concern remains unresolved.

ACTION TAKEN

Since 2007, NYIT has:

(1) implemented space improvements at both the OW and MA campuses,

(2) acquired new real estate in Manhattan and developed a comprehensive plan for that campus
which allocates more space to the School of Engineering and Computing Sciences,

(3) through the SoECS secured a grant from New York State’s Empire State Development
Corporation to provide external funding for an Entrepreneurship & Technology Innovation
Center (ETIC) for Industry-University Partnerships which will add 5,300 square feet to the
school’s space in Harry Schure Hall. A brief description of the Center appears below:

Entrepreneurship & Technology Innovation Center (ETIC)

for Industry-University Partnerships
The School of Engineering and Computing Sciences at New York Institute of Technology (NYIT)
has consolidated and expanded its ongoing industry-academic partnerships by creating a new
Entrepreneurship and Technology Innovation Center (ETIC) to foster innovation and promote
collaborations between industry, the academic community, professional organizations, and
government. As a source for talent, entrepreneurship, and innovation in technology, engineering
and applied science, the Center will spur economic growth and ensure greater competitiveness for
New York City, Long Island and the broader metropolitan region.
The Center is being created with the assistance of an Advisory Board made up of members of
industry, government, and the venture capital community, who have agreed to work on three focus
areas for the Center and review plans to create high-tech teaching and research laboratories that
meet industry workforce demands and projections. The Center will support the region’s economic
development by focusing in the three critical areas of: IT & Cyber-security, Bioengineering, and
Energy and Green Technologies.

15
 Implementation:

Manhattan: As planned, the 8th floor Engineering space in Manhattan has been reconfigured to
provide a faculty conference room and additional faculty office space for the engineering and
computer science faculty.

When substantial 40,000 additional square feet of space adjacent to its three other Manhattan
campus buildings (26 West 61st Street) became available in AY2009-2010, NYIT used the
acquisition as an opportunity:

(1) To study utilization of existing space and benchmark against other urban campuses
(Perkins Eastman – http://www.perkinseastman.com/ – an architecture and design firm
with extensive higher education space planning and design experience was hired for this
task), and

(2) To conduct a complete review of its Manhattan campus portfolio of schools using the
Portfolio Review criteria in NYIT’s Institutional Assessment Plan: mission, quality, market,
and financial contribution.

The resulting Manhattan Space Plan is a multi-year plan for the campus – both newly acquired
and existing buildings – that reflects decision-making about priorities and makes optimal use of
space. Key decisions with respect to academic programs based on the Program Review and
reflected in the allocation of space in the plan (which will take another two to three years to
complete) include:

16
  Substantial increase to School of Management space, along with creation of a “virtual
financial learning center” and a small business incubator;
 Increased space for the School of Architecture and Design to accommodate recent
enrollment growth (and the decision to maintain enrollment at current levels going
forward given the difficulty of acquiring additional space);
 Increased space for the School of Engineering and Computing Sciences to facilitate
more project, research and laboratory work for faculty and students and expanded
research activities. The SoECS submitted a floor plan to the administration, see Figure
G.1 below, and at this time it is under review.
 Consolidated faculty offices and specialized classrooms in the College of Arts and Sciences
into one building to improve synergies;
 Doubling the number of (and significantly upgrading) chemistry and biology labs;
 Phasing out the nursing program in Manhattan location and consolidating all nursing at
the Old Westbury campus to reduce duplication and give all nursing students the benefit
of interaction with the medical school and students in other health professions.

Complete redesign of facilities for the School of Engineering is scheduled to begin in 2014, with
occupancy of the first remodeled floor in AY2014.

17
 Figure G.1.

Old Westbury: As planned, the ECE faculty office space was expanded so that

(1) all full-time faculty are assigned their own offices and

(2) a conference room was established for faculty meetings as well as faculty/student project
discussions. The new floor plan for this reconfiguration appears as Figure G.2 which follows:

18
 Figure G.2 Old Westbury Faculty Offices Floor Plan

Joint Accreditation

The Electrical and Computer Engineering program is not jointly accredited and is not seeking
accreditation by more than one commission.

19
GENERAL CRITERIA

CRITERION 1. STUDENTS

Student Admissions

Because NYIT’s approach to education is inclusive, and in line with its mission to offer access to
opportunity, we seek to extend educational access to members of all groups and are proud of the
diversity that has become synonymous with NYIT.

Whether an applicant is admitted to the Electrical and Computer Engineering (ECE) program is
based on his or her educational preparedness and ability to be academically successful. The Office
of Admissions conducts a comprehensive evaluation of each applicant’s school records, essays, and
recommendations. In addition, freshman applicants are required to submit the results of the
Scholastic Aptitude Test (SAT) or American College Testing (ACT).

The following are the requirements for admission as a freshman, who can be admitted in the fall
or spring semester:
1. Minimum 1000 SAT (critical reading and math only) total ( with minimum 520 math score)
2. Adequate mathematics preparation to permit them entry into MATH 170 Calculus, as
determined by a Math placement exam administered by the Math department at the time of
registration
3. A letter of recommendation from a guidance counselor or principal

Students who have not chosen a specific branch of engineering as a major or who do not fully
satisfy the entrance requirements for engineering may be classified with an undeclared status in
the School of Engineering and Computing Sciences up to the end of their second year. Students with
inadequate mathematics preparation are required to supplement their course of study with
remedial courses in mathematics to strengthen their backgrounds and permit entry into the
calculus sequence.

The following are requirements for students wishing to transfer internally within NYIT – either
from pre-engineering or another discipline:
 Minimum cumulative grade point average of 2.0
 Completion of at least 12 credits of required mathematics, physics, computer science, and
engineering with a minimum average of 2.3 in these courses.

Students may also satisfy these requirements by passing challenge examinations, administered
by the respective departments, in these areas as provided for by NYIT policies. This policy is
outlined in the NYIT Student Handbook. (See Appendix E: Exhibit E.4) The NYIT Student Handbook
will be available at the time of the visit.

20
International Students

NYIT welcomes students from other nations who show promise of profiting from educational
opportunities in the United States. The following guidelines are for prospective students residing
outside the continental limits of the United States who wish to attend the college:

 The application form, $50 fee and required documents must be submitted to the Office of
Admissions in Old Westbury.

 Applications from international students must be received by NYIT by July 15 for fall term
and Dec. 1 for spring. Applications received after those dates will automatically be
considered for the following term. (These deadlines may be waived for applicants who
reside in the United States.)

 Official and complete school records from all previous schools, including certification of
high school graduation, colleges, universities, normal or technical schools, must be
submitted by the previous institutions.

 Applicants are required to submit either the Test of English as a Foreign Language (TOEFL)
as administered by the Educational Testing Service or the International English Language
Testing System (IELTS), or an examination deemed to be equivalent by the Office of
Admissions of NYIT. The minimum score for undergraduate full admission on the TOEFL
scale is 550 (written), 213 (computer), and 79 (IBT). The minimum score on the IELTS for
undergraduate full admission is a 6.0 Conditional admission can be granted to students who
submit the following: TOEFL scores 500-549 (written), 173-210 (computer), and 1-78 (IBT)
and 5.0-5.5 on the IELTS. Students with lower scores can be eligible for non-credit English
as a Second Language (ESL) courses, and will need to complete the ESL successfully before
they can be reviewed again for admission to an academic program. The required English
courses may be prerequisites or may be corequisite to continued undergraduate study.
Students whose registration does not include the required English course(s) may be
deregistered from other courses

 Students who transfer from American colleges or universities must have their previous
schools complete the I-20 Transfer Recommendation Form, which can be obtained online at
nyit.edu. Students must also furnish copies of all previous universities’ I-20(s) and a copy of
their Visa and I-94 (from their passport).

 For the purpose of assuring NYIT and the United States government that all necessary costs
to maintain the student throughout his/her tenure at the college will be met, students must
submit: (a) an original notarized Affidavit of Support form signed by a parent or other bona
fide sponsor (form can be obtained from the NYIT Office of Admissions or at nyit.edu) and
(b) an original bank statement of a parent or sponsor.

 Upon receipt of all required material, the Committee on Admissions will review the
qualifications of each applicant on an individual basis, and a decision regarding admission
will be forwarded to the applicant. The I-20 (Certificate of Eligibility for Student Visa) may
be given after: (a) the student has sent the application and $50 fee with official scholastic

21
 credentials to NYIT; (b) the student has received the admission letter; (c) the student has
submitted a notarized affidavit of support and bank statements; (d) the student has paid a
$400 non-refundable deposit fee that will apply toward the first semester’s tuition.

 Four years of study are generally necessary to acquire a bachelor’s degree (five years for
the Bachelor of Architecture degree,) but NYIT does not guarantee that any student will
complete a program within this time. All international students with F-1 visas must be full-
time day students.

 All students transferring from foreign institutions of higher learning will be required to
have their educational credentials evaluated by an agency specializing in reviewing
international transcripts. This agency must be acceptable to the standards of NYIT, such as
World Education Services or Globe Language Services. There is a fee for this evaluation
service. Possible transfer credits will be determined by NYIT after results of the course-by-
course evaluations have been received. Students must provide course outlines and/or
syllabi if available to facilitate credit transfer.

 NYIT offers residential facilities at its Manhattan and Old Westbury campuses. Complete
details on available housing for students may be obtained from the college.

Evaluating Student Performance

Degree Requirements

The NYIT catalog identifies all required courses and elective categories, e.g. design, which
students must have. In addition NYIT’s website makes the same information available to faculty
and students through “NYIT Connect,” which is integrated with the university’s electronic student
records system (Datatel) and gives students and their advisors the ability view transcripts and,
with their advisor’s permission (see below), students can register online for courses. It identifies:

1. Curriculum requirements
2. NYIT coursework (completed and in-progress).
3. Transfer course credits where applicable.

The policy for all required technical courses offered through the School of Engineering and
Computing Sciences is that no substitutions are permitted. However, under extenuating
circumstances, a student may, with permission of the Chair, substitute one course for another.

For all other required technical courses in the curriculum offered through the College of Arts
and Sciences at least one section, e.g., calculus, physics, etc. is offered every term. It is, therefore,
uncommon for a student to request substitutions. However, if such a request is made then the
student must receive the approval not only of the Chair of the ECE program but the approval of the
Chair of the department offering the courses in order to make the substitution.

It should also be noted that for those courses which are part of the “Discovery Core” no
substitutions are permitted except for ICSS 309 “Technology & Global Issues” which was developed
by the SoECS and has been offered as IENG 400.

22
Monitoring progress

To ensure that every student follows the published curriculum, no student is permitted to
register for a course without the approval of his/her faculty advisor. During a meeting with the
student's academic advisor, the student's transcript (Appendix E: Exhibit E.1) is examined and
discussed. The students’ progress towards their intended degree, compliance with pre-requisites
and other departmental guidelines are thoroughly reviewed. Together, the student and the advisor
arrive at a set of courses that the student should take for the coming term. Once the student has
been advised, and only then, the advisor will “open” the student’s online registration. This opening
unlocks the hold on the student record, so he/she is now able to register for the following semester.

Students’ programs must follow the proper sequence of courses (including pre and co-
requisites) and the online computer registration system will not allow students to do otherwise.
Should an exception be needed, the student must receive approval in writing by the Chair, and must
complete his/her registration in-person.

Maintaining satisfactory progress

Undergraduate students are required to have a 2.00 cumulative GPA by the time they complete
their second academic year or they are placed on probation. All students on probation are
contacted by the Central Advising Center throughout the semester and are notified of available
resources on campus including the Learning Center, Writing Center and Counseling & Wellness
Center. Progress reports are requested on all students for each of their courses. Students are
contacted to discuss their progress reports as they are received. Students are blocked from
registration until they meet with the Central Advising Center and until their anticipated courses are
reviewed. All students on probation are required to sign a probation contract outlining the
probation/dismissal policy as well as consequences of continued poor performance.

Graduation

When students reach senior status they may only be advised by the Chair or a designated
representative. In order to graduate the student must apply online for graduation. The Chair
receives notice of the student’s application for graduation and at that time the sequence of courses
needed for graduation is confirmed using the online student degree map (Appendix E: Exhibit E.1).
The Chair prints and signs the form indicating that the student has met all the requirements and if
not, indicates what remains to be taken. This form is then sent to the registrar’s office, and a copy is
kept on file in the department office. The graduation office confirms the information from the
Chair. Students are then sent a letter indicating whether or not they are candidates for graduation
upon successful completion of their credits in progress. This procedure ensures that no student can
graduate without having met the requirements of the degree program.

23
Transfer Students and Transfer Courses

Transfer applicants for all campuses assume the responsibility of having previous schools
forward official final transcripts to the Office of Admissions in Old Westbury.

We have in place a procedure in the ECE program to ensure that the transfer credits granted
meet all applicable ABET engineering criteria and have the same content in terms of technical
content and computer usage as the corresponding courses at NYIT. Under this procedure, the
faculty works with Ms. Angela Delcid, Director: Transfer Evaluations and Recruitment to evaluate
and grant transfer credits where appropriate. We have recently updated our articulation
agreements with Suffolk Community College (SCC), and Nassau Community College (NCC) and are
reviewing our agreement with Queensboro College. The SCC, NCC articulation agreements appear in
Appendix E. (Exhibits E.2, E.3).

Students who have completed programs at other colleges or who wish to transfer to NYIT from
other institutions are considered for admission. Transfer applicants for all campuses assume the
responsibility of having previous schools forward official final transcripts to the Office of
Admissions in Old Westbury. The transfer of credits will be considered under the following general
rules.

1. Transfer credit may be given for courses completed at a regionally accredited

college or other qualified institution acceptable to the standards of NYIT.

2. Courses must be appropriate to NYIT curriculums. Transfer credit for major

courses is granted for equivalent coursework only. Substitutions are considered in
the core curriculum when coursework is from the same discipline.

3. Courses not included in NYIT curriculums but relevant to the ultimate educational
objectives of the student may be allowed toward a general elective requirement in a
specific curriculum. However, transfer credit will not be awarded in excess of
degree requirements.

4. Credit may be granted for Advanced Placement Exams (AP) taken in high school.
Grades of 3, 4 and 5 are required for possible credit. An official score from the
College Board should be mailed to the Office of Admissions.

5. Transfer credit is recorded as credit (TC) only and is not computed in the
cumulative grade point average unless it becomes necessary in determining
graduation honors. Credit for challenge examinations taken at a regionally
accredited college is granted if recorded on an official transcript with credits and a
grade of C- or better.

6. Grades of C- or better are transferable. Grades of D+ and D are acceptable only

under the following conditions:
a) if the grades were earned in courses at a school where an associate’s or
bachelor’s degree was completed with a 2.0 GPA, or
b) if the grades were earned in courses at a school where at least 30 credits were
completed with a 2.5 GPA

24
 7. Students transferring from an associate’s degree program or two-year school are
eligible for a maximum of 70 transfer credits. The maximum transfer credit for
students transferring from a bachelor’s program is the difference between the
required 30 credits in residency at NYIT (see Requirements for Graduation) and the
total credits required for the NYIT degree. For example, if an NYIT degree requires
120 credits, students transferring from a bachelor’s program are eligible for a
maximum of 90 transfer credits.

A degree candidate enrolled at NYIT may take courses at another institution for credit only if he
receives written consent in advance from the appropriate Chairs/Directors and the registrar. Upon
completing the course, the student must assume responsibility for furnishing the registrar with an
official transcript so credit may be entered in the record. A grade of C- or better is required for
credit. Students on probation may not take courses at another college. All undergraduate students
must complete the final 30 credits towards their degree in residence.

Advising and Career Guidance

Advising

NYIT recognizes that developmental advising is a critical component of the educational

experience of all its students. Developmental advising encourages students to enhance decision-
making skills, to think critically about goals and objectives, and to assume responsibility for their
actions and plans. NYIT offers a range of academic advising resources that include in addition to
advising by program faculty advising, the Central Advising Center with locations in Manhattan and
Old Westbury, an advising Web site, online degree maps, and the college catalog to assist students
in making meaningful educational plans that are compatible with their career goals.

As an institution, our goals of academic advising include helping students:

 facilitate successful transition into NYIT;

 develop suitable educational plans;
 clarify their life and career goals;
 select appropriate courses;
 complete degree requirements in a timely manner;
 interpret policies and procedures.

Central Advising Center locations are:

Manhattan Old Westbury

16 W. 61st Street Wisser Library
Room 702 Room 109
212.261.1744 516.686.3961

25
Career Guidance

All entering freshmen of the SoECS are required to take ETCS 105 “Career Discovery.” The
course experience provides students with the skills and tools necessary for a technical career while
enabling them to develop confidence in their academic endeavors.

Students in ETCS 105 Career Discovery meet with a career advisor from the Office of Career
Services for early career exploration, which can include self-assessment tools, exploring potential
career choices, and activities that engage students in crystallizing their career aspirations. Beyond,
ETCS 105 Career Discovery, outreach efforts keep students connected to career advisement and
evaluation tasks. Workshops targeting activities relevant to students’ career opportunities and
related to their fields of study are offered, and workshops focusing on particular activities and skills
needed in a future job search are also given. During the 2011/2012 Academic Year the following “in
class sessions” took place for a total of 155 student attendees in OW and 25 student attendees in
MA.

1. September 19, 2011: (Old Westbury Campus)

2. October 27, 2011: (Old Westbury Campus)
3. November 22, 2011: (Old Westbury Campus)
4. February 11, 2011: ( Manhattan Campus)

Employment assistance

Academic programs at NYIT prepare students for entry into the job market, graduate, or
professional schools. The professionals in NYIT’s Office of Career Services complement this advising
by providing personal career guidance, aptitude and interest tests, and training through a series of
fall and spring semester workshops. These workshops address self-assessment, career choices,
employment opportunities, résumé and portfolio preparation, interview skills, and successful job
search techniques. Career resource libraries and computer programs are available for student use
and provide practical direction and assistance in maintaining contact with organizations seeking
trained personnel. Internet access provides the opportunity for on-line job searches and career
preparation. Business, government, and industry representatives actively participate in
recruitment activities, including sponsorship of corporate exhibits at annual Career Fairs,
conducted during the fall and spring semesters.

From one-on-one career counseling and assistance with résumé and cover letter preparation, to
skills assessments, mock interviews, networking nights, career fairs and internship/job referral
services, the Office of Career Services helps students to explore their career options, to gain
valuable workplace skills and build their resumes through internship and externship opportunities,
to earn money at campus jobs while still in school and to make the professional connections they
need to launch their careers.
An array of experiential opportunities are developed and facilitated through the Office of Career
Services. Internships, externships, volunteer, and service-learning placements are available for
students to apply classroom learning to real-world settings in order to promote career
development and civic engagement. Career Services support experiential education through
program development and student orientation, evaluations and reflection. Resources include a
unique online career management system, NYIT CareerNet E-Job board (See Appendix E, Exhibit

26
E.8) for details on participation of engineering students and alumni). For more information about
the Office of Career Services see http:// www.nyit.edu/cs.

Work in Lieu of Courses

NYIT's Prior Learning Evaluation Program was designed to give students the opportunity to earn
college credit for prior college-level learning relevant to their curricula. All matriculated and
registered NYIT students maintaining a 2.0 average are eligible to apply for credit, although
transfer students must also have their transcripts officially evaluated before applying for credit.
Student knowledge gained outside the traditional college classroom may be evaluated by:

1. proficiency examinations
2. non-collegiate course evaluations, and
3. portfolio evaluations.

Table 1.F.1, represents employment data for our alumni. This data is obtained from our own
departmental records (based on alumni who have responded to departmental correspondence), the
Office of Career Services (employers that have posted electrical and computer
engineering technology positions in the NYIT Online job bank), as well as the institutional Alumni
Survey of ECE graduates of the past five years. The listed positions in the job bank cover a wide
range of positions ranging from sales and marketing to associate and field engineers.

27
Table 1.F.1 Employer Data from the 2009 ECE Alumni Survey

STUDENT NAME JOB TITLE EMPLOYER

Eric Chan Project Engineer Liker Associates
Helen Lin Electrical Engineer Goldman Copeland
Assoc.
Danish Dar Senior System Engineer Asea Brown Boveri
Jorge L. Cruz Electrical Engineer Maritime Broadband
LLC
Clinton Dunbar Ind. EE Mftg. Prof. Self Employed
David Hylton Electrical Engineer Andrea Electronics
Corp.
Leonid Ayzenshtat Electrical Engineer Siemens Industry Inc.
Dennis Bushmitch Technical Dir./Chief Analyst Fed Gov
Elena Dimitrovska Field Engineer E. J. Electric NY
Marc Gallo CEO Studio Devil
Nidal Eid Systems Engineer ARDEC
Elijan Avdic Electrical Engineer Power Mgmt. Concepts
Vinil Thomas Technical Support Specialist II SunGard
Matthew Raia Project Engineer Underwriters Lab
Oksana Wasiczko Plant Engineer II Pfizer
Ali Syed Network Engineer IESO
Jorge R. Castro Electrical Engineer
Hitanshu Shah Electrical Engineer T-Mobile
James Coffey Senior Systems Analyst Con Edison
Ailton Ramos Electrical Engineer Con Edison
Jason Gilmore Junior Designer Con Edison
Joseph Charles Electrical Designer PACS Industry
Rah-Shon Coard Quality Engineer MTA
Jithendra Yogarasa Project Manager MTA

28
Proficiency Examinations

Credit for degree requirements and elective courses can be earned by attaining satisfactory
scores on proficiency examinations. Excelsior College Examinations, the College Level Examination
Program (CLEP), and DANTES Subject Standardized Tests (DSSTs) are standardized testing
programs that cover numerous academic areas. NYIT has developed its own challenge
examinations in areas not covered by Excelsior, CLEP, or DSST. Challenge examination information
is available in the registrar's office.

NYIT COURSE EQUIVALENTS FOR CLEP EXAMS (PDF)1

NYIT COURSE EQUIVALENTS FOR DSST EXAMS (PDF)2

Non-Collegiate Course Evaluations

The University of the State of New York's National College Credit Recommendation Service
(National CCRS http://www.nationalccrs.org) and the American Council on Education (ACE
National Guide Online http://www2.acenet.edu/credit/?fuseaction=browse.main) evaluate and
recommend credit for many non-collegiate courses. NYIT honors these recommendations for
elective credit and may award prior learning credit for required courses on this basis. Courses that
have not been reviewed by National CCRS or ACE but meet certain criteria will also be evaluated on
an individual basis by the college. Credit for military coursework and Military Occupational
Specialties (MOSs) may be granted. ACE has evaluated much of this coursework, and credit toward
electives is awarded based upon the ACE recommendation. Certificates of completion, official
DD214 forms, and/or official AARTS or SMART transcripts should be sent to the evaluations office.

Portfolio Evaluation

Students may use the portfolio method of evaluation to have their knowledge of a certain
course or academic area evaluated. This request for credit must fulfill an elective or course
requirement in a student's degree program. Each portfolio consists of an essay explaining how the
student acquired this knowledge and how it relates to course objectives. NYIT does require
documentation of such learning, which may be in the form of work samples, detailed job
descriptions, or licenses. A nonrefundable evaluation fee is charged for each portfolio. A Prior
Learning Evaluation Guide with detailed information may be obtained from the Office of Prior
Learning.

Graduation Requirements

As mentioned earlier, when students reach senior status they may only be advised by the Chair
or a designated representative. In order to graduate, the student must apply for graduation online.

1 http://www.nyit.edu/images/uploads/admissions/Admissions_2011-12_CLEP_Equivalents.pdf

2 http://www.nyit.edu/images/uploads/admissions/Admissions_2011-12_DSST_Equivalents.pdf

29
The Chair receives notice of the student’s application for graduation and at that time the sequence
of courses needed for graduation is confirmed using the on-line student degree map. The Chair
prints and signs the form indicating if the student has met all the requirements and if not, specifies
what remains to be taken. This form is then sent to the registrar’s office, and a copy is kept on file
in the department office. The graduation office confirms the information from the Chair. Students
are then sent a letter indicating whether or not they are candidates for graduation upon successful
completion of their credits in progress. This procedure ensures that no student can graduate
without having met the requirements of the degree program. Upon successful completion of their
graduation requirements the student are awarded the Bachelor of Science in Electrical and
Computer Engineering.

The NYIT guidelines for graduation evaluation are as follows:

1. NYIT academic programs are registered by the New York State Education Department
(NYSED), Office of Higher Education. Academic degrees for undergraduate, graduate and
professional programs, as well as the advanced diploma and certificates/advanced
certificates may be conferred to matriculated students upon the successful completion of all
program requirements.

2. NYIT academic program requirements are uniform at all NYIT locations and can only be
changed with the approval of the NYIT Academic Senate and, if necessary with approval of
NYSED.

3. NYIT students are responsible for ensuring that all degree requirements listed in the catalog
in effect on the date of their admission/readmission are fulfilled. Errors on degree maps or
degree audit advisement records do not constitute a basis for waiving degree requirements.
Discrepancies in documents will be addressed by the academic dean responsible for the
program.

4. NYIT chairs or their faculty representative will review students’ academic records and
recommend them for graduation by signing and submitting a degree audit evaluation to the
registrar’s office. The registrar’s office will audit the records of students recommended for
graduation and notify the deans, chairs and students of the outcomes.

The criteria used to evaluate students for graduation are uniform at all campus locations and are as
follows:

1. NYIT students will be matriculated in an academic program, have all transfer credits posted
to their academic record and all admissions and prerequisite requirements satisfied.
Students will be evaluated for graduation using the program requirements in effect at the
time of their most recent admission /readmission into the program. Students readmitted
after a break of five years or less [undergraduates must be within 30 credits of degree
completion too], may request approval to follow the program requirements in place at the
time of their most recent admission/readmission. The academic dean responsible for the
program will decide in this matter. Students readmitted after a break of more than five
years [undergraduates must be within 30 credits of degree completion too], may request
approval to follow the program requirements in place at the time of their most recent
admission/readmission. The VPAA (or designee) will decide in this matter. In all cases,
NYSED regulations will guide these decisions.

30
 2. For the ECE program, the undergraduate cumulative grade point average will be a minimum
of 2.0. The cumulative grade point average minimum requirements cannot be waived and
NYIT does not round the cumulative grade point average.

3. All undergraduate courses in which the grades of A – D (inclusive of + and – grades), F, WF,
IF, will be used in the computation of the cumulative grade point average unless a course is
‘major modified’* or complies with the NYIT repeat policy.

4. All required and elective undergraduate courses (or approved course substitutions) must
be completed with a minimum grade of D or P; Courses that have specific grade
requirements will be considered completed only when the required grade is achieved. Prior
to graduation all pending grades assigned after the 2002 year, must be completed.

5. In order to be eligible for graduation, undergraduate students must complete a minimum of

thirty (30) credits towards their degree at NYIT. A minimum of fifteen (15) credits in the
major must be taken at NYIT. At least nine (9) credits must be advanced level courses (300
or higher) in the major field of study.

6. Upon satisfactory completion of program requirements, students will be awarded a degree

only for the program in which the student is matriculated.

Modifications to program requirements are managed as follows:

1. The number of credits required for academic programs is specified in the NYIT catalog. A
maximum of two elective credits can be waived by the Dean or designee responsible for the
program. However, the total number of credits required to graduate will not be less than
required by NYSED.

2. Course core requirements cannot be waived. Course substitutions within the core
requirements must be approved by the Dean or designee for the discipline responsible for
the core requirement.

3. Major course requirements cannot be waived. Course substitutions for major courses and
program electives can be approved by the Dean or designee responsible for the academic
program.

4. The number of course substitutions are limited to three to avoid changing the focus of the
program. More than three substitutions require approval of the Dean responsible for the
program.

5. Retroactive graduation will be considered only if all program requirements had been
completed and course substitutions approved as of that date. The Dean of the program will
consider the request and make a recommendation to the Provost and Vice President for
Academic Affairs. The Provost will decide in the matter.

* Major modified courses are not included in the computation of the cumulative grade point average
but remain on the transcript.

31
Transcripts of Recent Graduates

There are no program options under the BS degree in Electrical and Computer Engineering
offered at NYIT. The degree is designated on the student transcripts as:

Bachelor of Science: Electrical and Computer Engineering.

32
CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES

Mission Statement

New York Institute of Technology is an independent institution of higher learning. The

university is guided by its mission to provide career-oriented professional education, offer access to
opportunity to all qualified students, and support applications-oriented research that benefits the
larger world.

NYIT’s mission statement can be found in its undergraduate catalog as well as on the NYIT web
site (www.nyit.edu/about_nyit/nyit_at_a_glance/ ).

The School of Engineering and Computing Sciences prides itself on its high-quality
undergraduate and graduate programs that prepare students for advanced studies and challenging
positions in business, government, and industry. The school is guided in this mission by the above
three tenets embraced by NYIT.

Integral to our success are our faculty’s dedication to teaching, scholarship, and service; the support
of our alumni, industrial advisory boards, friends and employers; and our state-of-the-art facilities
that provide students with a solid foundation for achievement.

To accomplish its mission, the School of Engineering and Computing Sciences:

1. Offers a broad range of outstanding, accredited academic programs.

2. Supports faculty members who are effective teacher-scholars committed to a student-

centered, stimulating learning and research environment.

3. Engages students in applied projects, innovative design and computing solutions to real
industry questions.

4. Fosters connections and partnerships with employers, alumni, and the community at large.

5. Provides the physical space and modern facilities that befit a premier technology institute.

SOECS Vision

Engineering for Society: Innovating for a Better World!

At NYIT’s School of Engineering and Computing Sciences, students have the opportunity to
work on 21st century technological challenges that directly affect the world in which they live.

Indeed, the school is known as “the place” where innovators, engineering firms, public utilities,
federal and state agencies seek faculty and student talent to advance their projects, inventions and
technologies in the classroom, the lab, the field, or onsite. By the time they graduate, our “industry-
ready” students are equipped with the fundamentals needed to pursue graduate studies and
prepared to join the workforce with minimal on the job training.

33
 Based on this overall direction, and based on the mission of the college and the school, the
Department of Electrical and Computer Engineering has set Program Educational Objectives
discussed below.

Program Educational Objectives

The Electrical and Computer Engineering program at NYIT intends to produce well-rounded
graduates, with a wide range of skills, aptitudes, and interests who are prepared for successful
careers in industry and government or to pursue graduate studies.

With respect to the engineering programs, the most important element of NYIT’s mission
statement is its emphasis on career-oriented education. As such, our electrical and computer
engineering program stresses the application of scientific and technical knowledge as
demonstrated by the integrated use of modern engineering tools and computers into nearly all
engineering courses. This also includes lab work where software is used for the analysis and
presentation of data.

Since its last accreditation, the program has undergone changes to reflect changing market and
industry demands, taking into account the views of all constituencies of the program. In particular,
the Program Educational Objectives (PEOs) were discussed with the members of the Industrial
Advisory Board (IAB) and a final draft of the modified PEOs and their respective metrics were
formally adopted at the IAB meeting of October 27, 2011. The program faculty with input from
other stakeholders (employers, alumni and the Industrial Advisory Board) has determined new
PEOs to create versatile engineers who will:
 be successfully employed in engineering or their chosen career path; (PEO 1)
 pursue graduate studies and/or continued education in their field; (PEO 2)
 function as responsible members of society through engagement in community or
professional organizations (PEO 3).

The PEOs of the ECE program can be found in NYIT’s 2011/2012 undergraduate catalog as well
as on the NYIT web site:
http://www.nyit.edu/engineering/electrical_and_computer_engineering/electrical_and_compu
ter_engineering_bachelors/

Consistency of the PEOs with the Mission of the Institution

As can be seen in the table below, the Program Educational Objectives (PEOs) were guided by
the NYIT institutional mission. In particular the Career Oriented Education institutional mission
guides PEOs 1, and 2 directly, and the Applications-Oriented Research, and Service in Public Interest
institutional mission guides PEOs 2 and 3.

34
 Table 2.C.1 NYIT Mission and Program Educational Objectives

Institutional Mission

Education

Opportunity
Interest
And Service In Public
Oriented Research,
Career-Oriented

Access To

Applications-
PROGRAM EDUCATIONAL OBJECTIVES

To create versatile engineers who:

1. are successfully employed in their engineering or chosen

career path.  

2. are pursuing graduate studies and/or continued

education in their field;  

3. are able to function as responsible members of society

through engagement in community or professional 
organizations

Program Constituencies

The ECE Department’s undergraduate program serves three main constituencies:

1. Students/Alumni
2. Employers
3. Industrial Advisory Board
4. Faculty

Students/Alumni

Our primary constituents are the students themselves, including prospective students,
current students, and alumni. The primary representative body of current students is NYIT’s
Student government Association (SGA). The Student Senate is the legislative body of the Student
Government Association and is vested with ultimate governing authority to act as agent for and
representative of the student body. The SoECS has two (2) Senate seats and one (1) Alternate at the
Manhattan campus and four (4) Senate seats and one (1) Alternate at the Old Westbury campus.

The purpose of the Student Government Association is to respond to and resolve, to the best of
its ability, those issues or concerns that are expressed by members of the currently enrolled
undergraduate student body. In particular, the SGA assists in the establishment and maintenance of

35
conditions leading to high scholastic standards, achievement, and enriched extra-curricular
activities.

Senators are expected to be familiar with the problems and concerns of students in their
Schools. Each senator is required to establish regular communication and to hold monthly meetings
with student constituents, faculty and staff towards this end and report results and/or initiate
legislation at regularly scheduled Senate meetings.

Within the department, ECE faculty solicits input from students through both indirect and
direct means:

 The department maintains an open-door policy, by which any student may formally or
informally express their concerns or opinions to the department Chair or the SoECS dean,
 This year the ECE department introduced a Senior Exit Questionnaire (SEQ) that all ECE
seniors must complete prior to their meeting with either of the campus chairs, Dr. Saito and
Dr. Lee, to review their graduation requirements. The SEQ appears in Appendix E, Exhibit
E.5.
 A primary component in the indirect assessment of our Program Educational Objectives
(PEOs) is the alumni survey, Exhibit 2.E.2 which is conducted every 3 years. This provides a
means by which the ECE department determines whether or not we are meeting the needs
of our alumni.

Employers

As the primary employers of our graduates, commercial, industrial and governmental entities
have a major stake in the quality and content of our programs. Typically, our ECE graduates enter
the workforce via regional/national industries and governmental agencies.

The ECE department maintains an Industrial Advisory Board (IAB) made up of leaders of
business and industry throughout the Metropolitan area. The IAB meets with the faculty in the
discussion of departmental concerns and activities. Pertinent information about the relationship
between student career preparation in the department and the actual needs of employers is the
focal point of the discussions. The IAB is the primary representative body for this constituency.

Members of the IAB are invited to serve by the invitation of the department Chair. They
provide counsel to the department Chair and faculty in the following areas:

 Undergraduate curriculum and program objectives

 Faculty recruitment
 Research funding direction
 Senior design implementation
 Marketing the ECE program
 Selection of new IAB members

The IAB convenes once yearly, and IAB members are invited to serve as senior design
reviewers. Table 2.D.1 below lists the current members of the IAB.

36
 Table 2.D.1 Members of the ECE Industrial Advisory Board,
*NYIT Alumni

Name Company Position

Innovative Electronic Solutions LLC President

Spellman High Voltage Manager

Mr. Guido Bonelli 475 Wireless Blvd. Digital/Software Design
Hauppauge, NY 11788
Phone: 631-630-3000
Email: [email protected]

CA Technologies SVP, Strategy & CA

Debra Danielson Tel: +1 609 583 9838 Distinguished Engineer
[email protected]

Optimum Semiconductor
Technologies, Inc.
C. John Glossner, Ph.D. 120 White Plains Road, 4th Floor
Tarrytown, NY 10591, USA
914-287-8555 CEO
6 Bicentennial Dr.
Nashua, NH 03062
Email: [email protected]
Ph: 775-393-9622

Hutt Systems, Inc.

3586 Amherst Drive President
Mr. Michael Hutt * Wantagh, NY 11793
Business: (516) 409-5296
Fax: (516) 409-5296
Email: [email protected]
AT&T Shannon Labs Distinguished Member
Mr.Gerald M. Karam 180 Park Avenue, Bldg 103, Rm E267 of Technical Staff,
Florham Park, NJ, USA 07932-0971 Networking and
Research ph #: (973) 360-8610 Services Research,
email: [email protected] AT&T Labs

37
 Defense Photonics Group
126 Corp Blvd.
Dr. Khurram Kazi Suite A Lead Network Engineer
South Plainfield, NJ 07080
Phone: 908-821-9014
Email:[email protected]
UltraVolt, Inc.
1800 Ocean Avenue, #A
Mr. Peter Match Ronkonkoma, NY 11779-6532 VP of Engineering
Phone: (631) 471-4444 x159
Email:[email protected]
Dilworth & Barrese, LLP
Mr. Steven Rubin * 1000 Woodbury Road, Suite 405
Woodbury, NY 11797 Patent Attorney
Business: (516) 224-1626
Email:[email protected]

Stony Brook University

Mr. Jim Smith 236D Old Engineering
Stony Brook, NY 11794-2200 Assistant Vice President
Phone: 631-216-7514 Economic Development
Fax: 631-632-1346
Email: [email protected]
Leviton Mfg. Co.
Mr. Paul Soccoli 201 North Service Rd. Senior/Project Engineer
Melville, NY 11747
Phone: (631) 821-6189
Fax: (631) 812-6574
Email: [email protected].

Faculty

The Electrical and Computer Engineering faculty are a primary constituent of the program, as
are the Computer Science faculty of the School of Engineering and Computing Sciences at NYIT. The
ECE faculty follows the Chronicle of Higher Education and professional organizations such as IEEE
and ASEE as well as other journals to track current curricular and engineering pedagogy trends.
The faculty also participates in various workshops and meetings related to curriculum development
and engineering accreditation.

As of January 1, 2012, the Department of Electrical and Computer Engineering/Computer

Science comprises 18 tenured or tenure-track faculty, who teach courses in the ECE program. All

38
faculty are expected to contribute to the department through teaching, research and service
activities.

The technical competencies of the faculty are grouped into four main areas: electro-optics,
cyber security, wireless communications, digital signal processing, digital control theory and image
processing. There are no clear boundaries among these groups and no division of administrative
responsibility along these lines. Faculties are distributed more-or-less uniformly across both
technical area and faculty rank and their credentials reflect concentrated efforts to attract the best
and brightest professionals to the program. All tenured/tenure-track faculties hold an earned
doctorate in their area of expertise.

The faculty are also active in professional societies which include:

• IEEE Institute of Electrical and Electronics Engineers

• ASEE American Society for Engineering Education
• ACM Association for Computing Machinery
• NSPE National Society of Professional Engineers
• APS American Physical Society
• OSA Optical Society of America
• SPIE Society of Photo-optical Instrumentation Engineers
• SWE Society of Women Engineers

The vitae included in Appendix B shows the ECE faculty are active providing service to the
University, to the profession and toward advancing the body of knowledge in their field of
expertise. Also, most faculty members participate in professional seminars and conferences that
keep them current in educational and/or research related activities.

Process for Revision of the Program Educational Objectives

Prior to their revision at the spring 2011 meeting of the Industrial Advisory Board, the PEOs for
the ECE program were intended to create versatile engineers who would
1. be successful in their engineering or chosen career path; (PEO 1)
2. understand their professional, ethical, and moral responsibilities and the impact
that their solutions have on society, both locally and globally; (PEO 2)
3. be inclined to accept challenging assignments and responsibilities and be productive
members of their community; (PEO 3)
4. have effective communication skills in written, oral, and electronic media with
others both inside and outside of their profession; (PEO 4)
5. have the necessary teamwork and leadership skills as an electrical and computer
engineer, and work and participate effectively in multi-disciplinary team
environments; (PEO 5)
6. have the flexibility to adapt to changing technologies, with the understanding of the
need for continuous improvement and lifelong learning. (PEO 6)

At the IAB meeting of spring 2011, the board and faculty felt that PEOs 2, 4, 5, and 6 were too
similar to our Student Outcomes and were not in keeping with the ABET definition of a PEO as
"what graduates are expected to attain within a few years of graduation." As a result of this

39
meeting and with further discussion with alumni the PEOs were reduced to create versatile
engineers who will:

1. be successfully employed in engineering or their chosen career path; (PEO 1)

2. pursue graduate studies and/or continued education in their field; (PEO 2)
3. function as responsible members of society through engagement in community or
professional organizations. (PEO 3)

See:http://www.nyit.edu/engineering/electrical_and_computer_engineering/electrical_and_co
mputer_engineering_bachelors/

The Revision Process

The Program Educational Objectives were initially developed (1999-2000 academic year) by
the program faculty in consultation with the Industrial Advisory Board. At the time of initial
development, a task force of alumni was formed to provide input to the faculty.

Since their initial definitions, the PEOs are revisited every three years during the Faculty
Assessment meetings to make sure they are still valid and relevant. Once the PEOs are revisited by
the faculty, they are presented to the Industrial Advisory Board for additional comments. The
process therefore takes direct input from the faculty and the IAB. Alumni and employers provide
feedback as to the relevance of the PEOs through surveys. By analyzing the responses and the
additional comments provided in these surveys, input and guidance is provided to the periodic
evaluation of the PEOs.

The primary components in the assessment of the Program Educational Objectives (PEOs) are
the employer and alumni surveys, Exhibits 2.E.1 and 2.E.2, as well as input from the IAB.

The Alumni Survey, (Exhibit 2.E.2), solicits information as to how well the curriculum prepared
graduates for entry-level positions or for graduate school. It also gathers information about how
well the program prepared them with professional skills including the use of development tools,
effective communication, independent and teamwork skills, and flexibility to adapt to changes in
technology. Alumni are also asked to provide an overall rating of the department and college.
Alumni are encouraged to provide comments to improve the program as well.

The Employer Survey, (Exhibit 2.E.1) solicits similar information about the preparedness of
NYIT graduates for entry-level positions in the field, their ability to use the tools of professional
practice, to communicate effectively, function independently and as a member of a team, and adapt
to changes in technology. They are also asked to suggest ways the program might be improved to
better prepare graduates for professional practice. Table 2.E.1 illustrates how these surveys are
used in the indirect assessment of the PEOs.

The analysis of these surveys appears in Exhibits 4.A.1 and 4.A.2.

40
 Table 2.E.1 Indirect Assessment of PEOs

Alumni survey Employer survey Industrial Advisory

Questions Questions Board Input

PEO 1 7 1, 2, 3, 4, 5, 7 YES
PEO 2 8, 10 b, c, d, e 1 YES
PEO 3 9, 10 f 7 YES

PEO 1: be successful in their engineering or chosen career path.

PEO 2: pursue graduate studies and/or continued education in their field
PEO 3: function as responsible members of society through engagement in community or
professional organizations

41
 Exhibit 2.E.1 New York Institute of Technology
Electrical and Computer Engineering
Employer Survey

Name and Job Title of Person completing this form: _________________________________

______________________________________________________________________________
Company Name: _______________________________________________________________

With regard to NYIT graduates that you have worked with, we would appreciate if you would
take the time to answer the following questions by ranking them using the following scale:
1- Poor 2 - Fair 3 - Good 4 - Excellent (circle the desired number)*

1. In your opinion, is the employee on the appropriate advancement track? (Metrics

include: salary, promotion history, patents, publications, ethics, graduate school
degree…)
1 2 3 4

2. How do you rate this employee’s professionalism? (Metrics include: membership in

professional, organizations, meeting project deadlines, able to scope out work in
planning stage, general appearance…)
1 2 3 4

3. Is the employee able to function effectively as a member of a team?

1 2 3 4

4. Is the employee able to communicate effectively in both written and oral form?
1 2 3 4

5. Is the employee able to adapt to changing technologies and demonstrated an ability for
life-long learning?
1 2 3 4

6. Would you continue to recruit and hire NYIT graduates?

1 2 3 4

7. What is the NYIT graduate’s current position?

___ Project Engineer ___ Supervisor/Manager ____ Other (Specify) ____________

8. Has the employee demonstrated a willingness to serve as a mentor to recent hires or

engaged in any community activities that are sponsored by your company?
__ Yes , ___ No

Please make any comments you feel would help us to better prepare our students. (i.e. is the
graduate a self starter for any project? Can he/she work on his/her own? Leadership qualities)
(Feel free to add another page if necessary)

42
 Exhibit 2.E.2
New York Institute of Technology
Electrical and Computer Engineering
Alumni Survey

We need your help in evaluating our program by answering the short survey below.
Your feedback is very valuable for us in order to continually improve our program. The aim
of this survey is to evaluate how our ECE program has prepared you for professional life
after graduation. Your responses will be kept confidential and will not be released to
anyone outside the Department of Electrical and Computer Engineering without your
permission.

1. Name:__________________________________________________________________
2. Major and date of graduation: ______________________________________________

3. Soon after graduation from NYIT, how strongly do you agree that our program provided you
with the following technical and academic preparation for a successful career in
engineering or closely related field (5: strongly agree, 1: strongly disagree)?

Agree-------Disagree
5 4 3 2 1 NA
A high level of technical competency in:
Math
Engineering Concentration
Engineering Labs
Effective Communication Skills: Written
Effective Communication Skills: Oral
A high level of success in learning new areas, engaging in professional
development and adapting to technological change.
An ability to function on multidisciplinary teams.

An understanding of professional and ethical responsibility.

4. What part of your ECE undergraduate training do you think is the most useful to you at your
current profession? ________________________________________________________________________

5. What course do you regret not taking and what course do you think we could do without?
______________________________________________________________________________

6. What are the three things that most need to be improved in the ECE undergraduate
program?
______________________________________________________________________________

43
 ______________________________________________________________________________
______________________________________________________________________________

7. Current employer/date of employment:____________

Job Title (at time of hire):____________________________

Current Job Title:__________________________________
Salary: less than 50K 51-70K Over 70K

8. Graduate School attended/attending:_______________________________________________

Graduation Date: ________________________________________________
Program of study________________________________________________________
Degrees Pursuing/Completed with dates:

9. Professional organizations you are affiliated with (i.e. ACM, IEEE, ASEE, etc.):
________________________________________________________________________ Other than being a
member of these organizations, have you taken on any other duties or positions of
leadership? Yes____, No___ Please give more details in the comments section below.

10. The Department of Electrical and Computer Engineering has set Program Educational
Objectives for its students. As an alumnus/a please answer the following so that we can evaluate
how well we are achieving the program objectives.
Since obtaining your NYIT BS/ECE degree
a. Have you consulted a journal or conference article to solve a problem? Yes____ , No ____
If you answered yes please provide some detail.
b. Do you participate regularly in workshops, seminars and/or conferences? Yes____,
No____
If you answered yes please provide some detail.
c. Have you published a conference or journal article? Yes____, No____
d. Have you filed for a patent? Yes____, No____
e. Have you had a patent granted? Yes____, No____
f. Are you engaged in any local/ national community activities outside of the workplace?
Yes__, No__
If you answered yes to any of c, d, e or f please provide some detail.
Comments you feel would help us to better prepare our students. (Please comment on career
preparation, program content, problem solving abilities, quality of instruction/faculty, advisement,
job placement.)
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
__________________________________________________________________________________________________________
--------------------------------------------End of Survey----------------------------------------------

44
CRITERION 3. STUDENT OUTCOMES

Student Outcomes

The department has established student outcomes so that upon graduation, students with a
degree in the Electrical and Computer Engineering program at NYIT will demonstrate an:

a. ability to apply knowledge of mathematics, science, and engineering;

b. ability to design and conduct experiments, as well as to analyze and interpret data;
c. ability to design a system, component, or process to meet desired needs within realistic
constraints such as economic, environmental, social, political, ethical, health and safety,
manufacturability, and sustainability;
d. ability to function on multidisciplinary teams;
e. ability to identify, formulate, and solve engineering problems;
f. understanding of professional and ethical responsibility;
g. ability to communicate effectively;
h. understanding of the larger-scale impact of engineering solutions; in a global, economic,
environmental, and societal context;
i. ability to engage in and recognize the need for life-long learning;
j. ability to understand and know about contemporary issues;
k. ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice.

These student outcomes are documented in the 2011/2012 NYIT catalog as well as on the
NYIT website:
http://www.nyit.edu/engineering/electrical_and_computer_engineering/electrical_and_compu
ter_engineering_bachelors/

Relationship of Student Outcomes to Program Educational Objectives

The relationships between the PEOs and the Student Outcomes are outlined in Table 3.B.1
below:

45
 Table 3.B.1- Mapping of PEOs to Student Outcomes

Student Outcomes
PEO PEO PEO
1 2 3
a █
b █
c █
d █
e █
f █ █
g █ █
h █ █
i █ █
g █
k █

PEO 1: be successful in their engineering or chosen career path.

PEO 2: pursue graduate studies and/or continued education in their field
PEO 3: function as responsible members of society through engagement in community or
professional organizations

46
CRITERION 4. CONTINUOUS IMPROVEMENT

Program Educational Objectives

In order to set the context for the department’s assessment activities it is useful to understand
the role of this work within the larger institution. The Assessment Committee of NYIT's Academic
Senate is the college-wide unit that brings together all program assessment activities at the
university - for programs with and without professional accreditation, for programs at all locations,
for programs given through all delivery mechanisms. The committee members come from all
academic schools and numerous support departments. Its meetings are open and minutes are
posted on the web site of the Academic Senate, available through NYIT’s intranet.
This committee's goals are to:

 Raise the visibility of student learning outcomes assessment within NYIT;

 Maintain a common, unified, mission-driven process for all of NYIT's academic programs;
 Improve teaching and learning by increasing faculty participation in and knowledge of
assessment;
 Provide meaningful feedback to deans and faculty regarding their assessment plans and
results by engaging them in useful conversation with Committee members about how well
the program is helping students achieve stated learning outcomes;
 Prepare a formal annual report on the status of assessment at the university, including
recommendations for improvement.

NYIT's model for the assessment of student learning in its academic programs is
designed according to the following principles:

 Program faculty are responsible for assessing the student learning outcomes of their
program.
 Assessment activities should be useful, annual, and integrated as much as possible into what
faculty are already doing.
 Faculty define the most important learning outcomes, set standards of performance, and
measure achievement.
 Results are used to make program improvements.

The Assessment Committee of the Academic Senate provides institutional oversight. The offices
of the Provost and the Vice President for Planning and Assessment provide institutional support.
NYIT’s “Assessing Student Learning” web site serves as a resource for faculty – containing a
description of the annual process, templates for annual assessment plans and reports, and links to
resources. A repository of the materials submitted by all academic programs in the university
within the prior two years (on a “Plans and Reports” page) enables sharing of best practice across
disciplines and locations. It also has links to the committee’s annual “Assessment Reports to the
Academic Senate,” which suggest areas for improvement. We may observe that these goals,
principles and practices are clearly in concert with the ABET model for program assessment.

47
 At NYIT’s School of Engineering and Computing Sciences, each program has a multidimensional
assessment process in place to ensure that the Program Educational Objectives have been attained.
It is a process that provides data to support continuous program improvement.

The process, depicted in Figure 4.A.1 below begins with the Program Educational Objectives,
which flow from and align with NYIT’s mission. Feedback from constituencies about attainment of
Program Educational Objectives informs program courses and experiences. Indirect (Alumni and
Employer Surveys) assessment tools provide data on alumni performance and are collected
periodically. Together with the data from our discussions during our IAB meetings they provide
evaluative information on program effectiveness, and are used to plan curriculum enhancements.

Constituency-based assessment tools are:

1. Alumni Surveys
2. Employer Surveys
3. Industrial Advisory Board meetings

Each of the assessment tools contributes to a robust evaluation of the PEOs and together they
provide information from a broad range of perspectives – student, alumni, employer, and faculty –
and must be used in conjunction with one another in order for changes to be implemented to be
meaningful.

Implement
Recommendations
(Chair and Program
Coordinator)

Program Faculty
Collect Assessment
Meeting: Use the
Data (FCARs, Alumni
Results to
& Employer Surveys,
Recommend Changes
IAB Input)
Accordingly

Assessment
Committee: Analyze
Data & Present
Results

Figure 4.A.1 - Program Overall Continuous Improvement (PEOs & SOs)

We use two mechanisms for periodic evaluation and assessment of PEOs. One mechanism is
through periodic surveys and the other is the review of the PEOs by the Industrial Advisory Board.

48
 Two survey instruments are used for Program Educational Objectives assessment. One solicits
information from alumni, and one from employers. The surveys are administered every 3 years.
The surveys were administered at the end of the spring 2009 semester and will be administered
again during the spring 2012 semester and the results will be available at the time of the team’s
visit.

Survey Analysis

Each time the alumni and employer surveys are administered, the results of the surveys are
compiled and reviewed by the department Assessment Committee and the results presented to the
faculty at the next scheduled program assessment meeting of the department. Based on the
recommendations arising from the assessment of the survey results, program level improvements
are introduced. Typically, if an area of weakness is identified, the corresponding Student Outcomes
to that PEO are identified, and, program level improvements are targeted toward improving those
measurable identified Student Outcomes.

The results of the survey conducted in the spring semester of 2009 are included below.

Exhibit 4.A.1 summarizes the results of the Alumni Survey that was administered during the
spring 2009 semester. A total of 28 responses were received and the percentages of various
responses to the survey questions are listed.

Exhibit 4.A.2 summarizes the results of the Employer Survey that was administered during the
spring 2009 semester. A total of 11 responses were received and the percentages of various
responses to the survey questions are listed.
It should be noted when examining the survey analysis that follows that in 2009 when
the Alumni and Employer Surveys were originally administered there were six PEOs instead
of the three PEOs that have been in place since 2011 (see discussion on page 46).

Exhibit 4.A.1 ALUMNI SURVEY ANALYSIS/2009

Number of graduates surveyed: 95

Number of responses received: 24
Response rate: 25%

% of graduates working as engineers: 72%

% of graduates pursuing careers in law, business, education: 28%
% of engineers affiliated with professional organization: 75%
% of graduates pursuing advanced degrees: 45%*
% of graduates engaged in local/national community activities outside of the workplace: 8%
% of graduates who have published a conference or journal article or had a patent granted: 8%
% of graduates earning more than $70 K: 85%

*We believe from our experience (i.e. letters of recommendation) that a large percentage of our
international students attend graduate schools. We did not receive many responses from these
students because these students are difficult to track.

49
 Exhibit 4.A.1 (cont) Percentage of alumni responses to Alumni Survey Questionnaire
Disagree Agree
Soon after graduation from NYIT, how strongly do you agree that our 1 2 3 4 5
program provided you with the following technical and academic preparation
for a successful career in engineering or closely related field
1. Curriculum preparedness for an entry level position in industry/graduate
school in :
a. Math *
4% 57% 36%
b. Engineering Concentration
21% 54% 25%
c. Engineering Labs
36% 39% 25%
2. Understand your professional and ethical responsibilities as an engineer
21% 64%
4% 11%
3. Effective communication skills
a. Written
20% 15% 44%
11%
b. Oral
30% 15% 40% 15%
4. Ability to work in a team setting and provide leadership
4% 57% 35%
4%
5. Flexibility to adapt to changing technologies
10% 20% 30% 40%
6. How many times do you participate in workshops conferences and seminars Never 1 to 3 >= 4
during the year? 40% 60%

In the comment section of the survey the alumni recommended:

o lab experiments needed to be upgraded

o Java, AutoCAD, and VHDL be included in the curriculum

Exhibit 4.A.2 Employer Survey Analysis- 2009

The employer surveys were conducted through those members of the IAB who employ our
graduates as well as the immediate supervisor of those alumni who responded to our alumni
surveys. We surveyed a total of 11 companies.

The survey results are as follows:

1. In your opinion, is the employee on the appropriate advancement track? (Metrics

include: salary, promotion history, patents, publications, ethics, graduate school
degree…)
40% Excellent 20% Good

2. How do you rate this employee’s professionalism? (Metrics include: membership in

professional, organizations, meeting project deadlines, able to scope out work in
planning stage, general appearance…)

30% Excellent 30% Good

50
 3. Is the employee able to function effectively as a member of a team?

50% Excellent 20% Good

4. Is the employee able to communicate effectively in both written and oral form?

25% Excellent 25% Good 50% Poor

5. Is the employee able to adapt to changing technologies and demonstrated ability for life-
long learning?
30% Excellent 25% Good

6. Would you continue to recruit and hire NYIT graduates?

85% Yes 15% Maybe

7. Has the employee demonstrated a willingness to serve as a mentor to recent hires or

engaged in any community activities that are sponsored by your company?

__ Yes, ___ No

In the comment section of the survey the alumni were described as motivated, responsible and
able to work independently and as a member of a team. The alumni needed more exposure to
industry standards such as VHDL, AUTOCAD, UNIX and JAVA. There was concern that
communication skills could be improved.

Using the results of the two surveys administered in 2009, for the indirect assessment of PEO 1,
2, 3 4, 5, and 6 we are able to generate Table 4.A.1 to assess our PEOs. The number in each row of
Table 4.A.1 reflects the percentage of responses being Excellent/Good from the Employer Survey
and the percentage of responses with a score of either 4 or 5 from the Alumni Survey to those
questions being used to assess each PEO.

51
Table 4.A.1 – Assessment of PEOs/2009 Survey Results

Percentage of Responses being Excellent/ Good

Alumni survey Employer survey
% Strongly Agree (5), % Excellent, Good, Yes
Agree (4)
PEO 1 57 % 60%

PEO 2 75% No score

PEO 3 64% 50%

PEO 4 55% 50%

PEO 5 92% 70%

PEO 6 80% 55%

1. be successful in their engineering or chosen career path; (PEO 1)

2. understand their professional, ethical, and moral responsibilities and the impact that their
solutions have on society, both locally and globally; (PEO 2)

3. be inclined to accept challenging assignments and responsibilities and be productive members of

their community; (PEO 3)

4. have effective communication skills in written, oral, and electronic media with others both inside
and outside of their profession; (PEO 4)

5. have the necessary teamwork and leadership skills as an electrical and computer engineer, and
work and participate effectively in multi-disciplinary team environments; (PEO 5)

6. have the flexibility to adapt to changing technologies, with the understanding of the need for
continuous improvement and lifelong learning. (PEO 6)

52
 Figure 4.A.2 – 2009 Assessment of PEOs based on Survey Results

100

80

60 alumni survey %
excellent or good
40 employer survey %
excellent or good
20

0
PEO 1 PEO 2 PEO 3 PEO 4 PEO 5 PEO 6

Program changes applied due to the analysis of 2009 Surveys:

Using a Benchmark of 67% for the PEOs Table 4.A.1 indicates that all of the PEOs except for
PEO 2 and PEO 5 are below the benchmark.

Consequently, a number of program changes were recommended to improve achievement of

these PEOs, namely:

PEO#3 - be inclined to accept challenging assignments and responsibilities and be productive

members of their community;

Encourage students to participate in campus professional society membership through the local
branch of the IEEE student branch activities. The working assumption here is that by introducing
students to the benefits of membership in professional organizations, it would be more likely that
they continue their membership after graduation. Action was taken to communicate this
requirement to the IEEE Student Chapter by Dr. Yoshi Saito.

In the course IENG-400/ICSS 309 more emphasis was put on service to community and the
profession and the importance of recognizing individuals as being part of a larger community of
professionals as well as humanity was integrated into the course content.

PEO#6 – have the flexibility to adapt to changing technologies, with the understanding of the
need for continuous improvement and lifelong learning:

The faculty incorporated more library resource investigation components into the EENG 489,
491 course sequence (Capstone Design) in order to reinforce student skills in independent study.

Comments from the surveys indicated lack of VHDL knowledge in our graduates. VHDL
coverage was introduced in the course Digital Systems.

53
 PEO#4-- have effective communication skills in written, oral, and electronic media with
others both inside and outside of their profession:

Communication skills in particular were addressed here. Request was made to service
departments to further pursue writing across curriculum and engage students in multiple
opportunities to write and present and to receive feedback on the quality of their communication
skills. Faculty in all technical courses now grade projects and lab reports both for technical content,
and written and oral communications.

As part of the process of “continuous improvement” these recommendations were monitored

through the annual assessment of our Student Outcomes. For example, SOs “g” and “i” were
expected to improve as a result of the changes made to improve PEO #4 and PEO# 6 respectively.
The alumni and employer surveys which are being administered at the end of the spring semester
should also see an improvement in response to questions:

Employer Survey (Exhibit 2.E.1)

4. Is the employee able to communicate effectively in both written and oral form?

5. Is the employee able to adapt to changing technologies and demonstrated an ability for
life-long learning?

54
 Alumni Survey (Exhibit 2.E.2)

1. Soon after graduation from NYIT, how strongly do you agree that our program provided
you with the following technical and academic preparation for a successful career in engineering or
closely related field (5: strongly agree, 1: strongly disagree)?

Agree-------Disagree
5 4 3 2 1 NA
A high level of
technical competency in:
Math
Engineering
Concentration
Engineering Labs
Effective
Communication Skills:
Written
Effective
Communication Skills:
Oral
A high level of
success in learning
new areas, engaging in
professional
development and
adapting to
technological change.
An ability to
function on
multidisciplinary
teams.

An understanding
of professional and
ethical responsibility.

These recommendations should also have a positive effect on the assessment of our current
PEOs.

PEO 1: be successful in their engineering or chosen career path.

PEO 2: pursue graduate studies and/or continued education in their field
PEO 3: function as responsible members of society through engagement in community or
professional organizations

55
Student Outcomes
In order to ensure that students achieve student outcomes a-k, the faculty has built the
curriculum such that key concepts are introduced, developed, and reinforced throughout students’
time in the program. Table 5.1.A (see page 91) shows the relationship between courses in the
program and student outcomes a – k).

In both fall and spring semesters, ECE faculty members prepare a Faculty Course Assessment
Report (FCAR) for each course they teach. The FCAR requires:

 The faculty member to identify course-specific learning outcomes (LO's) for his/her course
and to establish appropriate performance tasks (APTs) with appropriate documentation to
assess to what extent the learning outcomes are being met. These APTs may be quizzes,
exam questions, reports, projects, presentations, etc. Each student's APT is then scored with
the method shown below (Table 4.B.1), to create an EGMU vector for that specific learning
outcome and a corresponding assessment metric.
 The faculty member is required to satisfy a minimum set of Student Outcomes (SOs) for
his/her course as established by the department. This is accomplished by using a subset of
the appropriate performance tasks (APT's) to evaluate the LOs. Here the faculty member is
required to show which part of each APT is being used to form a metric for the student
outcome with appropriate documentation.

The EGMU Vector is obtained as follows:

Table 4.B.1 - EGMU Rubrics

EGMU Rubric Score

 Fully demonstrates/accomplishes
E - Excellent the attributes and behavior in the 3
rubric
 Mostly
demonstrates/accomplishes the
G – Good 2
attributes and behavior in the
rubric
 Minimally
demonstrates/accomplishes the
M – Minimal 1
attributes and behavior in the
rubric
 Does not demonstrate/accomplish
U-
the attributes and behavior in the 0
Unsatisfactory
rubric

A typical EGMU vector for a class with 19 students in which the APT was
the third problem of the first exam might be (8, 9, 1, 1) which would signify that 8
students demonstrated a complete and accurate understanding, while 9 students
applied appropriate strategies etc. The average score in this case being 43/19 = 2.26
which is Good.

56
 These course-embedded assessments serve as the primary tools to determine
student outcome achievement and afford a direct link between learning outcomes and
student outcomes as one aspect of curriculum change.

The data from FCARs are then evaluated at the spring Faculty Assessment meetings. At these
meetings all full-time faculty members and those regular part-time faculty members wishing to
participate identify and propose strategies to improve ABET Student Outcomes and, hence, our
program educational objectives through course work.

The department has determined that the minimum level of quality that it felt was necessary in
order to produce graduates that will ultimately achieve our Program Educational Objectives is an
EGMU score of 1.5 for each Student Outcome. This score of 1.5 was chosen by the department
because in the EGMU scoring it falls midway between the Minimal and Good indicators and
therefore represents what a student would need in order to satisfy the requirements for
graduation. (If each of the EGMU scores is adjusted to correspond to the grade points associated
with A, B, C, D, a 1.5 is a C.)

While many courses may satisfy a particular outcome, the assessment committee has picked a
subset of these courses that it finds most appropriate to determine the minimum metric for each
outcome.

The recommendations of the assessment committee meetings are generally of two types:. One
set of recommendations can be implemented solely through the faculty member making internal
changes to the courses (i.e. textbook changes, pedagogical changes). The other set of
recommendations would need to be forwarded to the curriculum committees of the School of
Engineering and Computing Sciences and then to the Academic Senate for adoption (i.e. new course,
prerequisite/co-requisite changes, catalog description).

We have found that each of our assessment tools must be used in conjunction with one another
if we are to undertake changes that are meaningful.

Exhibits 4.B.1, 2, 3 which follow, illustrate the FCAR spreadsheet and its components in more
detail.

57
 Exhibit 4.B.1 FCAR Components

Faculty Course Assessment Report (FCAR)

EENG-xxx -M01
Course Title
Semester 200x

Catalog Description:
Describes the current catalog offering of the course and over time, together with previous FCARs, this will
provide documentation of the major changes made to the course.

Modifications Made to Course:

Provides contemporaneous documentation of the actual “continuous improvement” activities. Where
possible cite the source for each modification, e.g.:
Previous FCAR
Assessment Committee
Minutes from a Curriculum Committee Meeting

Course Outcome Assessment

In this section course outcomes are listed. The faculty should use the course outline as a guide for
developing an appropriate set of course outcomes. Subsequently, we must establish appropriate performance
tasks (APTs) to evaluate student levels of performance in our courses with respect to each of these outcomes.
These APTs may be quizzes, exam questions, reports, projects, presentations and so forth. These course
embedded assessments will be the primary tool used to determine course outcome achievement and to affect
faculty input as one aspect of curriculum change.

Student Outcome Assessment

This section of the FCAR links the courses in our program to the assessment process of ABET a – k. The
bullets in Table 3.2 (Relationship between courses and ABET outcomes a – k) represent the ABET outcomes that
the course is required to assess.

To assess an ABET outcome we consider which of our appropriate performance tasks are related to the
required and/or considered a – k. Then, we clearly indicate which part of the task (it may be the entire task) is
being used to measure the ABET outcome.

Student Feedback:
Results of the previous terms SIRs as well as feedback gained during class or in our office hours, comments
from students in the class, are summarized here.

Instructor’s Comments:
This section promotes instructor self-awareness and provides an opportunity for the instructor to
document impressions regarding the effectiveness of instruction, extenuating circumstances and to put forth
ideas that might be used in “closing the loop” on the assessment process.

58
Exhibit 4.B.2 FCAR Excel Spreadsheet - Assessment Page

59
 Exhibit 4.B.2 cont. FCAR Excel Spreadsheet - Assessment Page
Student
Feedback
FCAR
A matrix linking the
Heading with
performance tasks to A list of ABET outcomes a-k
Course to be assessed in a
the specific ABET
Identification course
program outcome they
are measuring
New York Institute of Technology
A list of the School of Engineering and Technology
Course Assessment Report
improvements/modifications ABET Assessment
A numeric table summarizing
Dept Electrical and Computer Engineering Sem Fall Year 2005 First Name Last Name Key: E = Excellent, G = Good, Engineering programs must demonstrate that their graduates have:

made to the current offering Course # EENG-430 Section M01 Title Operational Ampifier Design
Instructor
M. Chris Wernicki M = Minimal, U = Unsatisfactory Ocm ABET Program Outcomes
an ability to apply knowledge of mathematics, science, and engineering
E G M U Avg the scores for the
Student Feedback a 0 0 0 0 0.00

of the course, based on the Practical Design course sounds very interesting for an average senior, but an ability to integrate the knawledge b
an ability to design and conduct experiments, as well as to analyze and
interpret data
an ability to design a system, component, or process to meet desired
0 0 0 0 0.00 individual ABET program
previous terms’ course outcomes assessed
needs within realistic constraints such as economic, environmental,
c social, political, ethical, health and safety, manufacturability, and 11 5 1 7 1.83
sustainability
an ability to function on multi-disciplinary teams

automatically generated
d 0 0 0 0 0.00

assessment. e
an ability to identify, formulate, and solve engineering problems

an understanding of professional and ethical responsibility

0 0 0 0 0.00

g
an ability to communicate effectively
0

1
0

4
0

3
0

4
0.00

1.17
from the from the
performance tasks’ links
the broad education necessary to understand the impact of engineering
h solutions in a global, economic, environmental, and societal context 0 0 0 0 0.00
a recognition of the need for, and an ability to engage in life-long learning
i 0 0 0 0 0.00
a knowledge of contemporary issues
j 0 0 0 0 0.00
an ability to use the techniques, skills, and modern engineering tools
k necessary for engineering practice 3 5 1 2 1.82

Modifications Made to Course T# Task E G M U Avg a b c d e f g h i j k Catalog Description

Project 1 The theory and design of a medium scale integrated (MSI) circuits are discussed.
1 2 7 0 3 1.67
Criteria for a single stage BJT and FET amplifier design, multi-stage cascode hybrid
Project 2
2 3 5 1 2 1.82 1 design, active current source and active current load design, output stage design, and
DC level shift design are covered. Multi-stage operational amplifier design with

A list of course specific

Project 3 - Design
3 10 0 0 2 2.50 1 differential and Darlington stages, frequency response of an operational amplifier and
negative feedback design are also presented.
Project 3 - Professional Responsibility
4 0.00 1 Prerequisite: EENG-310.

outcomes designated 5
Project 3 - Presentation

Project 8 - Design
0.00 1 Course
6 1 5 1 5 1.17 1

by the faculty to be 7
Project 8 - Professional Responsibility

Project 8 - Presentation
0.00 1 Description
8 1 4 3 4 1.17 1

consistent with the 9

Case Study
0.00 1 from
stated program level
10

11
0.00

0.00
Catalog
12 0.00

objectives 13 0.00

CO Course Outcome E G M U Avg 1 2 3 4 5 6 7 8 9 10 11 12 13 Instructor's Comments

Review of BJT/FET design.
1 2 7 0 3 1.67 1

2
Review of elementary integrated circuit/hybrid-cascode design.

Active current source - active load design.

3 5 1 2 1.82 1 A list of course performance A list of recommended
3 10 0 0 2 2.50 1 1 1

4
Output stage design (DC level shifter).

First stage difference amplifier design.

0 0 0 0 0.00 tasks identified to measure changes for the future
offerings of the course.
5 0 0 0 0 0.00

6
Second stage Darlington differnence amplifier design.

Negative feedback design in conjunction with PSPICE.

0 0 0 0 0.00 and assess the stated
0.00

course outcomes or ABET

7 0 0 0 0
MSI circuit design.
8 2 9 4 9 1.17 1 1 1

A matrix linking the

9

10
0

0
0

0
0

0
0

0
0.00

0.00
program outcomes
11 0 0 0 0 0.00

performance tasks to 12 0 0 0 0 0.00

13 0 0 0 0 0.00

the specific NYIT

course outcome they
are measuring A numeric table summarizing the
scores for the individual NYIT
course outcomes assessed
automatically generated from
the performance tasks’ links

60
Exhibit 4.B.3 FCAR Excel Spreadsheet – explanation of student outcome assessment page

61
Exhibit 4.B.3 (cont.) FCAR Excel Spreadsheet – of student outcome assessment page

New York Institute of Technology

School of Engineering and Technology
Course Assessment Report
A table explaining how Task the
- ABETtask,
Program Outcomes Explanation

or part of
Dept
Course #
the task,
EENG-430 Section
is M01
beingTitle
Electrical and Computer Engineering Sem Fall
Operational Ampifier Design
Year 2005

used (graded) Instructor

First Name
M. Chris Wernicki
Last Name

to measure
T# Ocm
the ABET outcome. Explanation
2 k Graded on their ability to use PSPICE in the design of a hybrid-cascode integrated circuit.

3 c Graded on their ability to complete an active current source - active load design.

4 h Graded on their understanding the impact their design may have in a global and societal context.

5 g Graded on their written presentation of the technical report.

6 c Graded on their ability to design an MSI op amp circuit to meet a set of specifications.
Graded on their ability to use the Internet to research data specs, including cost analysis, for a realistic implementation of a custom designed
7 i IC.

8 g Graded on their written presentation of the technical report.

9 f Graded on their understanding of a case study in bioengineering ethics.

62
 PROGRAM OUTCOMES RUBRICS

As an example of how a faculty member is expected to interpret the EGMU scores for a student
outcome, the following, Exhibit 4.B.4 developed by the faculty of School of Engineering and
Computing Sciences, serves as a rubric for each outcome.

Exhibit 4.B.4 Rubric/ABET a – k

ABET Outcome a: An ability to apply knowledge of mathematics, science, and

engineering (an EGMU score of 3)

 Combines mathematical as well as scientific principles to formulate models of systems

relevant to electrical and computer engineering
 Applies concepts of integro-differential calculus, linear algebra, probability, statistics, and
discrete math to solve electrical and computer engineering problems
 Understands the engineering interpretation of mathematical and scientific operations
 Understands there is a limitation between a system mathematical model and physical reality
 Is able to execute calculations correctly by hand as well as by using mathematical software

------------------------------------------------------------------------------------------------------------------
ABET Outcome b: an ability to design and conduct experiments, as well as to
analyze and interpret data (an EGMU score of 3)
 Observes laboratory safety procedures
 Is able to gather data to confirm a stated objective (i.e. theoretical result)
 Carefully documents data collected
 Is able to implement experimental procedures, operate instrumentation and analyze and
interpret data using appropriate theory when required
 Is able to design appropriate experimental procedures when necessary
 Is aware of measurement error and can account for it

------------------------------------------------------------------------------------------------------------------
ABET Outcome c: an ability to design a system, component, or process
to meet desired needs within realistic constraints such
as economic, environmental, social, political, ethical, health
and safety, manufacturability, and sustainability (an EGMU
score of 3)

 Is able to use engineering, computer, and mathematical principles to develop alternative

designs taking into consideration economic, health, safety, social, and environmental issues,
codes of practice, and applicable laws.

63
ABET Outcome d: an ability to function on multi-disciplinary teams (an
EGMU score of 3)

 Is prepared for group meetings with clearly formulated ideas and contributes a fair share to
the project workload
 Shares credit for success and accountability for team results
 Shares information and provides assistance to/with others
 Is able to assume a designated role in the group
 Values alternative perspectives and encourages participation among all team members
 Remains non-judgmental when disagreeing with others/seeks conflict resolution

-----------------------------------------------------------------------------------------------------------------
ABET Outcome e: an ability to identify, formulate, and solve engineering
problems (an EGMU score of 3)

 Can relate theoretical concepts to practical problem solving and demonstrates creative
synthesis and defense for the solution (solution is correct and checked in other ways when it
can be)
 Uses appropriate resources to locate information needed to solve problems
 Effectively integrates new information with previous knowledge

-----------------------------------------------------------------------------------------------------------------
ABET Outcome f: an understanding of professional and ethical responsibility
(an EGMU score of 3)

 Student is familiar with the IEEE and ACM Code of Ethics and the NYIT Students' Code of
Conduct
 Takes personal responsibility for his/her actions
 Is punctual, professional, and collegial
 Attends classes regularly
 Evaluates and judges a situation using facts and a professional code of ethics
 Uses personal value system to support actions, but understands the importance of using
professional ethical standards for corporate decisions

64
ABET Outcome g: an ability to communicate effectively

Written (an EGMU score of 3)

 Articulates ideas clearly and concisely

 Organizes written materials in a logical sequence (paragraphs, subheading, etc.)to facilitate
the reader's comprehension
 Uses graphs, tables, and diagrams to support, interpret, and assess information in the proper
format
 Written work is presented neatly and professionally, conforms to the prescribed format (if
any), and grammar and spelling are correct

Oral (an EGMU score of 3)

 Presentation has enough detail appropriate and technical content for the time constraint and
the audience
 Presents well mechanically: makes eye contact, can be easily heard, speaks comfortably with
minimal prompts (notecards), does not block screen, no distracting nervous habits
 Uses proper American English and visual aids effectively
 Has a professional appearance
 Listens carefully and responds to questions appropriately

-----------------------------------------------------------------------------------------------------------------

ABET Outcome h: the broad education necessary to understand the impact of

engineering solutions in a global, economic, environmental, and societal context (an
EGMU score of 3)

 Is familiar with the current trends in the engineering disciplines and the historical aspects of
engineering solutions and their impacts
 Is able to evaluate political solutions, or scenarios using a series of different measures - e.g.,
economic, quality of life; number of individuals affected; political ramifications; etc.
 Can demonstrate a personal perspective on the importance of engineering in today's world

65
ABET Outcome i: a recognition of the need for, and an ability to engage in life-long
learning (an EGMU score of 3)

 Demonstrates an understanding of the need for and the ability to learn independently (i.e.
goes beyond what is required in completing an assignment; brings information from outside
sources into assignments; etc.)
 Participates and takes a leadership role in professional and technical societies available to
the student body

-----------------------------------------------------------------------------------------------------------------
ABET Outcome j: a knowledge of contemporary issues (an EGMU score of 3)

 Has knowledge of current events in society as well as the engineering discipline

 Able to discuss, summarize, and defend major political issues at national, state and local
levels:

-----------------------------------------------------------------------------------------------------------------
ABET Outcome k: an ability to use the techniques, skills, and modern
engineering tools necessary for engineering practice (an
EGMU score of 3)

 Uses computer-based and other resources effectively in assignments/projects

 Maintains current, state-of-the-art abilities in PC use
 Is able to learn and implement process simulation software

66
 The table below summarizes the timing and frequency of various assessment activities built
into the program’s continuous improvement process.

Table 4.B.2 - Program Assessment Cycle

IAB
FCAR-
Review
Based Survey- IAB
Based
Student Based PEO Review
Student
Term/Method Outcomes Assessment Based PEO
Outcomes
Assessment (Indirect Assessment
Assessment
(Direct) ) (Direct)
Note 1
(Indirect
)
Fall 2006 
Spring 2007  
Fall 2007  
Spring 2008  
Fall 2008 
Spring 2009   
Fall 2009 
Spring 2010  
Fall 2010 
Spring 2011  
Fall 2011  
Spring 2012  

Note 1: All Student Outcomes a-k are evaluated at least once every two years.

Student Outcome Evaluation

As described in previous sections, the Student Outcomes assessment process in the Electrical
and Computer Engineering Program is carried out by faculty on a regular schedule. The program
assessment committee meets every spring semester to evaluate the data collected from multiple
constituencies and, after analysis and debate; recommendations are made to modify individual
courses or other aspects of the program in order to improve outcomes achievement.

A note on calculation of the summary:

E3 8/7/02
 Table 4.B.3 - Annual FCAR Summary Sheet

Course a b

E G M U BM E G M U BM
EENG 310 3 3 2 1 1.89
IENG 400
EENG 281 18 46 49 7 1.63 16 48 20 0 1.95

63 98 51 0 33 97 36 2
Subtotals 212 168
Score: 212/129 =1.65 1.65 1.96

EGMU Percentages 19% 42% 34% 5% 20% 58% 21% 1%

E&G / All Percentage 61% 5% 77% 1%

Table 4.B.3 - Annual FCAR Summary Sheet

As can be seen Table 4.B.3, the EGMU scores from each course for each student outcome a-k are
entered in the appropriate cells in the spreadsheet. The spreadsheet then calculates a number of
indicative scores that the assessment committee uses to analyze the data:

1. Individual performance of a course in achieving a student outcome: This score is a

weighted average of the EGMU scores with E having a weight of 3 and U a weight of 0.
For example 1.89 = [(3)(3) + (2)(3) + (1)(2) + 0]/(3+3+2+1)

2. Program level score of an outcome: This score is calculated by taking the weighted
average all EGMU scores corresponding to a particular program outcome a-k. This score
can be used to observe overarching trends for an outcome program-wide.

3. Program level percentages of E, G, M and U scores for each outcome: These numbers
break down for each student outcome program wide, what percentage of scores were
Excellent, what percentage Good, etc.

4. E&G / All Percentage: This single number indicates for a student outcome, program-
wide, what percentage of all scores were E or G. This number is used as a benchmark to
study the percentage of individual scores falling above Minimal or Unsatisfactory. The
benchmark for this value is 60%.

As can be seen Table 4.B.3, the EGMU scores from each course for each student outcome
a-k are entered in the appropriate cells in the spreadsheet. The spreadsheet then calculates
a number of indicative scores that the assessment committee uses to analyze the data:

68
 5. Individual performance of a course in achieving a student outcome: This score is a
weighted average of the EGMU scores with E having a weight of 3 and U a weight of 0.
For example 1.89 = [(3)(3) + (2)(3) + (1)(2) + 0]/(3+3+2+1)

6. Program level score of an outcome: This score is calculated by taking the weighted
average all EGMU scores corresponding to a particular program outcome a-k. This score
can be used to observe overarching trends for an outcome program-wide.

7. Program level percentages of E, G, M and U scores for each outcome: These numbers
break down for each student outcome program wide, what percentage of scores were
Excellent, what percentage Good, etc.

8. E&G / All Percentage: This single number indicates for a student outcome, program-
wide, what percentage of all scores were E or G. This number is used as a benchmark to
study the percentage of individual scores falling above Minimal or Unsatisfactory. The
benchmark for this value is 60%.

The score described in 2 above is plotted for all student outcomes a-k to give an overall
view of the performance of the program with respect to student outcomes. This chart is
shown in the subsections below for each academic year.

Continuous Improvement
Describe how the results of evaluation processes for the program educational objectives
and the student outcomes and any other available information have been used as input in
the continuous improvement of the program. Indicate any significant future program
improvement plans based upon recent evaluations. Provide a brief rationale for each of
these planned changes.

The flowchart (Figure 4.C.1) below illustrates how results of the evaluation processes
for the program educational objectives as well as the student outcomes are used in the
continuous improvement of the program.

69
 Figure 4.C.1– SO/PEO Assessment Process

NYIT Mission
State Education Department,
Regulating Agencies

ABET/ Develop/modify program

EAC Criteria educational objectives.

Major constituencies
(Employers/IAB, faculty, Determine program outcomes to
alumni, students) meet program educational objectives.

Develop/modify the curriculum.

(i.e. add, change, and delete courses)

Develop metrics and processes for

measurement. (Prepare faculty course
assessment reports – FCARs)

Assessment/Evaluation Gather assessment data

70
 Table 4.C.1 Assessment Data from fall 2011 FCARs

Courses c d g
CSCI 125 W02 1.8 1.8
CSCI 125 W03 2.0 2.0
CSCI 125 M02 1.9
CSCI 125 M03 1.44
CSCI 185 W01 2.0
CSCI 185 W02 1.61 1.89
CSCI 185 M01 2.0 2.0
CSCI 260 W01 1.79 1.76
EENG 275 M01 2.02 1.91
EENG 403 M01 2.71 2.21
EENG 483 M01 2.17 2.14 1.90
EENG 489 M01 1.89 2.02 1.76
EENG 489 W01 2.13 1,73 1.53
ETCS 105 W01 2.22
ETCS 105 W02 2.19
ETCS 105 W05 2.55
ETCS 105 M01 2.08 2.18
ETCS 105 M02 1.86 2.10
ETCS 105 M03 1.85 2.14
ETCS 105 M04 1.85 2.14
ICSS 309/IENG 400 M01 1.73
Mean 2.06 2.03 1.9

71
 Exhibit 3.4d ABET Outcome Assessment Data

fall 2011 FCAR Results

2.1
2.05
2
1.95
1.9
1.85
1.8
outcome c outcome d outcome g

fall 2011 FCAR Results

Continuous Quality Improvement (Closing the Loop)

Since the last accreditation visit, program faculty have worked to assess PEOs and Student
Outcomes using direct and indirect measures, made changes to improve outcomes, and put into
place a system for “closing the loop” by re-assessing outcomes after changes have been
implemented. In developing measurable performance criteria, rubrics, collecting and analyzing data
and reporting results, etc., it is important to develop efficient, sustainable processes that engage the
faculty. We are pleased to highlight the following improvements (details follow) as examples:

Improvements to Assessment Processes

 Developed a cyclical model of assessment in which we assess a different set of three or four
Student Outcomes each year. This generates less data each semester for evaluation and these
outcomes will be reassessed every three years, with the entire set of Student Outcomes
completed on a six-year cycle.
 Developed a set of rubrics as performance indicators for each Student Outcome to guide faculty
in assigning FCAR scores on APTs (Appropriate Performance Tasks)
 Developed a Student Exit Questionnaire as an indirect measure of Student Outcomes. This was
implemented during the spring 2012 semester and the results will be available at the time of
the visit.
 Developed a new set of PEOs that are feasible to measure with objective criteria through alumni
and employer surveys and are achievable and realistic.

72
Curriculum Changes to Improve Student Outcomes

Outcome Source of Action

information
Knowledge of mathematics, FCARs, Faculty meeting (2008) Require more hand calculation in homework and exams
science, and engineering (a)
Experiments and data (b) Alumni Survey 2009 Upgraded EENG 403 to a Microprocessor Lab
Design within constraints (c) Visiting team recommendation 2007 Created EENG 491 “ Senior Design”;
(2006) Criterion 4; 2008 Assessment mtg created “defacto” 2 semester
design sequence EENG 489, 491;
Faculty meetings: (2008), 2011 formalized the sequence in the catalog;
(2011);
Involve the IAB in reviewing design project proposals,
IAB meetings: (2008-2011) evaluating designs, and advising faculty on additional
elements to require
Teamwork (d) Visiting team recommendations 2007: Rotate designated role in lab teams
(2006); 2009: Add more hands-on team projects to ETCS 105
Faculty meeting (2009) 2011: Assign separate grades to each team member;
clearly document management process in final software
report
Engineering problem solutions FCARs, Faculty meeting (2008) Require more hand calculation in homework and exams
(e)
Professional and ethical Visiting team recommendations 2007: All students of the SoECS are required to take
responsibility (f) (2006) Technology and Global Issues (IENG 400)
Faculty meeting 2009: Added ethics module to “Career Discovery” ETCS-
(2009)/Employer Survey 105 (case study and IEEE, ACM, ASME codes of ethics)

73
Communicate effectively (g) Employer Survey(2009); 2009-11: SoECS faculty in all technical courses are
required to grade projects and lab reports for both
Analysis of writing samples technical content and written and oral communication
from ICSS 309/IENG 400; skills;

Faculty CSCI-125, 185 and 260 2010 “Discovery Core” implemented which is writing
(2011); intensive;

2011 Programming assignments must be graded for

documentation and format as part of communication
skills

Global, economic, etc. context Visiting team recommendations 2007: Created new course, Technology and Global
(h) (2006) Issues (IENG 400)
Faculty meeting (2009)
Life-long learning (i) Visiting team recommendations 2008: Added module on life-long learning to ETCS 105;
(2006); 2009: Add hands-on projects to ETCS 105 to illustrate
life-long learning;

Contemporary issues (j) Visiting team recommendations 2007: Created new required course, Technology and
(2006) Global Issues (IENG 400)

Techniques, skills, tools (k) Visiting team recommendations 2007: Added PSPICE to EENG 212;
(2006);
Alumni and employer surveys 2007: IAB recommended including HDL in ECE
(2009); curriculum
IAB recommendations (2009);
FCARs (2010) 2009: Added UNIX and security issues to CSCI 330;

74
 For more detail as to how the faculty came to these actions, the next section summarizes the
minutes of faculty assessment meetings since 2007.

Note: This took place BEFORE the ABET final reaccreditation letter of August 2007.

Assessment meeting of spring 2008:

 Outcomes a – k were assessed in relation to student performance (i.e. grades on exams,

projects, homework) in each course where that outcome was most significant. The most
significant changes made were pedagogical. Some faculty expressed their concern that
students in solving engineering problems relied too heavily on calculators and software
packages and, hence, could not defend their solution in terms of its correctness, significance,
and the ability to check it with analysis. (There are no intermediate steps in calculations
which inhibit the ability to check for errors.) This concern addresses outcomes a and e
and faculty recommended that more hand calculations be required on homework as well as
exams. Faculty felt that outcome i, the need and ability for lifelong learning, was being
assessed in too few courses and not introduced early enough in the curriculum. To address
this concern the faculty asked that a module on lifelong learning be put into the course
outline of ETCS-105, Career Discovery, a first semester course, that all engineering students
are required to take. This module would stress not only the need for life-long learning in a
career in technology, but would give assignments where students learn to do independent
research.

 The faculty of the ECE department expressed the view that the one-semester culminating
design course EENG 491 did not provide the majority of students with enough time to
complete a major design project and most students were receiving incomplete grades. The
ECE department faculty then voted to require a two-semester sequence consisting of EENG
489 Design Project (see below) and EENG 491..

EENG 489

The goals of EENG 489 are to build a strong foundation and preparation for the capstone senior
design course and to formulate a design problem and lay the foundation for project
implementation, testing and verification.

At the completion of this course, students will be able to:

 Formulate and write a comprehensive proposal for a typical capstone project.

 Generate initial design specifications for a chosen project.
 Perform and write a literature search on the chosen project to understand the current
state-of-the-art.
 Demonstrate effective oral and written communication skills via individual and group
presentations, and weekly status and final project reports.
 Build a comprehensive foundation, on the chosen project, for future implementation,
testing, and verification.
 Create and maintain a comprehensive laboratory notebook that documents the progress
made on the chosen project.
 Collaborate effectively with team members towards optimal progress on the chosen
project.

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 Assessment meeting of spring 2009:

 Outcomes a – k were assessed in relation to student performance (i.e. grades on exams,

projects, homework) in each course where that outcome was most significant. Faculty
teaching the senior design classes felt outcome f, professional and ethical responsibility,
was being addressed too infrequently and not early enough in the curriculum. The faculty
agreed that it is appropriate to add a module in ethics to the course outline of ETCS-105,
Career Discovery Workshop. This module would familiarize students with the IEEE and
ACM Code of Ethics, NYIT’s Student Code of Conduct, and include a small case study in
ethics. In addition the faculty suggested that this workshop is an appropriate course in
which to introduce students to the non-technical characteristics of a career in the
technology. In addition to incorporating material from NYIT’s College Success Seminar,
ETCS 105 would include one or more hands-on projects so that students would experience
working in multidisciplinary teams and understand the importance of life-long learning,
outcomes d and i. This recommendation will be sent to School’s curriculum committee.
This material, if approved, will be offered not later than fall 2009.

 Our alumni and employer surveys indicated that familiarity with the UNIX operating system
was needed at an entry level. This recommendation from the surveys, which addresses
outcome k, was considered at the assessment meeting and the faculty felt it to be a
necessary tool of engineering practice and recommended it be added to the course outline
of CSCI-330, Operating Systems. In addition faculty recommended that security issues be
added to the course outline as well. This change was supported by our Industrial Advisory
Board.

Assessment meeting of spring 2010

The department met on May 27, 2010 to conduct program assessment for the ECE program.
The meeting was attended by al full-time faculty members.

 Outcomes a – k were assessed in relation to student performance (i.e. grades on exams,

projects, homework) in each course where that outcome was most significant.

 The first topic discussed was the modification of our alumni and employer surveys. Faculty
watched a webinar conducted by Gloria Rogers which was aimed at developing meaningful
surveys. Ms. Rogers made several suggestions as to how questions should be formulated on
these surveys so that the information collected from these surveys and can be used to
assess PEOs and student outcomes. Following the webinar, faculty members were given our
present surveys and were asked to review them for possible modifications in light of the
webinar just presented. Several faculty members suggested that Dr. Steven Billis, Associate
Dean of Academic Affairs be charged with the responsibility of developing new Employer
and Alumni Surveys and he agreed to do it with a completion date prior to the beginning of
the 2010-2011 academic year. The surveys would then be reviewed by the faculty and
submitted to the members of the Industrial Advisory Board prior to the fall semester
meeting for their comments.

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  The second topic to be discussed was the new “Discovery Core Curriculum which would be
implemented at the beginning of the 2010/2011 academic year. NYIT’s new core
curriculum was created to provide students with an outcomes-oriented education that will
prepare them for today’s workforce. It focuses on specific foundations that are necessary
for success in every profession. These foundations were built from a set of learning
outcomes that guide the development of each course, including skills in communications,
critical and analytical thinking, an interdisciplinary mindset, ethical and civic engagement, a
global perspective, and knowledge of the arts and sciences.

The new “Discovery Core Curriculum” consisting of 18 credits of Foundations, 12 credits of

Seminars and 6 credits of science and mathematics for a total of 36 credits replaced a core
curriculum of 41 credits. While it appeared that this will reduce the total number of credits for the
BS in ECE from 137 to 132 and make us more competitive with local colleges offering the BS in ECE
degree, this is not the case. The reason that there is no net decrease in credits is that CHEM 107
Engineering Chemistry (4), ECON 101 Economics (3), and ETCS 105 Career Discovery (2) which
was a part of the previous core are no longer a part of the “Discovery Core.” Thus, instead of a net
decrease there is instead a net gain in credits of 5 to 142 credits. The faculty unanimously agreed
that this net increase was unacceptable as it would have a negative result on our future enrollment,
and they were asked to suggest what should be done.

The faculty suggested that we consider eliminating IENG 400 Technology and Global Issues (3),
and ETCS 105 Career Discovery (2). However, it was pointed out that IENG 400 was added as a
requirement of the ECE curriculum as a direct response to the ABET “Final Statement” of August
2007 and is being used to assess and satisfy outcomes (f ), (g), (h), and (j). Furthermore, ETCS 105
is an important “tool” of retention for the ECE program so the suggestion was finally voted down by
the faculty.

In the end, it was decided that IENG 400 would be modified so that it would meet the criteria
for becoming an interdisciplinary seminar in the social sciences (ICSS 3XX) and serve as a substitute
course or be cross-listed with ICSS 3XX. The faculty also agreed to eliminate the economics elective
from the curriculum. The faculty believe that a much better solution would have been to give the
Professional programs the option to opt out of some aspects of the core, in particular FCIQ 101
Foundations of Inquiry and FCSC 101 Foundations of Scientific Process.

We will present the following as the core for the ECE program and ask that it be listed as such in
the 2010-2011 catalogs.

Discovery Core

Foundations: 18 Credits:
FCWR 101 Writing I: Foundations of College Composition (1) 3
FCWR 151 Writing II: Foundations of Research Writing (1) 3
FCSP 105 Foundations of Speech Communication 3
FCSC 101 Foundations of Scientific Process 3
FCIQ 101 Foundations of Inquiry 3
FCWR 304 Communications for Technical Professions 3

Seminars: 12 Credits
ICLT 3xx Literature choice 3

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 ICPH 3xx Philosophy choice 3
ICBS 3xx Behavioral Science choice 3
ICSS/IENG 400 Social Science seminar: Technology and Global Issues 3

Math and Science: 8 Credits

MATH 170 Calculus I 4
CHEM 107 Engineering Chemistry 4

 It was noted that very few students registered for CSCI-225, Introduction to Hardware
Description Language, and as a result it never ran. Students could use it as a CSCI elective in
the present curriculum and the faculty felt that our students should be exposed to this
material, which addresses outcome k. Instead the faculty recommended that it be
integrated more effectively into EENG 130 Introduction to Computer Hardware and that a
new textbook by David and Sarah Harris “Digital Design and Computer Architecture”
published by Morgan Kaufmann replace the Kimes and Mano textbook. The faculty also
noted that the CS curriculum is undergoing a thorough revision based on data from alumni,
employers and their Advisory Board. As a result, EENG 130 and CSCI 130 will no longer be
cross listed and EENG 130 will be replaced by EENG 125 Fundamentals of Digital Logic and
CSCI 130 will be eliminated from the CS curriculum. The course description for EENG 125
will change, requiring that VHDL be covered more thoroughly than it has been in the past :

The course introduces students to the modeling and design of fundamental digital circuits.
Topics cover introduction to binary numbering, Boolean algebra, combinatorial and
sequential logic circuits and memory elements (e.g. ROM, RAM and non-volatile computer
memory). VHDL will be used in modeling, simulation and synthesis of digital circuits.
Prerequisite: Knowledge of Algebra.

The new EENG 125 requirement will be effective for the 2011-2012 academic year and will
affect, most noticeably the score of outcome k.

 As a result of the revision of the CS curriculum CSCI 120 and CSCI 180 “Programming I and
II” respectively will be replaced by CSCI 125 and CSCI 185 “Computer Programming I and
II.” The catalog descriptions of these two new 3 credit courses are:

CSCI 125 Computer Programming I

This course provides basic skills in problem solving and object-oriented programming using a
high level language such as Java or C++. Topics include algorithm development, simple data types,
expressions and statements, program flow control structures, objects, methods and arrays.
Prerequisite: Knowledge of Algebra
Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-1-3

CSCI 185 Computer Programming II

This course provides advanced skills in object-oriented programming and problem solving
techniques using a high level language such as Java C++. Topics include polymorphism,
inheritance, exception handling, stream and file I/O, recursion, and dynamic data structures.
Prerequisite: CSCI-125
Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-1-3

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 The primary difference between the new sequence of programming courses and the old
sequence is that one lab hour has been added to each new course. It is hoped that these lab hours
will increase the students’ programming skills and the score of outcome k as well.

 The CS curriculum revision also replaced CSCI 230 “Discrete Structures” with CSCI 235
“Elements of Discrete Structures” and CSCI 170 “Computer Architecture” with CSCI 155
“Computer Organization and Architecture”. The catalog descriptions of these two new
courses are:

CSCI 235 Elements of Discrete Structures

This course provides students with an introduction to discrete structures with applications to
computing problems. Topics include logic, sets, functions, relations, proof techniques, counting and
algorithmic analysis in addition to graph theory and trees. Prerequisite(s): CSCI-185 and one
course from this group: MATH-161 or MATH-170
Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3

CSCI 155 Computer Organization and Architecture

This course introduces students to the organization and architecture of modern computers.
The students will learn a variety of concepts from the stored-program concept and the machine
cycle, to the representation of code and data. The basic components of a computer and their
functionality are analyzed including processor data path, pipelines, I/O devices, memory
hierarchy, and interconnection networks. The instruction set architecture and its importance in
reducing the gap between hardware and software is also discussed. Students will also learn how to
evaluate computer performance. Prerequisite Course(s): Take CSCI-125 and one course in this
group: MATH-161 or MATH-170
Classroom Hours- Laboratory and/or Studio Hours – Course Credits: 3-0-3

 The FCAR for the lab course EENG 403 indicated that our lab manual should be upgraded. A
committee was formed and charged with the task of reviewing all of our laboratory
manuals. The committee’s mandate was broad enough to consider the addition or
elimination of any labs. This should affect the metrics for outcomes b and d

Assessment meeting of fall 2011

The ECE Department aims to provide a quality education and as such recognizes the value of an
assessment process that continuously improves and updates our curriculum in response to the
needs of our constituents. However, in program assessment planning, (e.g. developing measurable
performance criteria, rubrics, collecting and analyzing data and reporting results, etc.) it is
important to let common sense prevail and to develop efficient, sustainable processes that engage
the faculty.

At an ABET Workshop, on “Sustainable Assessment” on October 27, 2009 in San Antonio that
was conducted by Dr. Gloria Rogers, it was suggested that not every outcome needed to be assessed
every year. A cyclical model of assessment would generate less data each semester for evaluation
and specific outcomes could be assessed every three years, with the entire set of Student Outcomes
completed on a six year cycle. This streamlining of the assessment process would also provide a
three-year period of time to determine if the changes suggested were effective. Beginning with the
2011/2012 Academic year a Six-Year Plan was established for Student Outcome assessment as an

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attempt to create a sustainable assessment model. Beginning with the fall 2011 semester we chose
to assess SOs:

 c: an ability to design a system, component, or process to meet desired needs within

realistic constraints such as economic, environmental, social, political, ethical, health and
safety, manufacturability, and sustainability

 d: an ability to function on multidisciplinary teams

 g: an ability to communicate effectively

The timeline illustrated in Table 4.C.3 demonstrates a three-year cycle where each SO is
assessed every three years. Because there are eleven SOs, this means that the data collection
process takes place on three or four outcomes per year. The timeline provides for two cycles of data
collection every six years.

Table 4.C.3 Data Collection Cycle for SOs a to k

Student Outcomes
(each with measurable 11/12 12/13 13/14 14/15 15/16 16/17
performance criteria)
a  
b  
c  
d  
e  
f  
g  
h  
i  
j  
k  

Table 4.C.3 can be misleading in that during the year where data collection is taking place on
some of the outcomes, it should be understood that activities are taking place related to the other
outcomes as well. These activities may include:

1. A review of the performance criteria that define the outcome

2. A mapping of educational strategies related to these performance criteria
3. Developing the assessment methods used to assess performance criteria
4. Evaluating processes
5. Assessing rubrics

Outcomes c, d and g were reviewed using the fall 2011 FCARs. The minutes of the meeting of
May 2012 indicated that:

 Outcome c was assessed using the design class offered this semester (EENG- 489).

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 1. The metric was satisfactory.
2. Using the Project proposal submission of each team, the team members were
evaluated on their ability to:
a. identify an engineering problem,
b. specify the design requirements,
c. design functional systems to meet design specifications,
d. develop a verification and testing plan to evaluate the proposed design.

3. Using the weekly progress reports 1 to 5 submitted by each team, the team
members were evaluated on their ability to:
a. break down the design into modules,
b. design simulation for the proposed system to define design specifications,
c. address issues such as ethics, health and safety, sustainability, and
environmental concerns as related to their designs.

4. The faculty recommended that we involve our Industrial Advisory Board (IAB) in reviewing
design project proposals, evaluating designs, and advising faculty on elements of the design process
that we have not required.

 Outcome d was assessed using the courses EENG 275, EENG 403 “Electronics Labs I and IV”
and CSCI-125, 185 and 260 “Computer Programming I, II and Data Structures”. The metric
was satisfactory, and there was evidence in the lab reports to support that each student was
prepared for the lab with clearly formulated ideas and had made a fair contribution to the
workload through a designated role in the group. With respect to the programming classes
CSCI 125, 185 and 260, there was less evidence to indicate what each student’s contribution
to the software project was. The faculty recommended that if we are to determine whether
they are functioning as members of a team, then each member’s contribution must be
graded separately as part of the overall grade. In the future there must be clearer
documentation of the management process in the final software project report.

 Outcome g was assessed using ICSS 309/IENG 400 “Global Issues and Technology” and
CSCI-125, 185 and 260 “Computer Programming I, II and Data Structures.” Communication
skills, both oral and written, continue to be areas where there is a need for improvement.
We need to stress once again to students, that lab reports and software programs must be
organized to facilitate a reader’s comprehension and that graphs, tables and diagrams used
to assess information must be in the proper formats. Proper program indentation,
punctuation and comments need to be a part of the student’s grade. Oral presentation with
the appropriate amount of PowerPoint detail must continue to be stressed as part of the
overall grade. The faculty believes that the new Discovery Core Curriculum with its
emphasis on communications skills through intensive written work will improve the
outcome.

 The SoECS together with members of the Senate Committee on Academic Standards created
a Task Force during the summer of 2011 to identify courses of the engineering curricula
that might serve as “gateway courses” in order to improve engineering retention rates and
student success. The members of this Task Force were the respective chairs of the ECE and
ME programs, Drs Saito, Lee and Lu, Dr. Anid, Dean of the SoECS, Babak Beheshti, Assistant
Dean of The SoECS, Alexander Ott, Associate Dean, Academic Support & Enrollment
Services, Monika Schueren, Director, Advising & Enrichment Program and Evgeniya Khan,
Associate Registrar.

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 The issues investigated were:

1. Establishing a minimum grade requirement for certain required courses in the

Mechanical Engineering, Electrical and Computer Engineering majors.

2. Establishing a minimum cumulative GPA requirement (e.g., 2.0) for major courses in
ME/ECE in order to graduate

The Task Force was looking for data on NYIT students in these two programs, the grades they
earned, and whether they succeeded in their major.

In the context of the above, the following data were helpful in determining whether or not to
move forward with minimum grade proposals and in what form.

 Pull all students who have/had a major of ME, ECE, during any semester from Fall 2006 to
Spring 2008. Group these students by major.

 Pull all the courses and grades these students earned, including repeated courses—list
these courses and grades.

 Also indicate the student’s current status (graduated/still enrolled/left college). Note the
latest active major. Note whether/when the student had a change of major and the total
credits earned when major changed.

 For each student in each major, list cum GPA, GPA in major courses, GPA in Math courses,
GPA in Physics courses.

The data obtained are summarized in Appendix E.6

The School of Engineering and Computing Sciences at NYIT, unlike its competition in
benchmark institutions, does not have a School-specific Academic Standards policy. To this end,
our goals are to:

1. Establish a minimum grade requirement for certain required courses in the Electrical and
Computer Engineering and Mechanical Engineering majors. This policy will further ensure
students’ success in these ABET accredited programs. These courses were identified partially based
on their significant and fundamental importance to the programs, as well as based on a study of the
number of times students repeat them (i.e., 9% of students repeat MATH-170 at least once, see
Appendix E., Exhibit 6).

2. Many peer institutions require a minimum 2.0 GPA in major courses in an attempt to certify
minimum competency in the major. We propose to establish a limit on the number of courses in a
student’s major with a grade of C- (1.67) or lower. This policy, while less stringent than the one
stated above, provides for additional standards in select ABET accredited majors in NYIT’s School of
Engineering and Computing Sciences to ensure minimum competency in students’ major field of
study.

From this data the SoECS submitted the following proposal to the Academic Senate:

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 “Students enrolled in Electrical and Computer Engineering, or Mechanical Engineering must
earn a grade of C (2.0) or higher in MATH-170, MATH-180, MATH-260, PHYS-170, PHYS-180, and
PHYS-225, as required by the program of study, before enrolling in any 300-level major courses. A
grade of C (2.0) or higher in MATH 310 ([for students] in Electrical and Computer Engineering) and
MATH 320 ([for students] in Electrical and Computer Engineering and Mechanical Engineering), is
required prior to taking any 400-level major courses.

“Students enrolled in Electrical and Computer Engineering, or Mechanical Engineering are

permitted no more than three grades below a C (2.0) in engineering major courses. If a student
earns less than a C (2.0) in more than three engineering major courses, the student must repeat one
or more of them with a grade of C (2.0) or better. The course(s) to be repeated will be determined
in consultation with and approval of an Engineering academic advisor.

Effective Date for the New/Revised Policy: September 1, 2012

This new policy was submitted to the SoECS faculty at the Spring 2012 Assessment Meeting and
was approved. It is expected to have a major positive impact on outcomes a, c, and e.

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CRITERION 5. CURRICULUM

Program Curriculum

The diagrams below list the courses in the curriculum for the BS in Electrical
Engineering and Computer Engineering, and the associated prerequisite structure. The
primary educational objectives of the Electrical and Computer Engineering program at NYIT
are to produce well-rounded graduates who have a broad range of skills, aptitudes, and
interests, and are prepared for successful careers in industry, government, or the pursuit of
graduate studies.

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85
 ECE
Prerequisite

PHYS 170 MATH170 CSCI125

PHYS 180 MATH180 CSCI 155 CSCI 185

EENG 212

PHYS 225 MATH260 CSCI 260 CSCI 235 EENG 275 EENG 270 EENG 281

MATH310 MATH320 CSCI 330 EENG 320 EENG 341 EENG 310

EENG 330
EENG 360 EENG 315 EENG 401 EENG 382 EENG 360

EENG 370

EENG 403 EENG 125 EENG 370

Permission of ECE Chair

_______ Prerequisite
…………… Co-requisite EENG 489

EENG 491

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 Describe how your program meets the requirements in terms of hours and depth of
study for each subject area (Math & Basic Sciences, Engineering Topics, and General
Education) specifically addressed by either the general criteria or the program criteria.

General/ Program Specific Criteria for B.S. Level Programs 3

The curriculum must provide depth and breadth across both the electrical and computer
engineering areas of the program. Besides a solid foundation in basic sciences and mathematics
including discrete mathematics, students have the opportunity to analyze and design complex
electrical and electronic devices, software, and systems containing hardware and software
components as well as computer architecture, VLSI systems, embedded systems, networking, as
well as more advanced creative applications.

Breadth in ECE curriculum:

To provide the breadth of the above requirement, the students must take courses in the
following areas:

AREA COURSES

Circuits and Systems EENG-212, 281, 341

Electronics EENG-270, 310
Computer Science/ EENG-125, 370
Digital Design CSCI-125, 155, 185, 235, 260, 330
Communications EENG-382, 401
Control Systems EENG-320
Electromagnetics EENG-330

Depth in ECE curriculum:

The depth requirement is met by having the students take 6 credits of advanced EE or CS
electives and two semesters of senior design in either electrical engineering or computer
engineering. These courses are always a follow-up to one of the basic areas shown above. These
related areas and courses are listed below:

AREA COURSES
Circuits and Systems EENG-420
Electronics EENG-430, 455
Communications EENG-480, 482, 484, 488, 497, 498
Control Systems EENG-410, 415
ECE Design EENG-489, 491
Electromagnetics EENG-390, 450, 460, 465, 470

3 “Criteria for Accrediting Engineering Programs 2012-2013” pdf file at www.abet.org

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 The curriculum provides 18 credits of Mathematics, MATH-170, 180, 260, 310, 320, which
covers three semesters of calculus, and two semesters of advanced mathematics, “Linear Algebra”
and “Differential Equations.”. The subject of probability and statistics through random variables
and stochastic processes is covered with appropriate applications in EENG-382, Random Signals &
Statistics. To satisfy the requirement of discrete mathematics and to ensure that the appropriate
applications to computer science are met, students are required to take CSCI-235, Elements of
Discrete Structures.

Appropriate use of computers is integrated into courses throughout the program as well as into
the four required laboratory courses EENG 275, 315, 360, and 403. The program includes
instruction in software design using modern programming techniques such as object oriented
programming in a high-level language such as JAVA and/or C++. This instruction covers proper
documentation techniques; use of editors, compilers, and debugging techniques; and experience in
the use of at least one operating system. Students are taught to use software for analysis, design,
and simulation of engineering problems.

Starting in the freshman year, all students take two programming courses CSCI-125, Computer
Programming I and CSCI-185, Computer Programming II. These are followed in the sophomore and
junior years by CSCI-260 Data Structures and CSCI-330 Operating Systems.

 The lab portion of the four credit course EENG-212 Electrical Circuits I and Engineering
Tools instructs students in the use of software packages such as MATLAB/MATHCAD to:

 Solve nonlinear equations graphically, plot circles and ellipses, and plot graphs with
logarithmic scales
 Learn matrix operations (i.e. multiplication and inverse) and their subsequent application
to the solution of simultaneous equations.
 Study complex arithmetic, quadratic equations through polynomials, numerical integration
and differentiation, with appropriate applications to engineering problems.

Students are then able to use these packages in their subsequent math, science, and engineering
courses. The creation of this course was an initiative to improve Student Outcomes that came about
as a direct result of our assessment/continuous improvement activities.

The curriculum provides laboratory courses as an integral part of the program. Laboratory and
course work are supportive of one another. The experiments cover the full range of the engineering
spectrum and are designed or selected by the faculty. Safety procedures are introduced in the very
first laboratory manual during EENG-275, and continue to form an integral part of every lab
experience.

Students are required to submit a preliminary preparation for each experiment before the
experiment is conducted. This is graded and commented upon to insure that the student is well
prepared to carry out the analysis and techniques required.

A well-designed lab (in addition to supporting the material that has been learned in classes)
should help the student to:

1. Form habits of safety to prevent personal injury or injury to other personnel and to the
equipment.

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 2. Develop an appreciation for the differences between the idealized models discussed in the
classroom and their realization in hardware.

3. Acquire skill in the selection, operation and calibration of instruments.

4. Practice the art of trouble shooting, design, and test procedures.

5. Understand the importance of working within a team setting.

6. Communicate to colleagues, supervisors and others, by means of a formal report, the work
which was performed and the conclusions reached.

The students are required to submit laboratory reports in a prescribed format. These reports
are graded not only for their technical content, but also for the student's ability to present
information clearly and concisely as well as to function as a member of a team. These reports form
a major portion of the student's final grade for the course. In short, the lab complements the
classroom engineering theory with aspects of engineering practice, and the combination results in a
more realistic introduction to the profession.

The NYIT Discovery Core requires 15 hours of course work in written and oral communication
of all engineering students. To ensure that students are capable of college level written work, a
student's performance on the English Placement Test determines the sequence of English courses.
All students must take FCWR 101, Writing I: Foundations of College Composition and FCWR 151
Writing II: Foundations of Research Writing. A separate sequence of English courses is designed for
ESL students who, on the basis of the English Placement Test, require specialized instruction in
written English. Students in the English as a Second Language (ESL) sequence take FCWR 111 and
FCWR 161, which are equivalent to FCWR 101 and FCWR 151. Some students may require
additional practice in basic writing and may be asked to take WRIT 100 or WRIT 110 or the
intensive English sequence.

FCWR 101 introduces students to the fundamentals of academic writing. Students explore
analytical and argumentative/persuasive writing, learning how to develop their thinking and
writing through the use of various rhetorical strategies. The course also examines writing as a
process, encouraging students to develop productive writing strategies that can be adapted to
various academic and professional writing contexts.

FCWR 151 is the second in the sequence of foundation writing courses, and one of its main
purposes is to introduce students to the types of reading, writing, and thinking that occur within
and across different academic disciplines. Students will read and analyze academic discourse from
different academic fields and critically examine some ways these discourses intersect. Students will
further develop critical thinking skills and will learn how to research and engage other voices and
points of view as they explore, develop, and present their own ideas and intellectual formations.

After having passed FCWR 151, the student is required to take FCWR 304 Communication for
Technical Professions and a Literature Seminar ICLT 3XX

FCWR 304 builds on courses taken in their majors, and students learn and apply concepts of
effective written and oral expression appropriate for careers in the technology professions, such as
engineering and computer science. In addition to modes of technical discourse (definition,

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description, analysis, interpretation), this course emphasizes strategies for effective business
communication in the technical professions and stylistics of technical communication. Methods and
procedures of research are explored in depth. Course work includes a computer lab component,
oral presentation of final reports using presentation software, and exploration of appropriate
technology for technical communication.
All engineering students are required to take a public speaking course, FCWR 105 Foundations
of Speech Communications. This course reinforces basic planning and organizational skills taught
in the writing courses: outlining and analyzing material, audience analysis and so on. In this course
the students deliver formal and informal speeches using different rhetorical techniques and aids.
There is opportunity for the students to make presentations explaining material, issues, or
procedures drawn from their major field of interest.

All of these courses represent a rather large and cohesive program within the College of Arts
and Sciences to ensure that all students admitted into advanced engineering courses have the
necessary communication skills to function in their professional field.

The ECE program aims to provide students with an understanding of professional and ethical
responsibilities, an understanding of contemporary issues, and the impact of their work in a global
and societal context. To meet these student outcomes all engineering students are required to take
9 credit hours of Discovery Core Seminars. These Seminar Courses ICPH 3XX, ICBS 3XX in
philosophy and behavioral science respectively and a Social Science seminar ICSS 309 “Technology
& Global Issues. These courses are intended to prepare students to work in a global environment,
be sensitive to the cultural differences among people, gain a fuller understanding of the
responsibilities of citizenship, understand ethical concepts and be aware of the paramount issues of
the twenty-first century. In particular, ICSS 309, formerly IENG 400, was developed by the SoECS
faculty and in this seminar the relationships between technology and global concerns are explored.
Topics such as sustainable development, standards, ethics, environmental concerns and public
policies related to design and development, energy, transportation, air, and water facing both
developed and developing nations are discussed.

Major Design Experience

The Electrical and Computer Engineering program recognizes that engineering design must be
an important component of the curriculum. This is implemented by providing courses which cover
design in two distinct modes: those which are predominantly concerned with design and those
which include design elements along with engineering science.

The senior capstone projects EENG 489, 491 are taken by students in the fall and spring
semesters of their fourth year. At this point in the curriculum, students have completed nearly all of
their required technical coursework. They are expected to complete a design project under the
guidance of a faculty advisor that draws significantly on the knowledge and skills acquired in
previous lecture and laboratory course work. The design specifications encourage open-ended
solutions, and, in many cases, the computer must be utilized for the students to implement the final
design. The work requires a written and oral proposal, followed by periodic progress reports and
culminates in a completed product and presentation. Students are expected to look beyond the
design analysis and deliver a project design that reflects and incorporates engineering standards,
realistic constraints and technologies found in industry.

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 The student's grade is a reflection not only of the technical solution to the problem, but of the
following activities: (i) Oral and written communication; (ii) Information gathering; (iii) Problem
solving skills; (iv) Ability to work on a team (v) Planning and scheduling; (vi) Computer Aided
Circuit Design and; (vii) Prototyping and Trouble Shooting; (vii) Cost Analysis; (viii) Impact on
society and environment; (ix) Ethics. A written and oral proposal is required, followed by periodic
progress reports (oral and written), and culminating in a completed product and report.

Curriculum/Prerequisite structure Supporting Student Outcomes

The relationship between the program’s courses and ABET student outcomes a – k, , is
illustrated in Table 5.A.1 below.

Table 5.A.1 Relationship Between Department Courses and Student Outcomes a – k

Key: 1 = Minor Contribution to Outcome; 2 = Major Contribution to Outcome; * =FCAR

Course Title a b c d e f g h i j k
ETCS 105 Career Discovery           
ICSS 309 Technol. and Global Issues           
          
Computer Science courses (18 credits)
CSCI 125 Cptr. Programming I           
CSCI 155 Cptr. Org. &Architecture           
CSCI 185 Cptr. Programming II           
CSCI 235 Elem. Of Discrete Structures           
CSCI 260 Data Structures           
CSCI 330 Operating Systems           
        
Electrical Engineering courses (42 credits)
EENG 125 Fund. Of Digital Logic           
EENG 212 Electrical Circuits I and           
Eng. Tools
EENG 270 Intro. To Electronic Circuits           
EENG 275 Electronics Lab I           
EENG 281 Electrical Circuits II           
EENG 310 Electronic Circuit Applic.           
EENG 315 Electronics Lab II           
EENG 320 Control Systems           
EENG 330 Electromagnetic Theory I           
EENG 341 Signals and Systems           
EENG 360 Electronics Lab III           
EENG 370 Microprocessors           
EENG 382 Random Signals and Stat.           
EENG 401 Communication Theory           
EENG 403 Electronics Lab IV           
EENG 489 Senior Dsgn Proj. I           
EENG 491 Senior Dsgn Proj II           
          
2 EENG/CSCI Electives (6 credits)
EENG 301 Energy Conversion           
EENG 390 Electromagnetic Theory II           
EENG 410 Control Systems Design           
EENG 415 Digital Control Systems           
EENG 420 Digital Filter Design           
EENG 430 Operational Amp. Design           

91
 EENG 435 Robotics and Flex Automat           
EENG 440 Microcomp. Based Design           
EENG 450 Optical Engineering           
EENG 460 Fiber Optics Concepts I           
EENG 465 Microwave Engineering           
EENG 470 Antennas and Propagation           
EENG 480 Communication Net. Design           
EENG 483 Intro. To VLSI Design           
a b c d e f g h i j k

Alignment of Curriculum with the Program Educational Objectives

Table 5.A.2 Relationship between Department Courses and PEOs 1 to 3

Course
Title PEO 1 PEO 2 PEO 3
ETCS 105 Career Discovery 1
Technol. and Global
ICSS 309 1 2
Issues

Cptr. Programming
CSCI 125 2 2
I
Cptr. Org.
CSCI 155 &Architectu 2 2
re
Cptr. Programming
CSCI 185 2 2
II
Elem. Of Discrete
CSCI 235 2
Structures
CSCI 260 Data Structures 2 2
CSCI 330 Operating Systems 2 2

Fund. Of Digital
EENG 125 2 2
Logic
Electrical Circuits I
EENG 212 and Eng. 2 2
Tools
Intro. To Electronic
EENG 270 2 2
Circuits
EENG 275 Electronics Lab I 2 1
EENG 281 Electrical Circuits II 2 2
Electronic Circuit
EENG 310 2 2
Applic.
EENG 315 Electronics Lab II 2 1
EENG 320 Control Systems 2 2
EENG 330 Electromagnetic 2 2

92
 Theory I
EENG 341 Signals and Systems 2 2
EENG 360 Electronics Lab III 2 1
EENG 370 Microprocessors 2 2
Random Signals and
EENG 382 2 2
Stat.
Communication
EENG 401 2 2
Theory
EENG 403 Electronics Lab IV 2 1
EENG 489 Senior Dsgn Proj. I 2 1 2
EENG 491 Senior Dsgn Proj II 2 1 2

EENG/CSC
Electives (6 credits)
I
EENG 301 Energy Conversion 2 1
Electromagnetic
EENG 390 2 2
Theory II
Control Systems
EENG 410 2 1
Design
Digital Control
EENG 415 2 1
Systems
EENG 420 Digital Filter Design 2 1
Operational Amp.
EENG 430 2 1
Design
Robotics and Flex
EENG 435 2 1
Automat
Microcomp. Based
EENG 440 2 1
Design
EENG 450 Optical Engineering 2 2
Fiber Optics
EENG 460 2 2
Concepts I
Microwave
EENG 465 2 2
Engineering
Antennas and
EENG 470 2 2
Propagation
Communication Net.
EENG 480 2 1
Design
EENG 483 Intro. To VLSI Design 2 1

To create versatile engineers who will:

 be successfully employed in engineering or their chosen career path; (PEO 1)
 pursue graduate studies and/or continued education in their field; (PEO 2)
 function as responsible members of society through engagement in community or
professional organizations. (PEO 3)

Key: 1 = Minor Contribution to PEO; 2 = Major Contribution to PEO

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Materials Available for review during the visit

For each course offered by the SoECS under the ECE program during the fall 2011and spring
2012 semesters at either the Old Westbury (OW) or Manhattan (MA) campus there will be a Course
Portfolio Binder (CPB) that indicates the course title and number as well as the semesters the
course was offered. This CPB will contain the course syllabus in the required ABET format, the
Grade Sheets, and samples of A, B, C, and F student work for each semester. To aid the evaluators,
under item 6 in the course syllabus the specific goals or learning outcomes (LOs) will be associated
with those student outcomes that are strongly linked to the course and will be used to assess those
student outcomes. For example, EENG 125 has as two of its LOs that after completing this course all
students will be able to:

LO 1: reduce logical expressions using the rules of Boolean algebra and/or Karnaugh
Maps (a, k*)

LO 2: do conversions in the binary, octal and hexadecimal number systems (a*)

The (*) will indicate to the evaluator that EENG 125 is strongly linked to Student Outcome (a)
through LO 2, and (k) through LO 1. The spine of this binder will also contain a two digit number.
The CPBs will be displayed in a bookcase in the order of the number on their spine.

In addition, for each CPB there will be a related FCAR Portfolio Binder (FCARPB). This binder
will contain copies of the FCARs submitted for each semester. In this binder for each student
outcome that was strongly linked to the course there will be will be assessment material that was
submitted to the assessment committee for the spring 2010 and 2011 semesters. This implies that
the FCAR binder for EENG 125 will contain at the very least the APTs that were used to assess
outcomes (a) and (k) and their EGMU scores. The spine of this binder will also contain a two-digit
number.

At the time of the visit the Evaluation Team will be given a sheet that will contain Table 5.A.3
that will relate the binders to the student outcomes.

Table 5.A.3 Relationship between FCAR Portfolio Binder and Student Outcomes
Outcome a b c d e f g h i j k
FCARPB/CPB
10/25 X X X X
02/36 X X
13/40 X X X X X X
.
. etc
.

As examples of how the Evaluation Team will be able to relate the display materials and the
Student Outcomes (SO), we discuss two examples. In the first example, we suppose that the
Evaluation Team member is interested in seeing how a particular SO is addressed in the
curriculum. In the second example, the Evaluation Team Member is interested in seeing how a
particular course is related to various Student Outcomes.

For the case where a member of the Evaluation Team is interested in seeing how a particular

94
 Student Outcome is addressed in the curriculum, the starting place is Table 5.A.3. Choosing, for
example, outcome (g) “an ability to communicate effectively” and reading Table 5.A.3, we see that
this SO is addressed in 3 FCAR binders (10, 2, and 13) and the Evaluation Team can ascertain
directly if the kinds of assignments made and the kind of standard to which the students were held
are appropriate and are likely to produce achievement of this Student Outcome. As each FCAR
binder is course-specific, the team is also able to see from the Course Portfolio Binders (25, 36 and
40) how the LOs of each course are related to the SO (g).

For the case where a member of the Evaluation Team is interested in seeing how a particular
course addresses all the SOs, the starting place is once again Table 5.A.3. Choosing, for example,
Course Portfolio Binder 25, we see that this course claims to address SOs (a), (d), (g), and (k).
Returning to the syllabus for this course we can see the topics and LOs that address each of these
outcomes, and the assignments and student work for each of the topics.

Course Syllabi

Appendix A includes a syllabus for each course used to satisfy the mathematics, science, and
discipline-specific requirements required by Criterion 5 or any applicable program criteria.

95
 Table 5-1 Curriculum (fall 2011 semester) Electrical and Computer Engineering

Subject Area (Credit Hours)

Course was Offered

Last Two Terms the

Section Enrollment
Required/Elective

No. of Sections
Math & Basic

Engineering

Educatio
Sciences

Average
General
Course

Topics

Other
n
Year 1, Semester 1
FCWR 101 Writing I:
Foundations of College R 3 f 2011, s 2012 30 20
Composition
FCIQ 101 Foundations of
R 3 f 2011, s 2012 28 22
Inquiry
ETCS 105 Career Discovery R 2 f 2011, s 2012 9 25
PHYS 170 General Physics I R 4 f 2011, s 2012 5 18
MATH 170 Calculus I R 4 f 2011, s 2012 8 24
Year 1, Semester 2
FCWR 151 Foundations of
R 3 f 2011, s 2012 14 20
Research Writing
FCSC 101 Foundations of
R 3 f 2011, s 2012 30 25
Scientific Process
CSCI 125 Computer
R 3 f 2011, s 2012 6 19
Programming
PHYS 180 General Physics II R 4 f 2011, s 2012 4 19
MATH 180 Calculus II R 4 f 2011, s 2012 4 27
Year 2, Semester 1
FCSP 105 Foundations of
R 3 f 2011, s 2012 30 22
Speech Communication
EENG 125 Fundamentals of
R 3 f 2011, s 2012 2 19
Digital Logic

96
CSCI 185 Computer
R 3 f 2011, s 2012 4 16
Programming II
EENG 212 Electrical Circuits &
R 4 f 2011, s 2012 2 18
Engineering Tools
MATH 260 Calculus III R 4 f 2011, s 2012 3 22
Year 2, Semester 2
CSCI 155 Computer
R 3 f 2011, s 2012 3 21
Organization & Architecture
CSCI 235 Elements of Discrete
R 3 f 2011, s 2012 2 30
Structures
EENG 270 Introduction to
R 3 f 2011, s 2012 2 15
Electronic Circuits
EENG 281 Electrical Circuits II R 3 f 2011, s 2012 2 16
MATH 310 Linear Algebra R 3 f 2011, s 2012 3 14
MATH 320 Differential
R 3 f 2011, s 2012 2 25
Equations
EENG 275 Electronics Lab I R 1 f 2011, s 2012 2 14
Year 3, Semester 1
FCWR 304 Communications
R 3 f 2011, s 2012 11 20
for the Technical Professions
CHEM 107 Engineering
R 4 f 2011, s 2012 3 26
Chemistry I
CSCI 260 Data Structures R 3 f 2011, s 2012 3 30
EENG 310 Electronic Circuit
R 3 f 2011, s 2012 2 15
Applications
EENG 315 Electronics Lab II R 1 f 2011, s 2012 2 14
EENG 320 Control Systems R 3 f 2011, s 2012 2 16
Year 3, Semester 2
ICBS 3XX Behavioral Science
SE 3 f 2011, s 2012 8 15
Seminar
CSCI 330 Operating Systems R 3 f 2011, s 2012 3 25
EENG 330 Electromagnetic
R 3 f 2011, s 2012 1 17
Theory I

97
EENG 341 Signal and Systems R 3 f 2011, s 2012 2 17
EENG 360 Electronics Lab III R 1 f 2011, s 2012 2 9
EENG 370 Microprocessors R 3 f 2011, s 2012 2 11
Year 4, Semester 1
ICLT 3XX Literature Seminar SE 3 f 2011, s 2012 9 18
PHYS 225 Intro. To Modern
R 3 f 2011, s 2012 1 20
Physics
EENG 382 Random Signals
R 3 f 2011, s 2012 2 11
and Statistics
EENG 401 Communication
R 3 f 2011, s 2012 2 9
Theory
EENG 403 Electronics Lab IV R 1 f 2011, s 2012 2 8
EENG 489 Senior Design
R 2 f 2011, s 2012 3 24
Project I
EENG/CSCI 3XX Elective SE 3 f 2011, s 2012
Year 4, Semester 2
ICPH 3XX Philosophy Seminar SE 3 f 2011, s 2012 5 24
ICSS 309/IENG 400
Technology & Global R 3 f 2011, s 2012 5 30
Issues
EENG 491 Senior Design
R 2 f 2011, s 2012 2 4
Project II
MENG 211 Engineering
R 3 f 2011, s 2012 2 32
Mechanics
Liberal Arts Elective SE 3 f 2011, s 2012
EENG/CSCI 3XX Elective SE 3 f 2011, s 2012

Add rows as needed to show all courses in the curriculum.

TOTALS-ABET BASIC-LEVEL
42 63 30 2
REQUIREMENTS

98
 OVERALL TOTAL
CREDIT
HOURS FOR
137
COMPLETION
OF THE
PROGRAM
1
PERCENT OF TOTAL 31% 46% 22%
%
Minimum Semester
Total must satisfy either credit hours

32 Hours 48 Hrs
Credit Hours

Minimum Percentage 25% 37.5 %

or percentage

1. Required courses are required of all students in the program, elective courses (often referred to as open or free
electives) are optional for students, and selected elective courses are those for which students must take one or more
courses from a specified group.
2. For courses that include multiple elements (lecture, laboratory, recitation, etc.), indicate the maximum enrollment in each
element. For selected elective courses, indicate the maximum enrollment for each option.

Instructional materials and student work verifying compliance with ABET criteria for the categories indicated above will be
required during the campus visit.

99
CRITERION 6. FACULTY

Faculty Qualifications

A review of the curriculum vitae in Appendix B will reveal that all faculty members have a Ph.D.
in Electrical Engineering or Computer Science and generally are either working as consultants to
industry or have ongoing research grants. Competency in the area of Computer Engineering has
been gained through their research activities prior to and since coming to NYIT. This mix of
research in industry and at NYIT is appropriate and offers the student an exposure to a staff well-
versed in both practical and theoretical aspects of their respective subject areas. Table 6-1 at the
end of this section (page 105) summarizes the qualifications of full-time faculty.

The current faculty is a cohesive body and the considerable interaction among them affords
vitality to the program not otherwise possible. They are skilled and dedicated instructors who
know their disciplines and understand their students. In particular, the faculty realizes the
importance of what we have called "professional socialization." This is the process of working with
students who are first-generation in college and teaching not just course content, but also gradually
instilling high, and often unfamiliar, standards for meeting professional and academic expectations
for quality performance.

The faculty are all members of the local chapter of the American Association of University
Professors (AAUP) which serves as the collective bargaining agent with the university. Thus, the
entire faculty is treated uniformly with respect to promotion, salary, and benefits.

Adjunct faculty members are carefully selected according to their credentials and are
supervised and monitored by the chair of the department and compensated according to the terms
of the NYIT-AAUP contract. The number of courses taught by adjunct faculty is approximately 10%
of the total number of Electrical and Computer Engineering courses.

Faculty Workload

The teaching load for the engineering faculty is 21 equivalent lecture hours (ELH) over the fall
and spring semesters. However, many faculty members are awarded release time for professional
development in the areas of course development, research, and professional society activities.

Tables 6-2 and 6-3 at the end of this section (pages 105 - 110) show the workload details for all
faculty who taught in the ECE program during the fall 2011 and spring 2012 semesters,
respectively.

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Faculty Size

There are 18 full-time Electrical and Computer Engineering/Computer Science faculty who
teach courses in the ECE program. Its members come from 7 different countries and 4 faculty
members are female.
The number of faculty members is sufficient to accommodate student-faculty interaction, cover
90% of the courses offered at all levels of coursework, advising and counseling, service activities,
and interaction with practitioners and employers, as required.

Professional Development

NYIT makes available resources sufficient to attract, retain, and provide professional
development of a well-qualified faculty. The School of Engineering and Computing Sciences has a
line item in the department budget for faculty professional development.

Teaching

Classroom performance of all full-time and adjunct faculty across the university is evaluated by
students using a standardized form for every class, every fall and spring term. The results are
tabulated by NYIT’s Office of Institutional Research and returned to the faculty member, chair and
dean for their review. Since the purpose of the review is the improvement of instruction as well as
personnel evaluation, the Chair may also call upon experienced faculty to provide guidance to an
instructor who may appear weak in a particular area. This procedure is used in conjunction with
peer observation of teaching.

Supplementing these department-level activities, NYIT’s Center for Teaching and Learning
supports faculty members in their work as teacher-scholars by cultivating reflective practice and
promoting the scholarship of teaching and learning. It assists NYIT faculty members in providing
students with a career-oriented, forward-looking education that prepares them to succeed in a
global economy and an increasingly technological world. As part of NYIT’s identity as a global
institution, the Center pays particular attention to how social, linguistic, and cultural diversity both
affects and enriches the student experience. As part of NYIT’s identity as a partially virtual
institution, it serves as a resource for best practices in skillful, appropriate, and effective uses of
technology in education.

Professional achievement
Internal grants. Faculty are encouraged to conduct research and NYIT and the AAUP together
support an internal grants initiative, the “Instructional Support of Research and Creativity Grants
Program” (ISRC Grants) and Teaching and Learning with Technology (TLT) Grants.
The purpose of these grants is to seed:
Faculty research, scholarship and creativity, and
faculty innovation in the usage of technology to enhance pedagogy and strengthen
teaching and learning.

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 The total ISRC/TLT budget for 2011-2012 was $200,000 and tenured and tenure-track faculty
can apply. The following items can be funded if they are directly related to faculty research,
scholarship, creative projects, or innovative use of technology to enhance pedagogy and student
learning:
Reassigned time for up to a total of six ELH in spring , summer, or fall
Equipment, software, and books
Supplies and materials such as those needed to conduct research, prepare exhibits, prepare a
manuscript for publication, and the like
Hourly wages for graduate and undergraduate student aides
Other reasonable expenses necessary to carry out research/ scholarship/ creative/ teaching
activities.
Assistance with external Grants. NYIT maintains an Office of Sponsored Programs and
Research (OSPAR) to assist faculty and administration in obtaining external funding for the
advancement of scholarship and research, institutional development, and student services. Toward
this end, OSPAR: 1) provides services and resources for identifying funding sources; 2) advises on
and facilitates preparation of grant proposals; 3) collaborates with administration and faculty to
promote interdisciplinary teams; and 4) works with sponsor agencies and NYIT post-award offices
to manage grant funds.
OSPAR works closely with the Office of Academic Affairs and the academic deans to identify
areas in which NYIT has strengths and to help faculty network with each other. Recent
interdisciplinary projects include the Center for Computer Security, collaboration between the
School of Engineering and Technology and the School of Management, and an innovative
curriculum development project on bioterrorism involving NYIT’s Osteopathic Medical School and
School of Health Professions. The OSPAR also coordinates proposals for major institutional projects
that involve multiple departments.
Tuition Remission. NYIT also offers its employees an Education Program where tuition and
certain lab fees are waived. Part-time faculty and some full-time lecturers have utilized this benefit
to enhance their education.

Sabbatical Leaves and Scholar Incentive Awards. Article XV of the Collective Bargaining
Agreement (CBA) between the AAUP and NYIT provides for sabbatical leaves and scholar incentive
awards.

“All regular full-time faculties are members of the bargaining unit shall have the right to apply for
sabbatical leave after having completed six years of service with the Institute from the date of their
full-time professional appointment without an intervening sabbatical. Applications for sabbatical
leave may be made for the following purposes: study, research, and for professional enrichment.

“Faculty members whose applications for sabbatical leave have been approved for a full year will
receive stipends for their full-year contract base pay minus adjunct replacement costs at the Assistant
Professor rate.

“Scholar Incentive Awards provide a second option and opportunity for a leave from teaching
during a six-year period, and are similar in purpose and function to sabbatical leaves with the
following exception Scholar Incentive Awards shall be limited to support of bona fide and documented
externally funded and supported scholarly research.”

Department Support. The School of Engineering and Computing Sciences and its individual
departments encourage faculty members to participate in professional meetings and offer papers
for presentation; funds are available to support faculty in these activities. Faculty are encouraged to

102
be involved in consulting and research because of the need for engineering personnel to be at the
state-of-the-art in their disciplines. Extra compensation for research is provided if the faculty
member is supported during the summer or if the research is undertaken above and beyond the
normal workload.

Authority and Responsibility of Faculty

As described earlier in this self-study, the faculty are a principal constituency of the program. As
such, the faculty play a key role in defining the Program Educational Objectives (PEOs). The initial
set of PEOs were created with input from other constituents as well, i.e. students/alumni, the
Industrial Advisory Board and employers.. The revision process of PEOs is described in the
Assessment section of this document. Periodically, the faculty revisits the PEOs for relevance and
accuracy. Subsequent to this internal review, the PEOs are placed on the next IAB meeting agenda,
where the board members review and comment on the PEOs. As evidence of this process, the PEOs
were reviewed at the fall 2010 meeting of the IAB, and new wording for some of the PEOs was
approved and appears in the 2011-2012 NYIT Catalog.

Faculty “own” the curriculum at NYIT, thus the Electrical and Computer Engineering faculty,
with support and resources from the institution, are responsible for implementing a sequence of
courses that are designed to allow students to achieve the program’s outcomes a-k, which will lay
the groundwork for achieving the long-term goals (PEOs). Processes (described below) are in place
throughout the university to ensure consistency and quality of curricula and courses as well as to
support student learning outcomes assessment. Each program faculty (or a sub-group thereof)
constitutes the program curriculum committee, which makes final recommendations regarding
course descriptions, course additions and deletions from the curriculum as well as any other
curriculum-related matter. These recommendations are then submitted to the School of
Engineering and Computing Sciences Curriculum Committee for an additional review. The school
Curriculum Committee is chaired by the dean and has faculty representatives from all programs
and disciplines within the school. Approved recommendations are reviewed by the dean and then
submitted to the Office of Academic Affairs and are put on the agenda of the Academic Senate’s
Curriculum Committee, which is chaired by the Provost, Dr. Rahmat Shoureshi. Once the
recommendations are approved by this committee, they are forwarded to the Executive Committee
of NYIT’s Academic Senate, and subsequently presented on the floor of the full Academic Senate for
approval. The process described above is captured in Figure 6.1 below.

Program Senate
School Curr. Senate Curr.
Curr. Executive Full Senate
Committee Committee
Committee Committee

Figure 6.1 – Curriculum Development/Revision Process

103
 As described earlier in response to Criterion 4, one of the main principles of NYIT's model for
the assessment of student learning in its academic programs is faculty responsibility:

 Program faculty are responsible for assessing the student learning outcomes of their
program.
 Assessment activities should be useful, annual, and integrated as much as possible into
what faculty are already doing.
 Faculty define the most important learning outcomes, set standards of performance, and
measure achievement.
 Results are used to make program improvements.

104
 Table 6-1. Faculty Qualifications
Electrical and Computer Engineering
Instructions: Complete table for each member of the faculty in the program. Add additional rows or use additional sheets if necessary. Updated
information is to be provided at the time of the visit.
1. Code: P = Professor ASC = Associate Professor AST = Assistant Professor I = Instructor A = Adjunct O = Other
2. Code: T = Tenured TT = Tenure Track NTT = Non Tenure Track
3. Code: FT = Full-time PT = Part-time Appointment at the institution.
4. The level of activity (high, medium or low) should reflect an average over the year prior to the visit plus the two previous years.

Years of Level of Activity4

Experience H, M, or L

Professional Registration/
Appointment2

Organizations

Development
Highest Degree

Certification

Consulting/summer
Govt./Ind. Practice
Type of Academic
Faculty Name Earned-

industry
work in
This Institution
(in alphabetical order) Field and

Professional

Professional
Year

T, TT, NTT

Teaching
FT or PT3
Rank 1
Kirin Balagani * Ph.D., CS AST TT FT .5 .5 ACM M H
Steven Barone Ph.D., Physics, 1967 P T FT 14 30 30 ASEE L M L
Steven Billis Ph.D., EE, 1972 P T FT 0 40 40 ASEE,IEEE L M L
Steven Blank Ph.D , EE, 1979 P T FT 22 30 24 H H M
Julian Cheung Ph.D, EE, ASC T FT 21 25 25 IEEE M H H
Michael Colef Ph.D, EE, 1987 ASC T FT 3.5 28 23 ACM M M M
Xiaohui Cui * Ph.D, CS, 2004 AST TT FT 12 3 1 ACM L M L
Farshid Delgosha Ph.D, EE, AST TT FT 4 4 ASEE,IEEE M H L
Wei Ding * Ph.D, CS, 2006 AST TT FT 10 6 1 IEEE,ACM M M L
Ziqian Dong Ph.D, EE, 2008 AST TT FT 1 6 2 ASEE,IEEE H M L
Helen Gu * Ph.D, CS, ASC TT FT 0 13 3 ASEE,ACM L M L
Ayat Jafari Ph.D, EE, 1987 P T FT 2 29 26 ASEE,IEEE M M L
Edward Kafrissen Ph.D, Physics, 1968 P T FT 20 43 41 ASEE,IEEE M M M
Frank Lee * Ph.D, CS, 1985 ASC T FT 4 26 23 ACM M M M
Yoshikazu Saito Ph.D, EE, 1977 ASC T FT 0 35 35 IEEE L L M

105
Sabiha Wadoo Ph.D AST TT FT 4.5 4.5 IEEE H M L
M. C. Wernicki Ph.D, EE, 1976 ASC T FT 32 41 35 ASEE,IEEE L M H
Tao Zhang Ph.D, CS, 2005 ASC T FT 15 7 IEEE H H L
Khurram Kazi Ph.D, EE, 1995 NTT PT
Susan Gass * Ph.D, CS, 1998 NTT PT 10 5 5 L L
Radomir Mihajlovic Ph.D, EE, 1982 ASC NTT PT 20 30 30 M H H
Hubert Chin Ph.D, Applied Math
ASC NTT PT 0 0 35 M M M
1973
Albert Lee Ph.D, Applied Math
ASC NTT PT 25 37 35 PE, IEEE, M H L
1978
Mohammad Ali Ummy Ph.D, EE, 2008 AST NTT PT 6 3 L L M
* FT and PT CS Faculty teaching CS courses

106
Table 6-2. Faculty Workload Summary (fall 2011 semester)
Electrical and Computer Engineering

Faculty Member (name)

PT or FT1

Term and Year2

Classes Taught

to the Program5
% of Time Devoted

Pr
Teaching Research or Scholarship Other4

3
No./Credit Hrs.)
n
o
i
t
u
b
i
r
t
s
i
D

y
t
i
v
i
t
c
A

m
a
r
g
o
(Course
Kirin Balagani * FT ITEC 410 (3); INCS 775 (3); 45% 45% 10% 100%
Steven Barone EENG 670 (3); CSCI 230 (3);
FT 100% 0 0 100%
CSCI 610 (3)
Steven Billis FT EENG 125 (3) 20% 20% 60% 100%
Steven Blank EENG 281 (3); EENG 382 (3);
FT 50% 30% 20% 100%
EENG 401 (3); EENG 760 (3)
Julian Cheung FT SICK LEAVE NA NA NA NA
Michael Colef EENG 403 (1); EENG 633 (3);
FT 50% 30% 20% 100%
CSCI 130 (3)
Xiaohui Cui * FT CSCI 125 (3), CSCI 690 (3) 40% 60% 100%
Farshid Delgosha EENG 860 (3); EENG 489 (3);
FT 50% 50% 100%
INCS 741 (3)
Wei Ding * FT CSCI 125 (3), CSCI 401 (3); 45% 45% 10% 100%
Ziqian Dong FT EENG 489 (3); EENG 491 (3); 50% 30% 20% 100%
Helen Gu CSCI 335 (3); CSCI 820 (3);
FT 60% 30% 10% 100%
CSCI 185 (3)
Ayat Jafari FT CSCI 870 (3); 20% 30% 50% 100%
Edward Kafrissen FT EENG 310 (3); 80% 20% 0% 100%
CSCI 355 (3); CSCI 380 (3);
Frank Lee FT 45% 35% 20% 100%
CSCI 651 (3); CSCI 755 (3)

107
 Yoshikazu Saito EENG 275 (1); EENG 310 (3);
FT 20% 20% 60% 100%
EENG 403 (1); EENG 370 (3)
Sabiha Wadoo EENG 212 (4); EENG 341 (3);
FT 60% 30% 10% 100%
EENG 720 (3);
M. C. Wernicki EENG 330 (3); EENG 341 (3);
FT 80% 20% 100%
EENG 382 (3); EENG 401 (3)
Tao Zhang * EENG 480 (3); EENG 755 (3);
FT CSCI 370 (3); CSCI 125 (3); 60% 40% 100%
CSCI 185 (3);
Khurram Kazi EENG 480 (3); EENG 633 (3);
PT 20% 40% 40% 100%
CSCI 641 (3)
Hubert Chin CSCI 401 (3), CSCI 170 (3),
PT 20% 80% 100%
CSCI 760 (3)
Susan Gass PT CSCI235(3);CSCI330(3) 20% 10% 70% 100%
Radomir Mihajlovic PT 20% 60% 20% 100%
Mohammad Ali Ummy PT 40% 20% 40% 100%

* indicates these are FT CS faculty teaching CSCI courses which are a part of the ECE program
1. FT = Full Time Faculty or PT = Part Time Faculty, at the institution
2. For the academic year for which the self-study is being prepared.
3. Program activity distribution should be in percent of effort in the program and should total 100%.
4. Indicate sabbatical leave, etc., under "Other."
5. Out of the total time employed at the institution.

108
Table 6-2. Faculty Workload Summary (spring 2012 semester)
Electrical and Computer Engineering

Faculty Member (name)

PT or FTi1

Term and

Classes D Taught (Course

Pr

to the Program5
% of Time Devoted
Teaching Research or Scholarship Other4

3
n
o

t
u
b
i
r
t
s Year2
No./Credit
i

y
t
i
v
i
t
c
A

m
a
r
g
o
Hrs.)
CSCI 690 (3); CSCI 455 (3);
Kirin Balagani * FT 45% 45% 10% 100%
ITEC 410 (3)
CSCI 610 (3); CSCI 312 (3);
Steven Barone FT 100% 0% 0 100%
CSCI 235 (3)
Steven Billis FT EENG 125 (3); CSCI 870 (3) 20% 20% 60% 100%
EENG 330 (3); EENG 401(3);
Steven Blank FT 50% 30% 20% 100%
EENG 281(3); EENG 670 (3)
EENG 665 (3); EENG 310 (3);
Julian Cheung FT 60% 40% 100%
CSCI 690 (3)
Michael Colef FT CSCI 155(3); INCS 810 (3) 50% 30% 20% 100%
CSCI 185 (3); CSCI 125 (3);
Xiaohui Cui * FT 40% 60% 100%
EENG 489 (2); EENG 491(2);
Farshid Delgosha FT 50% 50% 0% 100%
EENG 851 (3): EENG 751(3)
Wei Ding * FT CSCI 185 (3); CSCI 401 (3) 45% 45% 10% 100%
Ziquan Dong FT EENG 489 (3); EENG 491(3) 50% 30% 20% 100%
Helen Gu * FT CSCI 260 (3); 50% 40% 10% 100%
INCS 870 (3);
Ayat Jafari FT 20% 30% 50% 100%
Edward Kafrissen FT EENG 315 (1); EENG 403 (1) 30% 60% SR 10% 100%

109
 CSCI 318 (3); CSCI 606 (3);
Frank Lee FT 30% 30% 40% 100%
CSCI 780 (3)
Yoshikazu Saito FT EENG 403 (3); EENG 370 (3); 20% 20% 60% 100%
EENG 720 (3); EENG 425 (3);
Sabiha Wadoo FT 60% 30% 10% 100%
EENG 270 (3)
EENG 330 (3); EENG 725 (3);
M. C. Wernicki FT 80% 20% 100%
EENG 635 (3); EENG 730 (3)
CSCI 310 (3); CSCI 345 (3);
Tao Zhang * FT 60% 40% 0% 100%
EENG 755 (3)
CSCI 641 (3); EENG 660 (3);
Khurram Kazi PT 20% 40% 40% 100%
EENG 641 (3)
Susan Gass PT 20% 10% 70% 100%
CSCI401(3);CSCI170(3);
Hubert Chin PT 20% 80% 100%
CSCI760(3)
Radomir Mihajlovic PT 20% 60% 20% 100%
Mohammad Ali Ummy PT EENG212(4);EENG320(3); 40% 20% 40% 100%

* indicates these are FT CS faculty teaching CSCI courses which are a part of the ECE program
1. FT = Full Time Faculty or PT = Part Time Faculty, at the institution
2. For the academic year for which the self-study is being prepared.
3. Program activity distribution should be in percent of effort in the program and should total 100%.
4. Indicate sabbatical leave, etc., under "Other."
5. Out of the total time employed at the institution.

110
CRITERION 7. FACILITIES

Offices, Classrooms and Laboratories

Manhattan Campus

While the laboratory and classroom infrastructures are adequate to support the ECE program at
the Manhattan campus, there is limited office and lab space. However, since the visit in 2006, NYIT
has acquired more than 42,000 square feet of additional space located in buildings adjacent to its
main campus building and has developed a master space plan for the campus. As this plan is
implemented over the next several years, the School of Engineering and Computing Sciences will
come to occupy completely renovated facilities on the 7th and 9th floors of 1855 Broadway
(currently scheduled for occupancy in 2014 and 2015 respectively), representing an increment of
1,985 square feet over its current 2,794 ft2, to accommodate identified needs for additional
laboratory space, dedicated student project space, a faculty research lab and student
lounge/student club space.

Old Westbury Campus

The ECE/CS laboratories at the OW campus are located in Harry Schure Hall and are adequate
to support the ECE program at the Old Westbury campus. Since the last visit in 2006, NYIT
addressed the need for additional office space, conference rooms, and student project space. The
ECE faculty office space was expanded so that:

All full-time faculty are assigned their own offices and a conference room was established for
faculty meetings as well as faculty/student project discussions. The new floor plan for this
reconfiguration appears as Figure G.2 on page 19.

Electrical and Computer Engineering (ECE) Laboratories

The ECE labs provide hands-on experience with electronic circuits and modern laboratory
instrumentation. The laboratories complement the work in the core ECE courses and are intended
to motivate further study of engineering. The laboratories provide opportunities to build and test
circuits in areas such as analog and digital electronics, logic design, communications, signal
processing, control, image processing and data acquisition. Both campuses have comparable, good-
to-excellent equipment for each of these areas.

These labs support courses EENG-275, EENG-315, EENG-360, and EENG-403. In addition the
senior ECE capstone design courses EENG-489 (Senior Design Project I), EENG-491 (Senior Design
Project II), and special projects are conducted in these laboratories.

E3 8/7/02
 In the New York campus, four rooms 601, 802, 903A, B, and 904 are allocated for these
laboratories, providing a total of 2600 square feet of space. Rooms 903A, B and 904 are dedicated
to electrical and computer engineering and Rooms 601 and 802 are dedicated to personal
computers with all the necessary software for engineering and computer science courses. In Old
Westbury, six rooms, B11, B12, B14, B18, 203 and 204 provide a total space of 3244 square feet.
These facilities are equipped to serve both fundamental and advanced electrical and computer
engineering experiments. The space on both campuses is adequate for the current enrollment

ECE Laboratory Facilities, Manhattan

Laboratory Room 903A

Room 903A has 14 workbenches that provide 24 computer stations. The benches are equipped
to serve both fundamental and advanced electrical and computer engineering experiments. The
Control Systems and VLSI Design equipment are also found here. The description of equipment
follows.

Manufacturer Model Number Product Description

BK Precision BK-4011 5 MHz Sweep-rate Signal/Function generator.
BK Precision BK-1760 Triple output DC power supply with a range from 0 volt to 30
volts.
Tektronix TDS-2012B Two channel digital real-time oscilloscope up to 200 MHz
scanning rate.
Altera UP2 Design Laboratory VHDL Programmer and interface board
DELL Optiplex 790 (All stations are configured with open access to the internet
with an IP based class C network, and both file and
print sharing are installed.)
Hewlett Packard LaserJet 4700N Network configured printer for all 16 Dell Optiplex 790
workstations.
Hewlett Packard HP 8519A Linear Spectrum Analyzer. (1 unit )
Tektronix TLC-1230 4 probe input Logic Analyzer. (1unit )
The Application Software Installed on each Station
ORCAD Inc. ORCAD Unison Printed Circuit Board (PCB) editor and simulation
Altera QuartusUltra
II 4.2 Suite VHDL Editing, simulation, and hardware programming
environment.
environment for UP2 Design Laboratory Package
Mathsoft MathCAD 12 Mathematical modeling and computer based numerical
verification.
Mathworks Matlab7.1 Release Mathematical modeling and computer based numerical
14 with verification.
Service
Pack 3 and
Control
System,

112
 Image and
Signal
Processing
Toolkits
Mathworks Inc. Toolkit Data Acquisition Toolkit - used with National Instruments
PCI-6025E Data Acquisition Board.
Interactive EWB 5.1 Electronic Workbench ver 5.1 B for both analog and digital
Image circuit simulation.
Technol
ogy LDT.
MicroSim Co. PSPICE 9.1 OrCad Pspice ver 9.1 Bused for integrated circuit simulation.
Symphony EDA VHDL Simili 3.0 VLSI Design Environment

Room 903B serves as a student project lab for the Senior design courses and electives.
It has 10 workstations.

Manufacturer Model Number Product Description

Dell Optiplex 960 (All stations are configured with open access to the internet
with an IP based class C network, and both file and
print sharing are installed.)
Quanser Digital Control Lab 2 power modules, 2 servo motors,
System 1Ball/Beam system
1 remote sensor,
1DAC board,
1IPFire Fly camera
based class C network, and both file and print sharing are
Textronix 4 TDS 465 Two channel digital real-time oscilloscope
installed.)
3 NetFPGA Hosts

Laboratory Room 904

Room 904 has 14 work stations. Each workbench is equipped as follows:

Manufacturer Model Number Product Description

DELL Optiplex 760 Pentium 4 3.2GHz /1GB RAM/75GB HDD/17" LCD monitor
(All stations are configured with open access to the internet
with an IP based class C network, and both file and
print sharing are installed.)
Metrowerks Code Warrior 7.0 C++ compiler for Palm Pilots.
Tektronix TDS 3012B Two-channel color digital phosphor oscilloscope
BK Precision BK - 1760 Triple output DC power supply, with a range from 0 to 30
volts
BK Precision BK - 4011 A Five MHz sweep rate signal/function generator

113
URDA SBC-51 Fifteen Microcontroller Trainers
HP LaserJet P4015N Printer

Room 904 also contains the Fiber Optics Lab. This laboratory is under the supervision of Dr.
Chris Wernicki who received an NSF Instrumentation grant to develop this lab for the
undergraduate fiber optics courses. This lab contains the following equipment:

1 Network Analyzer
1 Optical Loss Test Set
1 Fiber Microinterferometer
1 VLS Laser Plasma Tube
1 Microsene's Component kit
1 Spatial Filter M-900
1 Beam Sleaving Accessory 670-BC
1 Jet Printer
1 GTE Termination Kit
1 2 km Single Mode Fiber
25 GTE ST Connectors
1 Single Mode and Multimode Optical Splicer.
1 Fiber Inspection Microscope with Video Accessories.
1 Fiber Adapter
1 Fiber Holder
1 STD Optical Project
2 Optical Laboratory Component
1 HeNe Laser
1 Argon Ion Laser
1 Krpton Laser

All of the computer workstations will have the following software installed on 09/01/2012:

Software Name Availability

Adobe Reader Installed
Anti Virus Corporate Edition Installed
Apache Tomcat Installed
Common ODBC drivers Installed
Cypress Creator 2.0
Eclipse later version Installed
Electronics Workbench Pro
File Zilla Installed
GIT (Software version control) Installed
Google Earth Installed
IIS Installed
J2EE Installed
Macromedia Dreamweaver
MathCAD

114
 Matlab
Mentor Graphics
Microsoft Office Pro 2012 Installed
Microsoft project Installed
Microsoft SQL Server Installed
Microsoft Visual Studio .NET Installed
Multisim Installed
MySQL Installed
NetBeans Installed
NI Multisim (*) Installed
NMAP Installed
OPNET
OrCAD (*)
PHP
PSpice
PSPICE student version (*)
QUARC
Quartus II (latest Version) (*)
SSH Secure Shell Client Installed
virtualbox Installed
Vmplayer with Ubuntu Linux system (Virtual machine) Installed
winFTP Installed
Wireshark(Network Security) Installed
Xilinx ISE

ECE Laboratory Facilities, Old Westbury

In Old Westbury there are eight laboratory facilities, B11, B12, B14, B16, and B18, 203, 211 and
212. These facilities are equipped to serve both fundamental and advanced electrical and computer
engineering experiments.

Laboratory Room B11

Room B11 has 11 work stations. The description of equipment follows.

Manufacturer Model Number Product Description

DELL OPTIPLEX GX240 Pentium IV, 1.5 GHz / 256 MB RAM / 20 GB HDD / 17" Flat Panel Monitor
(All eleven stations are configured for networking.)
DELL MP4100 Projector

115
GW Instek GPS-3303 3 Channel Laboratory DC Power Supply
Hewlett LaserJet III Si Printer
Packa
rd
Tektronix TDS 2024 4 Channel Digital Storage Oscilloscope (200 MHz and 2 GS/s)
Tektronix AFG 3021 1 Channel Arbitrary Function Generator (250 MS/s and 25 MHz)

Laboratory Room B12

Room B12 has 10 work stations. The description of equipment follows.

Manufacturer Model Number Product Description

DELL OPTIPLEX GX260 Pentium IV, 2.4 GHz / 512 MB RAM / 80 GB HDD / 17" Flat
Panel Monitor
(All eleven stations are configured for networking.)
DELL MP4100 Projector
GW Instek GPS-3303 3 Channel Laboratory DC Power Supply
Hewlett Packard LaserJet 4 Printer
Protek Protek-9301 31 MHz Synthesized Function Generator
Tektronix TDS 2024 4 Channel Digital Storage Oscilloscope (200 MHz and 2 GS/s)

Laboratory Room B14

Room B14 has 11 work stations. The description of equipment follows.

Manufacturer Model Number Product Description

DELL OPTIPLEX Pentium IV, 2.66 GHz / 512 MB RAM / 40 GB HDD / 17" Flat
GX270 Panel Monitor
(All eleven stations are configured for networking. They are
also dual boot systems which boot Windows XP Pro
Service Pack 2, the list of software below is only
installed on one of the partitions.)
Epson PowerLite 5000 Projector
GW Instek GPS-3303 3 Channel Laboratory DC Power Supply
Hewlett Packard LaserJet 2100 Printer
Protek Protek-9301 31 MHz Synthesized Function Generator
Tektronix TDS 2024 4 Channel Digital Storage Oscilloscope (200 MHz and 2 GS/s)

Laboratory Room B16 serves as the student project space.

116
 Room B18 also contains various high end servers and networking equipment which have
various Operating Systems and software installed on them depending on current research and
projects. The description of equipment follows.

Quantity Manufacturer Model Number Product Description

3 DELL PowerEdge 4600 Dual Xeon 3.0 GHz / 4 GB RAM / 400
GB HDD
8 DELL PowerEdge 2650 Dual Xeon 3.0 GHz / 4 GB RAM / 200
GB HDD
1 DELL PowerEdge 2850 Dual Xeon 3.8 GHz / 8 GB RAM / 1.3
TB HDD
2 DELL DELL Rack Console Rack Consoles
5 Cisco PIX 515E 6 Interface Firewall
2 Cisco PIX 515E 2 Interface Firewall
3 Cisco Catalyst 3550 48 Port Switch
1 Cisco Catalyst 2500 XL 24 Port Switch
4 Cisco 2651 XM VPN\Router
1 Cisco VPN 3000 VPN Concentrator
2 Raritan Dominion SX16 Terminal Server
2 Raritan Paragon II KVM Over Ethernet Server
4 Raritan Paragon User Station User Station
1 Raritan IP-Reach TR Remote Access for Raritan
Equipment.
1 Symbol Wireless Switch 5000 802.11a/b 6 port Wireless Switch
1 Symbol ES-3000 802.11 POE Switch
6 Symbol AP200 802.11a/b Access Points
2 Liebert UPS Uninterrupted Power Supply

Room 212 is an open computer science lab space. The lab contains 27 Dell Optiplex 960
computers.

Room 203 Sun Ray Room

10 Sun Ray Network Appliances (SW: Solaris 9; Windows NT)
8 Dell Optiplex GX110 Beowulf Cluster (Fedora Core 2)

Laboratory Room 211

Room 211 is a classroom and has 31 work stations. The description of equipment follows.

Two of the work stations have the following configuration:

Manufacturer Model Number Product Description

DELL OPTIPLEX GX260 Pentium IV, 2.4 GHz / 512 MB RAM / 80 GB HDD
/ 17" Flat Panel Monitor
(Both stations are configured for networking.)

117
 Eleven of the work stations have the following configuration:

Manufacturer Model Number Product Description

DELL OPTIPLEX GX270 Pentium IV, 2.66 GHz / 512 MB RAM / 40 GB
HDD / 17" Flat Panel Monitor
(All eleven stations are configured for
networking.)

The remaining eighteen work stations have the following configuration:

Manufacturer Model Number Product Description

DELL OPTIPLEX GX270 Pentium IV, 3.2 GHz / 1 GB RAM / 80 GB HDD /
17" Flat Panel Monitor
(All eighteen stations are configured for
networking.)
Manufacturer Model Number Product Description
Epson PowerLite 810p Projector

Computing Resources

Computer equipment on all campuses is maintained by The Office of Information Technology

(OIT). OIT is responsible for university-wide networked computing infrastructure, academic and
administrative computing, and telecommunications. While the administrative functions are
headquartered in Old Westbury, support staff and services for faculty and student computing
facilities are distributed across all NYIT campuses.

ITI consists of the following departments:

 Systems, Network and Telecommunications
 Enterprise Systems and Services
 Client Services
 Academic Computing
 Desktop support services
 Service Central
 Media Services
 Global IT
 Planning, Project Management and Business Affairs
 WEB Services
 Data Warehouse
 Facilities Operations Security
 Design & Construction

IT Services and Support available to students and faculty include:

 Academic Computing Services - support for all libraries, video conferencing labs,
computer classrooms, open access areas, satellite labs, (e.g. architecture, fine arts,

118
 learning and career centers), smart classrooms and multimedia services. Provides Basic
Blackboard Learning Management training for faculty; administration of the Pharos
Pay-for print services.

 Service Central Desktop Support: Provides technical support for all NYIT students,
administrative staff, and faculty.

 Media Services: Audio visual technical support for all NYIT students, administrative
staff, and faculty; provides audio, lighting and technical support to the Auditorium on
Broadway, the de Seversky Center in Old Westbury, and the 11th floor conference room
in 1855 Broadway and other special campus-wide events upon request.

 Global IT Services: Provides IT support services to global campuses in Vancouver, Abu

Dhabi, Bahrain, Jordan and China campuses: administrative and academic technology
support; serves as a liaison between the global location and the NY home campuses.

NYIT’s current wired and wireless networks are sufficient for faculty and student educational
needs:

Manhattan Campus/Old Westbury Campus

 Full WiFi coverage in all buildings, open to all students, faculty and staff. Recently
upgraded, all access points are now 802.11n compliant with speeds in excess of
100Mbps.

 Extensive wired network. The gigabit optical core connects to edge switches on each
floor of each building. Category 5 or 6 cables attach to desktop computers running at
gigabit or 100Mbps speeds.

Guidance

The first two programming courses in the ECE program, CSCI 125,185 Programming I, II have
one hour of lab work in addition to the three hours of lecture. In the lab, the students gain hands-on
experience with the equipment and computer resources and the instructor remains in the
classroom along with a graduate student TA to guide the students during the first weeks

There are four ECE lab courses that all ECE majors are required to complete: EENG 275, 315,
360 and 403 Electronics Laboratories I, II, III, and IV. In addition to the instructor, a lab technician
and/or graduate assistant is present to assist the instructor in the class. Furthermore, each of these
courses uses a lab manual that was written by a full-time faculty member of the ECE department.
The first lab manual “EENG 275 Electronics Laboratory I” has several experiments that instruct
students in detail how to use the digital multi-meter as an ohmmeter and voltmeter, how to set and
adjust a DC power supply, and to become familiar with the use of a function generator and
oscilloscope.

119
Experiment #3 DC Power Supply, Digital Multi-meter, Resistor Color Code
Experiment #8 Function Generator, Oscilloscope

Maintenance and Upgrading of Facilities

In 1994, the SoECS introduced an additional student lab fee to the student billing process for all
full-time and part-time students of its programs. 100% of this fee was returned to the SoECS and
this fee currently stands at $330/semester for full-time students and $45/semester for part-time
students.

The SoECS generates roughly $ 250,000 annually through this fee, with the revenue directed
toward maintaining and upgrading the computer, electrical and mechanical laboratories.

The Laboratory Development and Maintenance Plan for both the Electrical/Computer
Engineering and Computer Science labs has a three point objective: (1) to keep the ECE laboratory
current with new and advanced experiments, (2) to improve existing systems with the addition of
modern instrumentation and computer systems, and (3) to maintain existing ECE experiments and
instrumentation.

Adequacy of instruction is assessed as “good” for the laboratories that are under the direction of
the Electrical and Computer Engineering Department. All of the equipment and instrumentation in
the ECE laboratories is relatively new and was purchased in the last four years. The upgrading of
equipment in the OW and MA labs has been carried out on an annual basis throughout the
department’s history. Safety in the labs is a major priority and signage in that regard appears all
over the lab. At the beginning of the semester all students are advised to read the sign and
familiarize themselves with exits in case of emergency.

Equipment in the engineering laboratories is maintained and serviced by the School of

Engineering laboratory technicians Steven Giordano and Saverio Marsicano under the direction of
Dr. Yoshikazu Saito who is the lab coordinator for both campuses. There are a few graduate
students who are hired by Dr. Saito to assist the technicians with routine maintenance procedures.
College-employed undergraduate student helpers assist with set-up of the Laboratory. However,
they are required to test equipment prior to the beginning of each semester with the laboratory
director and a laboratory technician. When outside service is required, it is generally covered by
the departmental operating budget. The two lab technicians of the OW and MA laboratories are
responsible for scheduling routine maintenance procedures and identifying equipment that needs
outside service.

It is imperative that the experimental systems in all teaching laboratories be tested in the weeks
preceding the start of the semester in which they are to be utilized. This task serves the purpose of
checking all process instrumentation and ensures proper and safe equipment operation. Existing
experimental units in all of the laboratories need to have constant attention for continued utility
and longevity. Maintenance worksheets and a log of maintenance activities are available in the
respective laboratories.

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 Library Services
(http://www.nyit.edu/library)

Resources for Mechanical and Electrical and Computer Engineering

Mission

The library is a dynamic force in the intellectual life of the campus. Its mission is to create new
models for campus information access. As a gateway to regional, national and global resources, the
library’s role is to manage, deliver, and organize vast amounts of local and distant information to
strengthen and expedite teaching, study, and research. The library is a channel for access to
information resources and scholarly communication, and a partner in the integration of
information technology into the curriculum. The library takes a leadership role in teaching
knowledge management skills and continues to be a guide in bringing people and information
together. Values such as cooperation, flexibility, innovation, critical thinking, and risk-taking are
essential for both information providers and information seekers in the changing networked
environment.

Goals

The library’s collections and services continue to benefit from the enormous changes in
technology. Enhanced use of technology to improve the access to the collection, the quality of the
collection, educational services, and ease of use are reflected in the goals. Information is growing
exponentially, and in combination with rapidly changing technology, has resulted in an information
environment that is extremely complex. The goals focus on resources and services to assist patrons
in finding their way through this information maze.

 Provide state-of-the art access to library resources.

 Deliver quality, user-oriented services responsive to the changing information needs of our
diverse community.
 Evaluate, acquire, implement and manage resources at a level that meets or exceeds the
research needs and expectations of users.
 Continue to provide excellent traditional in-person library educational services while
exploring electronic methods to deliver services, including support to distant learners.
 Provide adequate space for library services and upgrade existing facilities as needed.
 Continue to work with groups outside of the NYIT/NYCOM community to enhance the
library’s image and maximize consortia arrangements.
 Begin library development efforts.

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Description

The NYIT library system is comprised of four libraries on two campuses: the main library
(Wisser), two special libraries, NYCOM (health sciences) and Education Hall (art and architecture)
located in Old Westbury; the Manhattan Library in New York City. Wireless capability is available
in all of the libraries and laptops are available to patrons so that they can access the NYIT network
from anywhere in the library. In addition, Wisser library has a computer lab with 32 desktop
computers and an electronic classroom for instruction with seating for 24. Manhattan has 55 public
access computers and an electronic classroom/computer lab with seating for 18.

The library system’s website (http://www.nyit.edu/library) provides access to all of the

library’s services and resources. The home page provides links to books and journal holdings,
databases and all e-resources. Library services, including interlibrary loan, are available on the
library’s website via e-forms. Recently the library added an Ask-a-Librarian service, allowing
patrons to e-mail, and text or tweet questions directly to reference librarians. Information literacy
services can be accessed from the library’s home page as well. Video tutorials, to illustrate search
techniques for specific databases, are listed. Additional resources directed toward students include
links to information on writing and documenting papers, plagiarism, and research pathfinders.
The library’s website also incorporates Web 2.0 tools including the library blog and RSS feeds. All
electronic resources are available 24/7 from both on and off campus. For off campus access,
patrons need to use their NYIT username and password.

Staffing

The three NYIT libraries are staffed by 15.66 (FTE) librarians and 12.62 (FTE) library
assistants. The health sciences library staff consists of 3 librarians and 3.7 (FTE) library assistants.
All librarians in the NYIT library system hold MLS degrees from ALA accredited schools. Librarians
have continued their education through completion of a second Master’s Degree, certificate
programs, continuing education courses, and attendance at national and local conferences,
seminars, and workshops. The professional staff holds memberships in various organizations
including the American Library Association (ALA), Special Libraries Association (SLA), Medical
Library Association (MLA), and the Association of College and Research Libraries (ACRL). Several
librarians serve on committees and/or hold office in professional organizations.

Electrical and Computer Engineering Resources

All members of the NYIT community have access to a total of 117,008 print titles and 19,825 e-
books of which approximately 7 % are electrical and computer engineering titles. In addition,
there is access to a total of 70298 e-journals of which 4098 are specifically electrical and computer
engineering e-journals.

Electronic journal resources are accessible from the library’s home page by clicking on the
“Databases A - Z” link and searching one of the library’s databases or by using the “Journal Locator”
link, also on the home page, to search for a specific journal title. All print and e-books can be found

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listed in the online catalog or, in the case of e-books, by using the “Databases A –Z” link and
searching the e-book collection directly.

E-book collections can be searched across all titles within the specific collection, with value
added due to enhanced search features. For example, Oxford Reference is a database made up of
reference resources, including titles such as the Dictionary of Computing and the Dictionary of the
Internet. Credo, and similar electronic reference resource, consists of 100 reference resources
including such titles as Science in the Contemporary World. Both databases enable the user to
search across all electronic titles within the collection providing added value with search results
from a variety of relevant sources. In addition, Credo uses the information from all 100 e-books to
provide electronic concept maps and dynamic tables allowing users to build online tables unique to
their particular needs.

Books - Print

Category Number of Book Titles

Computer Science 2986
Electrical Engineering 3263
Electrical Engineering Technology 50
Energy Management 307
Environmental Technology 51
Engineering/Industrial Management 1380
Mechanical Engineering, Aerospace 352
Mechanical Engineering, Technology 5019
Telecommunications Management 30
Total 13,438

Books – Electronic

E-Books Collection (EBSCO) – formerly Netlibrary

Computer Science, Networking & Technology – 777
Technology, Engineering & Manufacturing – 448

Safari – 234 (the entire e-book collection consists of e-books on computers, engineering &
technology)

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Electronic Full-Text Journals

Category Number of E-Journals

Aeronautics Engineering & Astronautics 113
Applied Mathematics 72
Applied Physics 55
Automotive Engineering 80
Bioengineering 90
Chemical Engineering 259
Civil Engineering 301
Computer Science 670
Electrical Engineering 457
Engineering, General 201
Environmental Engineering 136
Hydraulic engineering 19
Industrial & Management Engineering 320
Information Technology 86
Materials Science 124
Mechanical Engineering, General 240
Metallurgy & Mineralogy 124
Mining Engineering 80
Nuclear Engineering 24
Ocean Engineering 6
Operations Research 70
Technology, General 262
Telecommunications 244
Transportation Engineering 65
Total 4,179

Database Subscriptions – Electrical and Computer Engineering

Access Science: McGraw-Hill Encyclopedia of Science and Technology

ACM Digital Library (Association for Computing Machinery)
ASME Digital Library
Computer and Applied Sciences Complete
Computer database (Gale Cengage Learning)
Computing (Proquest)
ECO – Electronic Collections Online (First Search)
Engineering Village/Compendex
FAITS (Faulkner Advisory on Info Tech Studies)
GreenFILE
IEEE Xplore
MAD CAD: Building Codes Online
PapersFirst (First Search)

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 ProceedingsFirst (First Search)
Safari Tech Online Books
Science Direct
Scitation

Related and Multidisciplinary Databases

Academic Search Complete

Britannica Online
Credo Reference (e-books)
E-books collection (EBSCOhost) (formerly Netlibrary)
Encyclopedia of Associations
New York Times
Oxford Reference (e-books)
Proquest Central
Wall Street Journal
Wilson OmniFile
WorldCat

Maximizing Database Resources

With the multitude of databases and e-journal resources, the library has subscribed to several
services to assist users in using these e-resources. These services make use of internet technology
and enable users to find and manage particular resources no matter what database the specific item
may be in.

The Journal Locator links specific journal titles to the database containing the full-text for the
journal. If a patron wishes to find Engineering & Technology, he only needs to type the journal title
into the Journal Locator. A list of databases containing this title will appear. One click on the linked
database and the user is brought to the web page containing the full-text of the journal. The Journal
Locator allows for ease of use and maximizes access to our full-text journal holdings.

The Serials Solutions Article Linker. This is a full-featured OpenURL link resolver that
seamlessly links library resources. OpenURL is an open standard, a way of organizing data in a URL
and pointing it to a destination. The OpenURL is a key component in a broader linking system.
When a user finds a citation or reference to a specific article, Article Linker supplies the best
available path to the content, anywhere in the library's collection.

LibGuides are web-based subject guides, created by reference librarians, using Web 2.0
technology to organize information for patrons. The subject guides pull together print and
electronic books and journal articles, web sites, photos, videos, RSS feeds, etc. in order to guide
users to authoritative resources in a specific topic.

RefWorks is a web-based bibliographic citation manager. Users can search any online database
and export selected citations into RefWorks creating a personal citation database for their research.
Citations can be instantly formatted in a variety of styles (MLA, APA, etc.). Since RefWorks is web-
based, it can be accessed from anywhere and citations can be shared with students and colleagues.

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For the Future

The library plans to continue creating more video tutorials and web-based subject guides to
provide research assistance from the library’s website 24/7. As more and more smart phones and
other mobile devices are in use, the library is looking toward making its resources available on a
variety of mobile devices. The library is also planning to develop a “library channel” as a location on
our website where we can stream video tutorials, blog posts, Twitter feeds, and content that will be
useful to our users.

Overall Comments on Facilities

All of the equipment and instrumentation in the ECE laboratories is relatively new and was
purchased in the last four years. Throughout the history of the program, equipment has been
upgraded annually. Safety in the labs is a major priority and signage in that regard appears all over
the lab. At the beginning of the semester all students are advised to read the signage and familiarize
themselves with exits in case of emergency.

In addition to safety guidance from the senior technician, the lab is routinely inspected to
ensure proper adherence to fire, safety, building and health codes. Each year, the local fire marshal
inspects the space to confirm that all fire codes are met and fire extinguishers are adequate and
within date. The NYIT facilities group will evaluate any changes to the lab spaces to make sure that
they follow building codes. The lab also maintains a relationship with the NYIT Office of Health and
Safety who conduct periodic inspections of the facilities in accordance to OSHA, EPA and other
prominent health and safety codes. This office also administers the PPE (Personal Protection
Equipment) such as safety glasses, earplugs and dust masks for lab use.

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CRITERION 8. INSTITUTIONAL SUPPORT

Leadership

Dr. Yoshikazu Saito is the Chair of the Department of Electrical and Computer
Engineering in Manhattan and has been serving in that capacity since September 1, 2005.

At the Old Westbury campus, Dr. Frank Lee serves as the Chairman of the program. He replaced
Dr. Michael Colef who had held the position since September 2009, but resigned effective January 1,
2012 to devote more time to work on a grant “Teaching Wireless Technology through Applications
in Healthcare” funded by the NSF.

The chair’s responsibilities include a management function, overseeing the day-today

operations of the department and its academic programs, and a leadership function, establishing a
strategic vision for the department and working to make that vision a reality. In keeping with a
spirit of shared governance, most of these functions are carried out in cooperation with the faculty
and its various departmental committees.

The Chair must work regularly with several constituencies, both internal and external: the
faculty, staff and students of the ECE department; the dean of the School of Engineering and
Computing Sciences; members of the university administration; industry representatives; alumni;
and benefactors. Balancing the needs and concerns of these constituencies is a challenging and
important aspect of the department chair position.

The chairperson has the following management and leadership responsibilities:

 Provide effective academic and administrative leadership to the faculty.

 Ensure a collaborative process that engages autonomous professionals pursuing a
common vision.
 Provide effective leadership and advocate on behalf of the students, staff, and faculty.
 Ensure the department delivers high-quality instructional programs, and scholarship
through effective work with academic deans, directors and other senior officers
 Creative and effective strategic planning
 Support excellence and innovation in teaching
 Advance professional development of faculty, staff, and students
 Promote accountability through program assessment.
 Lead and foster the development and recognition of faculty through recruitment,
appointments, and equitable promotion and tenure processes
 Collaborate and communicate with departments both within the school, as well as
across the NYIT
 Pursue and maintain program accreditation.

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 The program Chairs contact information are listed below:

Dr. Y. Saito, Chair MA

Telephone: 212-261-1650
Address: Manhattan Main Building, Room 809C
Email: [email protected]

Dr. Frank Lee, Chair OW

Telephone: 516- 686-7456
Address: Harry Schure Hall, Room 224D
Email: [email protected]

Program Budget and Financial Support

The accounting and budgeting functions are under the overall direction of the Vice President for
Financial Affairs. The objectives of the accounting and budgeting functions are:

 To insure that the valued institutional activities of instruction, research, and public service
are supported by adequate resources;

 To protect the ability of the college to continue its activities through the sound
management, control, and investment of its financial resources;

 To promote the efficient and effective management of existing resources through sound
planning and responsible stewardship.

 The annual budget process at NYIT is the mechanism by which the institution’s long-term
strategic plan (NYIT 2030) is achieved.

All academic and administrative units of the college play a role in budgeting and planning. New
York Institute of Technology’s budget procedures exist in order to yield a plan which distributes the
college's assets in the most efficient way. To achieve this result, all academic deans and unit heads
participate. This starts with the responsibility of the financial managers and analysts to develop
financial awareness and sound management among the academic and unit managers within the
context of day-to-day operations. It continues with the careful development of plans, translated
into budget requests, by academic and unit heads, advised by and then coordinated by the financial
analysts. These plans are then shaped to match available resources on the basis of overall priorities
established by the Board of Trustees, as interpreted and executed by the President. The final result
constitutes the college budget.

General College Budgeting Process

The New York Institute of Technology budget format is primarily a going rate budget amply
augmented by supporting schedules which use zero-based and program budgeting techniques.
Thus, the process starts each fall with preparation of updated lists of personnel and salaries by each
organizational unit, which are reviewed by each academic and unit head. Data are also presented to

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each academic and unit head showing various personnel services and administrative costs for the
previous two fiscal years, current year-to-date, projected expenditures for current year vs. current
year budget.

Based on a review of these data, the unit submits its plans for the next fiscal year. Increments
and decrements in the budget are reviewed by the financial analysts along with program analyses
and cost effectiveness studies of majors and other programs identified as potential problems or as
areas for possible development. The going rate budget is then prepared on the basis of unit
submissions. The guidelines of a going rate budget are simply to determine what the cost would be
in the next budget year to continue the same programs at the same level as the current year. The
college can then determine what resources are available for new programs, and/or, on the basis of
recommendations arising out of the cost effectiveness and program reviews, set priorities for
reductions, if any, for continuing programs and for new initiatives. Multilevel reviews are
completed prior to submission for Board review and approval at its March meeting. Time then is
sufficient to initiate corrective action or develop new initiatives prior to the start of the next fiscal
year, September 1. The future challenge in this planning and allocation procedure is to extend the
time frame to three and then five years to facilitate the development of long-term planning.

A computerized purchase order system gives departments access to their accounts in the
general ledger and designated personnel in each department are authorized to initiate purchase
order requisitions from terminals at their desks. The system allows for approval of requisitions
based upon a pre-established review chain. Once a requisition is approved, the purchasing
department issues the purchase order.

NYIT uses three integrated applications in the Oracle Financials System: purchasing, general
ledger, and accounts payable. The system provides tools for budget management from college-wide
down to the departmental level. It is used to track departmental status; track requisitions add
purchase orders online and determine expenses charged against individual budget lines.

The purchase order system provides reports comparing actual expenditures to budgeted funds
and includes outstanding purchase order requisitions and purchase orders issued. With this
information, departments are able to plan their expenditures to ensure that they do not exceed
their current budget. Procedures are revised and updated to ensure that each department is
following prescribed budgetary and accounting procedures as reflected in the college's
administrative manual.

The School of Engineering and Computing Sciences operates within the guidelines and
parameters noted above. In particular it is organized to contribute to this process in accordance
with the following:

Each engineering discipline, as represented by a committee of senior faculty, led by the head of
the department, develops an annual budget request which is submitted to the dean. These are then
combined into a single school budget request. The dean discusses the request with the provost and
the president. After these discussions (which are typical for all units of the college) the president
assigns priorities among the various requests and may modify the proposed budget accordingly in
order to produce a final budget for presentation to the Board of Trustees. After Board modification
and approval, each school is then informed of its budget for the year.

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Sources of financial support

The sources of financial support are:

1. Annual department budget and the department accounts. The former are on a year-to-year
basis while the latter are “roll-over” accounts
2. Student fees which include course and lab fees and the computer fee.
3. Research and educational contracts and grants.
4. Gifts and endowment disbursements.

Adequacy of Budget

Adequate finances are available in all major areas (faculty and non-faculty personnel, space,
facilities, and equipment). The program chairs work closely with the dean to insure that all
reasonable needs for support and program are met in a timely manner.

Staffing

The support personnel assigned to the Department of Electrical and Computer Engineering
include the following:

Mr. Steven Giordano Laboratory Technician (MA)

Mr. Sal Marsicano Laboratory Technician (OW)
Ms. Maherukh Akhtar Staff Associate (MA, OW)
Ms. Kate Wong Staff Associate (OW)
Ms. Phyllis Shirokane Administrative Assistant (MA)
Ms. Roseanne Danille Administrative Assistant (OW)

These technical and professional staff members represent many years of excellent service and
dedication to the department. Each is a knowledgeable person in their area of responsibility and
offers a unique set skills and talents in the day-to-day operation of the department. The number
and mix of the current support staff appears to be adequate to the mission of the department and
they appear to meet the continuous and ever-changing demands of the faculty and administration.

Faculty Hiring and Retention

The hiring process is linked to the Institute’s 2030 Strategic Plan which envisions that, by 2030,
NYIT will be:

1. Known for its career-oriented undergraduate and unique and distinctive graduate and
professional programs;
2. Known for its thriving graduate centers featuring interdisciplinary research, degree
programs, and "best-in-class" work in a small number of highly targeted niches;

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 3. Known as a global and partially virtual university with NYIT in New York as its quality
hub;
4. Known as a model student-centered university;
5. Known as a leader in teaching quality improvement; and
6. Known as a well-funded institution, with dependable revenue from a variety of
sources.

To meet goals (1), (2), and (5) has meant that not only that NYIT must hire new faculty to
replace those that have left or received non-appointments but must hire new faculty to provide
expertise in highly targeted niches.

In order to hire a new or replacement faculty member, the Chair of the ECE program, in
consultation with faculty, submits a Recruitment Authorization (RA) to the dean. The RA has a
section in which the justification for the position is substantiated in accordance with the goals of
the 2030 Strategic Plan. The dean then must secure the support of the Provost. Once the position/s
is/are approved, ads for the position are placed in various locations including The Chronicle of
Higher Education and a search committee is organized to review the received applications.

A small subcommittee consisting of the department chair and assistant deans is charged with
reviewing the received applications and selecting those that best appear to meet the position
criteria. Those few candidates are then interviewed by all the faculty of the department, either in
person if they are local, or through Skype.

The final candidates are then invited to visit the NYIT campuses at OW and NY, meet with the
dean, provost and to make a formal presentation of their research to the department faculty.

After conferring with all interested parties and a meeting with the president, an offer of rank,
salary and work load is made to the candidate/s.

Strategies Used To Retain Current Qualified Faculty

For the third year in a row, The Chronicle of Higher Education again independently confirmed
that NYIT is one of the “Best Colleges to Work for in America.”
According to the Chronicle, to be a great college to work for it means among many things that
the institution makes a concerted effort to:

 create a welcoming and fair environment for all its employees,

 see that facilities meet needs,
 ensure that campus appearance is pleasing, and steps are taken to provide a secure
environment;
 ensure that employees are recognized for their contributions;
 see that pay is fair and benefits meet the needs of the employees;
 recognizes innovative and high-quality teaching;
 involve faculty in decision-making processes in their area;
 instill confidence in senior leadership, and that the leaders have the knowledge, skills
and, experience necessary for institutional success.

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 Only 111 colleges in America are in this category and NYIT has earned the distinction for the
last two years in a row.

Support of Faculty Professional Development

The vitae included in Appendix B shows the ECE faculty is active in providing service to
the university, to professional societies and advancing the body of knowledge in their fields of
expertise.

As described in detail in response to Criterion 6 (pages 101 – 103), mechanisms for supporting
faculty professional development are focused on teaching and professional achievement and
include:

 A variety of feedback mechanisms to give faculty information about their teaching

effectiveness
 Peer support and mentoring within the department
 Staff and resources in NYIT’s Center for Teaching and Learning
 Internal grant programs
 Support from NYIT’s Office of Sponsored Programs and Research in obtaining external
funding for scholarship and research A formal sabbatical program
 Departmental policies and budget to support faculty development

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PROGRAM CRITERIA

According to the ABET guidelines:

“Program Criteria for Electrical, Computer, and Similarly Named Engineering Programs
Lead Society: Institute of Electrical and Electronics Engineers
Cooperating Society for Computer Engineering Programs: CSAB

These program criteria apply to engineering programs that include electrical, electronic, computer, or
similar modifiers in their titles.”

Curriculum

“The structure of the curriculum must provide both breadth and depth across the range of engineering
topics implied by the title of the program.”

The ECE curriculum provides depth and breadth in both analog and digital electronic systems.
Depth requires the study of areas of analog and digital electronic systems at an advanced level.
Breadth requires a coverage of several areas of electrical and computer engineering.

To provide the breadth of the above requirement, the students must take courses in the
following areas:

AREA COURSES

Circuits and Systems EENG-212, 281, 341

Electronics EENG-270, 310
Computer Science/ EENG-125, 370
Digital Design CSCI-125, 155, 185, 235, 260, 330
Communications EENG-382, 401
Control Systems EENG-320
Electromagnetics EENG-330

The depth requirement is met by having the students take 6 credits of advanced EE or CS
electives and 2 semesters of senior design in either electrical engineering or computer
engineering. These courses are always a follow-up to one of the basic areas shown above. These
related areas and courses are listed below:

AREA COURSES
Circuits and Systems EENG-420
Electronics EENG-430, 455
Communications EENG-480, 482, 484, 488, 497, 498
Control Systems EENG-410, 415
ECE Design EENG-489, 491
Electromagnetics EENG-390, 450, 460, 465, 470

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Mathematics

“The curriculum must include probability and statistics, including applications appropriate to the
program name; “

The subject of probability and statistics through random variables and stochastic processes is
covered with appropriate applications in EENG-382, Random Signals & Statistics.

EENG 382 Random Signals and Statistics 3-0-3

This course covers basic probability concepts, discrete and continuous random variables,
distribution and density functions, and stochastic processes. Principles of statistical inference with
applications in basic engineering design are discussed.
Prerequisite Course(s): EENG-340 or EENG-341

“mathematics through differential and integral calculus; The curriculum for programs containing the
modifier “electrical” in the title must include advanced mathematics, such as differential equations,
linear algebra, complex variables, and discrete mathematics.”

The ECE curriculum provides 18 credits of Mathematics, which covers three semesters of
calculus, MATH-170, 180, 260, and two semesters of advanced mathematics, MATH 310, 320,
Linear Algebra and Differential Equations.

Math 170 Calculus I 4-0-4

Study of lines and circles. Functions, limits, derivatives of algebraic functions, introduction to
derivatives of trigonometric functions. Application of derivatives to physics problems, related rates,
maximum-minimum word problems and curve sketching. Introduction to indefinite integrals. The
conic sections.
Prerequisite Course(s): MATH-140 or MATH-141 or TMAT-155 or Math Placement Exam

Math 180 Calculus II 4-0-4

Riemann sums, the definite integral, the fundamental theorem of the calculus. Area, volumes of
solids of revolution, arc length, work. Exponential and logarithmic functions. Inverse trigonometric
functions. Formal integration techniques. L'Hopital's rule, improper integrals. Polar coordinates.
Prerequisite Course(s): MATH-170

Math 260 Calculus III 4-0-4

Sequences and series, Taylor series. Vector analysis and analytic geometry in three dimensions.
Functions of several variables, partial derivatives, total differential, the chain rule, directional
derivatives and gradients. Multiple integrals and applications.
Prerequisite Course(s): MATH-180

Math 310 Linear Algebra 3-0-3

Matrices and systems of linear equations, vector spaces, change of base matrices, linear
transformations, determinants, eigen-values and eigen-vectors, canonical forms.
Prerequisite Course(s): MATH-180

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Math 320 Differential Equations 3-0-3
Solving first order ordinary differential equations: exact, separable, and linear. Application to
rates and mechanics. Theory of higher order linear differential equations. Method of undetermined
coefficients and variation of parameters. Application to vibrating mass and electric circuits. Power
series solutions: ordinary and singular points, the method of Frobenius. Partial differential
equations: the method of separation of variables.
Prerequisite Course(s): MATH-260

Sciences

“sciences (defined as biological, chemical, or physical science);”

All graduates of the ECE program must complete 11 credits of Physics, PHYS 170, 180, General
Physics I and II and PHYS 225 Modern Physics as well as 4 credits of Chemistry, CHEM 107
Engineering Chemistry.

PHYS 170 General Physics 3-3-4

A basic course covering vectors, Newton's laws of motion, particle kinematics and dynamics,
work, energy, momentum, and rotational motion.
Corequisite Course(s): MATH-170

PHYS 180 General Physics 3-3-4

A continuation of PHYS 170. Topics include fluids, wave motion, electric fields and electric
potential, DC circuits, magnetic fields, capacitance and inductance, AC circuits, and electromagnetic
waves.
Prerequisite Course(s): PHYS-170

PHYS 225 Introduction to Modern Physics 3-0-3

A continuation of PHYS 170. Topics include fluids, wave motion, electric fields and electric
potential, DC circuits, magnetic fields, capacitance and inductance, AC circuits, and electromagnetic
waves.
Prerequisite Course(s): PHYS-170

CHEM 107 Engineering Chemistry 4-0-4

For electrical engineering and computer science majors. An introduction to theoretical and
inorganic chemistry. Studies include basic chemical concepts and calculations, atomic structure,
periodicity and bonding, states of matter, metals, solutions, acids and bases, thermal chemistry and
introductory thermodynamics, oxidation-reduction reactions, reaction rates and nuclear reactions.
Prerequisite Course(s): MATH-140 or MATH-141 or MATH-170 or MATH-180 or TMAT-135

Engineering topics

and engineering topics (including computing science) necessary to analyze and design complex
electrical and electronic devices, software, and systems containing hardware and software
components.

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EENG 125 Fundamentals of Digital Logic 3-0-3
The course introduces students to the modeling and design of fundamental digital circuits.
Topics cover introduction to binary numbering, Boolean algebra, combinatorial and sequential logic
circuits and memory elements (e.g. ROM, RAM and non-volatile computer memory). VHDL will be
used in modeling, simulation and synthesis of digital circuits. Prerequisite: Knowledge of Algebra.

EENG-212 Electrical Circuits I and Engineering Tools 4-0-4

Properties of linear networks, mesh and nodal analysis, network theorems, solution of first
order and second order circuits in the time domain are studied. A software package, such as PSPICE,
MATLAB and MATHCAD will be introduced.
Prerequisite Course(s): MATH-170 and PHYS-170; Corequisite Course(s): MATH-180 and PHYS-
180

EENG-270 Introduction to Electronics Circuits 3-0-3

Characterization of semiconductor diodes, Zener diodes, transistors and field effect transistors
(FET).Effect of temperature variation. Amplifier bias analysis and large signal analysis. Power
amplifiers. Small signal models and small signal amplifier analysis.
Prerequisite Course(s): EENG-211 or EENG-212

EENG-275 Electronics Laboratory I 0-3-1

Laboratory work to complement lecture courses.
Prerequisite Course(s): Take one course in each group: Group 1 (EENG-211 or EENG-212 or
EENG-221) and Group 2 (FCWR-101 or WRIT-101 or WRIT-111)

EENG-281 Electrical Circuits II 3-0-3

Topics covered in this course include: phasors, AC steady-state analysis, transfer functions,
frequency response, Laplace transform two-port networks.
Prerequisite Course(s): Take one course in each group: Group 1 (EENG-211 or EENG-212) and
Group 2 (CSCI-180 or CSCI-210 or CSCI-185)
Corequisite Course(s): MATH-320

EENG-310 Electronic Circuit Applications

Difference amplifiers, Darlington configuration, low and high frequency analysis, op-amps,
gates: TTL, ECL, CMOS, comparators and Schmitt trigger, flip-flops with level and edge triggering,
monostable and astable timing circuits.
Corequisite Course(s): EENG-281

EENG-315 Electronics Laboratory II 0-3-1

Laboratory work to complement lecture courses

EENG-320 Control Systems 3-0-3

Control systems analysis. Differential equations of motion of mass-spring and RLC systems.
Differential equations of motion of servo-mechanism. Response to step, ramp and sinusoidal forcing
command. Servomechanism transfer functions, signal-flow diagrams. State-space description;
transition matrix, sensitivity analysis and error analysis. Stability analysis using the Bode diagram
and the root-locus methods.
Prerequisite Course(s): EENG-260 or EENG-280 or EENG-281

136
EENG-330 Electromagnetic Theory I 3-0-3
Review of vector calculus, static electric and magnetic fields. Maxwell equations in integral
form, Maxwell's equations in differential forms. Dielectrics, conductors, magnetic materials. Energy
storage, Poynting's vector, dispersion and group velocity.
Prerequisite Course(s): MATH-320 and PHYS-180

EENG-341 Signals and Systems 3-0-3

Topics covered in this course are: discrete networks, difference equations, discrete continuous
convolution, Z transforms and Fourier series and transforms.
Prerequisite Course(s): EENG-281

EENG-360 Electronics Laboratory III 0-3-1

Laboratory work to complement lecture courses

EENG-370 Microprocessors 3-0-3

Microprocessor architecture, memory, I/O ports, interrupts, DMA and A/D-D/A converters are
discussed along with interfacing and programming techniques.
Prerequisite Course(s): Take EENG-310 and one course in this group: CSCI-130 or EENG-260 or
EENG-125 or EENG-130

EENG-401 Communication Theory 3-0-3

Review of Fourier transform and series, correlation and spectral densities of deterministic
signals, baseband and bandpass linear systems, AM and FM modulation/demodulation schemes,
elements of PCM, introduction to information theory and coding, and introduction to
communication networks.
Corequisite Course(s): EENG-382

EENG-403 Electronics Laboratory IV 0-3-1

Laboratory work to complement lecture courses

EENG-489 Design Project 1-3-2

The course provides students with a design experience, under the guidance of a faculty advisor
that draws significantly on knowledge and skills acquired in previous coursework, in areas such as
digital control, microcomputers, VLSI, etc. While the projects may be self contained they will
incorporate engineering standards, and realistic constraints.
Chairperson permission required

EENG-491 Senior Design Project 1-3-2

This is a course open to seniors which provides the major design experience as required by
ABET. Students will work in teams to design a system or component of a system. This will be a
comprehensive design that draws primarily on skills and knowledge acquired in previous
coursework. The teams will work on an independent basis with the primary function of the
instructor being that of a mentor to the students. The design will incorporate engineering standards
and multiple realistic constraints such as its impact on society, health and environmental
considerations, literature and patent search, and project management. Weekly progress reports as

137
well as a final oral and written presentation will be required.
Prerequisite Course(s): EENG-320, EENG-330, EENG-370, and EENG-401

Discrete Mathematics

“The curriculum for programs containing the modifier “computer” in the title must include discrete
mathematics.”

All students of the ECE program are required to take CSCI 235 “Elements of Discrete
Structures”, a one semester,3 credit course ,which provides an introduction to discrete structures
with applications to engineering and computing problems and that develops mathematical
maturity.

CSCI 235 Elements of Discrete Structures 3-0-3

This course provides students with an introduction to discrete structures with applications to
computing problems. Topics include logic, sets, functions, relations, proof techniques, counting and
algorithmic analysis in addition to graph theory and trees.
Prerequisite Course(s): Take CSCI-185 and one course in this group: MATH-161 or MATH-170

138
End of Document

139
 1

Appendices to
ABET
Self-Study Report
for the

Electrical and Computer Engineering

Program

at

New York Institute of Technology

Old Westbury and New York Campus, NY

June 2012

CONFIDENTIAL

The information supplied in this Self-Study Report is for the confidential use of ABET
and its authorized agents, and will not be disclosed without authorization of the
institution concerned, except for summary data not identifiable to a specific institution.
Table of Contents
Appendix A – Course Syllabi ............................................................................................. 4
EENG-125 Fundamentals of Digital Logic 3-0-3 ........................................................... 5
EENG-212 Electrical Circuits I and Engineering Tools 3-0-4 .................................... 7
EENG-270 Introduction To Electronic Circuits 3-0-3.................................................. 9
EENG-275 Electronic Lab I 0-3-1 .............................................................................. 11
EENG-281 Electrical Circuits II 3-0-3 ....................................................................... 13
EENG-310 Electronic Circuit Applications 3-0-3 ........................................................ 15
EENG-315 Electronic Lab II 0-3-1 .......................................................................... 17
EENG-320 Control Systems 3-0-3 ............................................................................. 19
EENG 330 Electromagnetic Theory 1 3-0-3 ........................................................... 21
EENG-341 Signals and Systems 3-0-3 ....................................................................... 23
EENG-360 Electronic Lab III 0-3-1 ........................................................................... 25
EENG-370 Microprocessors 3-0-3 .............................................................................. 27
EENG-382 Random Signals and Statistics 3-0-3 ......................................................... 29
EENG 401 Communication Theory 3-0-3 .................................................................. 31
EENG-403 Electronic Lab IV 0-3-1 ........................................................................... 33
CSCI-125 Computer Programming I 3-1-3 ................................................................. 35
CSCI-155 Computer Organization and Architecture 3-0-3 ......................................... 37
CSCI-185 Computer Programming II 3-1-3 ............................................................... 39
CSCI-235 Elements of Discrete Structures 3-0-3 ...................................................... 41
CSCI-260 Data Structure 3-0-3 ................................................................................. 43
CSCI-330 Operating Systems 3-0-3 ........................................................................... 45
ITEC-410 Internetworking Laboratory 3-0-1 .............................................................. 47
EENG 489 Design Project 1-3-2................................................................................... 49
EENG 491 Senior Design Project 3-0-3 .................................................................. 51
ICSS 309 Technology and Global Issues 3-0-3 .......................................................... 54
ETCS105 Career Discovery(*) 2-0-2 .......................................................................... 56
PHYS 170 General Physics I 4-2-4 ............................................................................ 58
PHYS-180 General Physics II 4-2-4 ............................................................................ 59
PHYS 225 Introduction to Modern Physics 3-0-3 ...................................................... 61
MATH-170 Calculus I 5-0-4 ....................................................................................... 63
MATH 180 Calculus II 5-0-4 ..................................................................................... 65
MATH-260 Calculus III 4-0-4 .................................................................................... 67
MATH-310 Linear Algebra 3-0-3 ............................................................................... 69
Math-320 Differential Equations 3-0-3 ........................................................................ 70
Appendix B – Faculty Vitae ............................................................................................. 72
Kiran S Balagani ........................................................................................................... 73
Stephen R. Barone ........................................................................................................ 76
Stephen Jon Blank......................................................................................................... 78
Steven H. Billis ............................................................................................................. 81
Michael Colef................................................................................................................ 83
Julian Cheung................................................................................................................ 86
Jack Sheau-Min. Wu ................................................................................................... 118
 Tao Zhang ................................................................................................................... 120
APPENDIX C – Equipment............................................................................................ 123
APPENDIX D – Institutional Summary ......................................................................... 131
Appendix E: Miscellaneous Items .................................................................................. 139
Exhibit E.1. Online Academic Evaluation Form (students and faculty have access to
this information).......................................................................................................... 140
Exhibit E.2 NYIT/SCC Articulation Agreement ........................................................ 144
Exhibit E.3 NYIT/NCC Articulation Agreement ....................................................... 147
Exhibit E.4 NYIT Student Handbook (pp 28-29 excerpt) .......................................... 149
Exhibit E.5 Senior Exit Questionnaire ........................................................................ 151
Exhibit E.6 Enhancing the ECE Curriculum by Integrating Applications of Wireless
Technology ................................................................................................................. 155
Exhibit E.7 .................................................................................................................. 158
Exhibit A – Benchmarks for Key Course Repetitions in Majors............................ 158
Exhibit B – Benchmarks for Minimum Grade Requirements in Major Courses .... 159
Exhibit C – SoECS Statistics .................................................................................. 160
Exhibit D Statistical Data: Retention/Course Repitition ....................................... 162
Exhibit E.8 Career Net ................................................................................................ 163
Appendix A – Course Syllabi

Please use the following format for the course syllabi (2 pages maximum in Times New Roman
12 point font)

1. Course number and name

2. Credits and contact hours

3. Instructor’s or course coordinator’s name

4. Text book, title, author, and year

a. other supplemental materials

5. Specific course information

a. brief description of the content of the course (catalog description)
b. prerequisites or co-requisites
c. indicate whether a required, elective, or selected elective (as per Table 5-1) course
in the program

6. Specific goals for the course

a. specific outcomes of instruction, ex. The student will be able to explain the
significance of current research about a particular topic.
b. explicitly indicate which of the student outcomes listed in Criterion 3 or any other
outcomes are addressed by the course.

7. Brief list of topics to be covered

4
 New York Institute of Technology School of Engineering and Computing
SciencesDepartment of Electrical and Computer Engineering

EENG – 125 Fundamentals of Digital Logic 3-0-3

Course Coordinator: Dr. Michael Colef
Textbook: Harris and Harris, “Digital Design and Computer Architecture”, Elsevier, 2007

Catalog Description:The course introduces students to the modeling and design of fundamental
digital circuits. The course covers topics such as introduction to binary numbering system,
Boolean algebra, combinatorial, sequential logic circuits and memory elements (e.g. ROM, RAM
and non-volatile computer memory). VHDL will be used in modeling, simulation and synthesis
of the digital circuits.Pre-requisite: Knowledge of Algebra
EENG – 125 is a required course.

Measureable Learning Outcomes:At the completion of this course, students should be able
to:
1. Convert to/from decimal numbers from/to binary, octal and hexadecimal.
2. Map Boolean equations to combinatorial logic gates.
3. Model, simulate and synthesize VHDL model of combinatorial logic circuits.
4. Model, simulate and synthesize the sequential logic.
5. Model, simulate and synthesize arithmetic circuits (of at least 8x8-bit adder,
subtractor, and multiplier).
6. Model, simulate and synthesize shift registers and counters.
7. Model and simulate ROM, RAM and non-volatile memory (EEPROM, Flash etc.).
8. Incorporate low power design techniques in sequential circuit’s models (e.g.
counter).

This course addresses Student Outcomes:

a) an ability to apply knowledge of mathematics, science, and engineering
e) an ability to identify, formulate, and solve engineering problems
k) an ability to use the techniques, skills, and modern engineering tools necessary for

Topics:
 Introduction to numbering systems
 Fundamentals of Boolean Algebra
 Combinatorial circuits
 Sequential logic
 Digital arithmetic circuits
 Memory elements (RAM and ROM)
 VHDL modeling of combinatorial, sequential logic, arithmetic circuits and memory
elements

5
 Synthesis of combinatorial, sequential logic and arithmetic circuits

6
 NEW YORK INSTITUTE OF TECHNOLOGY
School of Engineering and Computing Sciences
Department of Electrical & Computer Engineering

EENG-212 Electrical Circuits I and Engineering Tools 3-0-4

Course Coordinator: Dr. Sabiha Wadoo

Text book: Fundamentals of Electric Circuits, Charles.K. Alexander and Matthew N.O. Sadiku.
2009, 4th Edition, McGraw-Hill, ISBN 978-0-07-352955-4

Catalog Description:
Properties of linear networks, mesh and nodal analysis, network theorems, solution of first order
and second order circuits in the time domain are studied. A software package such as Matlab,
PSpice and Mathcad will be introduced.
Prerequisites: MATH 170, PHYS 170 ; Corequisites: MATH 180, PHYS 180

Measurable Learning Outcomes:

After the completion of this course, students should be able to:

1. Solve for currents and voltages in dc circuits using Kirchhoff equations
2. Solve for currents and voltages in multi-node, multi-mesh dc circuits using the Mode-
Voltage Method or the Mesh-Current method
3. Find Thevenin and Norton equivalent circuits
4. Solve for transient currents and voltages in RL and RC circuits
5. Solve for transient currents and voltages in under, over or critically damped RLC circuits
6. Use Matlab to calculate and plot currents and voltages as functions of time
7. Use PSpice to solve for currents and voltages in multi-mode, multi-mesh dc circuits
8. Use PSpice to solve for transient currents and voltages in RL and RC circuits
9. Use PSpice to solve for transient currents and voltages in under, over or critically damped
RLC Circuits.

Student Outcomes:
a. An ability to apply knowledge of mathematics, science and engineering
e. An ability to design a system, component, or process to meet desired needs within
realistic constraints such as economic, environmental, social, political, ethical, health and
safety, manufacturability, and sustainability.
k. An ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice.

Topics:
 Basic Concepts

7
 Introduction to DC circuit Analysis
Charge, current and voltage, Power and energy
Basic electric circuit. Independent and dependant sources.
 Basic Laws
Ohm’s law
Concept of node, branch and loop
Kirchhoff’s laws.
Series resistors and voltage division
Parallel resistors and current division
Wye-Delta transformations
 Methods of Analysis of Electric Circuits
Nodal analysis
Mesh Analysis
Concepts of super node and super mesh.

 Circuit theorems
Source transformation
Superposition, Thevenin’s theorem, Norton’s theorem
Maximum power transfer
 Operational Amplifiers
Ideal Op Amp
Inverting Amplifier
Non inverting amplifier
Summing Amplifier
Difference Amplifier
Analysis of Op Amp based circuits
 Capacitors and Inductors
Concept of energy storage elements
Capacitors, Inductors
Series and parallel capacitors, inductors
Applications: Integrator, differentiator, analog computer.
 First Order Circuits
The source-free RC, RL circuits
Singularities functions: step, delta and ramp functions.
Step response of RC, RL circuits
First order Op Amp circuits
Applications
 Second Order Circuits.
Finding initial and final values
The source-free series/ parallel RLC circuit

8
 New York Institute of Technology
School of Engineering and Computing Sciences
Department of Electrical and Computer Engineering

EENG-270 Introduction To Electronic Circuits 3-0-3

Course Coordinator: Dr. Yoshikazu Saito

Text book: Donald A. Neamen, “Microelectronics”, Fourth Ed., McGraw-Hill, 2009

Catalog Description:
Characterization of semiconductor diodes, Zener diodes, transistors and field effect transistors
(FET). Effect of temperature variation. Amplifier bias analysis and large signal analysis. Power
amplifiers. Small signal models and small signal amplifier analysis.
Prerequisites: EENG-211 or EENG-212

Required Course in the program

Measurable Learning Outcomes:

At the completion of this course, students will be able to:

1) Use a diode as a switch
2) Draw output waveforms for various diode circuits
3) Draw small signal equivalent circuit of a diode circuit
4) Calculate its bias condition and DC and AC output voltages of a diode circuit
5) Calculate the Q-point of bipolar and FET transistor amplifier
6) Design bias circuits to attain an optimal Q-point for bipolar and FET transistors amplifier
7) Draw small signal equivalent circuit of bipolar and FET transistor amplifier
8) Calculate gain, input and output impedances of bipolar and FET transistor amplifier
9) Calculate power loss, power output and efficiency of bipolar power amplifier

Student Outcomes:
a. An ability to apply knowledge of mathematics, science and engineering
k. An ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice.

Topics:
 Diode physics and characteristics
o PN junction
o Forward and reverse diode
o Diode equation
 Diode circuits
o Large signal operation - diode as a switch

9
 o Small signal operation – small signal model
 Bipolar transistor physics and characteristics
o pnp and npn structure
o Transistor parameters
o Characteristics curve and Early effect
o Small signal model
 Transistor biasing
o Bias circuits and stability
o Calculation of Q-point
o DC and AC load lines
o Dynamic range
o Design of bias circuit for optimal Q-point
 Transistor amplifier
o Common emitter amplifier – small signal equivalent circuit, gain, input/output
impedances
o Emitter follower and its use – small signal equivalent circuit, gain input
impedance and output impedance
o Impedance reflection
 MOSFET
o Physics and characteristics
o Characteristic equation and modeling
 MOSFET biasing
o Bias circuits
o Calculation of Q-point and transition point
o DC and AC load lines
o Dynamic range
o Design of bias circuit for optimal Q-point
 MOS amplifier
o Common source amplifier -small signal equivalent circuit, gain, input/output
impedances
o Source follower – small signal equivalent circuit, gain, input and output
impedances
 Power Amplifier
o Definition of power losses and efficiency of power amplifier
o Class A, B and AB amplifiers
o Definition of harmonic distortion

10
 New York Institute of Technology
School of Engineering and Computing Sciences
Department of Electrical and Computer Engineering

EENG-275 Electronic Lab I 0-3-1

Course Coordinator: Dr. Yoshikazu Saito

Catalog Description:
Laboratory work to complement lecture courses.
Prerequisites: FCWR 101 or FCWR 111
Corequisites: EENG-125, EENG-270

Objectives: This course is designed to give students laboratory experience in designing,

constructing and testing simple electronic circuits.

Measurable Student Learning Outcomes:

After completing this course students will be able to:

 Take accurate electrical measurements and demonstrate ability to use laboratory

equipment in the performance of the Lab
 Analyze and solve for circuit variables in series, parallel and series-parallel circuits.
 Demonstrate an ability to function as an effective and responsible team member.
 Create Lab Reports in an acceptable format with acceptable written communication skills

Student Outcomes:

b. ability to design and conduct experiments, as well as to analyze and interpret data;
d. ability to function on multidisciplinary teams;
g. ability to communicate effectively;

Topics:

Lab Experiments:

1. Properly Using Lab Equipment

2. Series Circuit and Parallel Circuits
3. Series- Parallel Circuits
4. Circuit Analysis
5. Function Generator, Oscilloscope
6. Time Domain vs. Frequency Domain
11
 7. Diode Analysis
8. DC Power Supplies
9. MOSFET Amplifier
10. Bipolar Junction Transistor (BJT) Amplifier

Lab Report Format

The lab report must be word processed. Circuit diagrams and graphs can be pasted in from
PSPICE, Micro-cap, Electronics Workbench, Mathcad, etc. Lab report must contain:

1. A cover page containing the following information:

a. Course Number:
b. Lab Title:
c. Student’s Name:
d. Lab Partner(s):
d. Instructor Name:
e. Date of Submission:

2. A statement of the objectives “DO NOT COPY FROM THE MANUAL”.

List only the objectives that are addressed in the actual lab.

3. List all equipment used in the experiment:

a. List the workstation number where you were sitting at.
b. List model and series number of the equipment used at the workstation.
c. List all components used in the experiment.
d. Measure the component values accurately as possible.

4. Explain in your result in full clear detail.

5. Experimental, theoretical and computer simulation results should be placed

tabulated next to each other.

6. In your conclusion, discuss your results. Did you verify your calculations? If
your results are outside the measuring accuracy of your equipment try to
explain any discrepancies. Also, did you satisfy the objective?

7. Answer all the questions in the lab experiment.

8. All equations, circuits, graphs, tables and diagrams must be labeled

appropriately (e.g. Figure 1. Voltage Gain AV). Also, circuit diagrams
with critical points must be appropriately labeled.

12
 NEW YORK INSTITUTE OF TECHNOLOGY
School of Engineering and Computing Sciences
Department of Electrical & Computer Engineering

EENG-281 Electrical Circuits II 3-0-3

Course Coordinator: Dr. Sabiha Wadoo

Text book: Fundamentals of Electric Circuits, Charles.K. Alexander and Matthew N.O. Sadiku.
2009, 4th Edition, McGraw-Hill, ISBN 978-0-07-352955-4

Catalog Description:
Topics covered in this course include: Phasors, AC steady state analysis, transfer functions,
frequency response, Laplace transform, two-port networks.
Prerequisites: EENG 211 or EENG 212 and CSCI 185
Corequisite: MATH 320

Measurable Learning Outcomes:

After the completion of this course, students should be able to:
 Determine the natural and forced response of a RC and a RL circuit
 Determine the natural and forced response of an RLC circuit
 Convert time functions into phasors and vice versa
 Analyze the ac behavior of RL, RC, and RLC circuits using phasor analysis
 Determine ac power in a circuit
 Determine the Laplace transform of simple time functions
 Determine the behavior of a circuit using the Laplace transform.

Student Outcomes:
b. An ability to apply knowledge of mathematics, science and engineering
f. An ability to design a system, component, or process to meet desired needs within
realistic constraints such as economic, environmental, social, political, ethical, health and
safety, manufacturability, and sustainability.
k. An ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice.

Topics:
 Sinusoids and Phasors
Introduction to ac circuits
Sinusoids, Phasors
Impedance and Admittance and their combinations
 Sinusoidal Steady State Analysis
Nodal Analysis, Mesh Analysis
13
 Superposition theorem
Source transformation
Thevenin and Norton equivalent circuits
Op Amp AC circuits
Pspice analysis
 AC Power Analysis
Instantaneous and average power
Effective or RMS value, Apparent power and power factor, Complex power
Maximum average power transfer
 Three-Phase Circuits
Generation of a three-phase voltage
Balanced three-phase voltages
Balanced Wye-Wye , Wye-Delta, Delta-Delta, Delta-Wye connection,
Power calculation
Example of unbalanced three-phase systems
Example of a Power distribution system
Pspice analysis
 Laplace Transform
Concept of Laplace transform and definition
Properties and theorems of Laplace transform
Inverse Laplace transform:
- Zeros and poles
The convolution integral
Solving ODE with Laplace transforms.
 Circuit Analysis in the s-domain

 Magnetically Coupled Circuits

Mutual inductance
Energy in a coupled circuit
Linear transformer, Ideal transformer, Ideal Autotransformer
Solving in the s-domain
Pspice Analysis
 Frequency Response
Transfer function
Using dB scale
Basic Bode plots
Concept of resonance
Using Matlab to perform frequency domain analysis
 Two-Port Networks

14
 New York Institute of Technology
School of Engineering and Computing Sciences
Department of Electrical and Computer Engineering

EENG-310 Electronic Circuit Applications 3-0-3

Instructor: Dr. Yoshikazu Saito

Textbook: Donald A. Neamen, “Microelectronics”, Fourth Ed., McGraw-Hill, 2009

Catalog Description:
Difference amplifiers, Darlington configuration, low and high frequency analysis, op-amps,
gates: TTL, ECL, CMOS, comparators and Schmitt trigger, flip-flops with level and edge
triggering, monostable and astable timing circuits. Prerequisites:. Corequisites: EENG 281.

Required course in the program

Measurable Learning Outcomes:

At the completion of this course, students will be able to:

 Identify and use the addressing methods for internal and external memory
 Describe and use flags
 Analyze programs by following the definition of instruction
 Create and apply IF-THEN-ELSE function in assembly language
 Create and apply loops such as FOR and WHILE in assembly language
 Use timers and interrupts in applications
 Use stacks, calls and returns to/from subroutines
 Use basic assembler directives
 Describe and show solutions to the problems associated with interfacing external
devices

Student Outcomes:

a. ability to apply knowledge of mathematics, science, and engineering;

k. ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice.

Topics to be covered
 Frequency response
15
 − Amplifier frequency response
− System transfer function
− Frequency response of transistor amplifiers with circuit capacitors
− Frequency response of the bipolar transistor
− Frequency response of the FET
− High frequency response of transistor circuits
 Operational amplifier applications
− The op amp
− Inverting and non-inverting amplifiers
− Summing amplifier
− Integrator and differentiator
 Integrated circuit biasing - constant current sources
− Current mirrors – two, three and four transistor current mirrors
− Other current sources – Wilson and Widlar current sources
 Differential amplifiers
− Basic BJT differential pair – gain and input impedance of common and
differential mode analysis
− Basic FET differential pair– gain and input impedance of common and
differential mode analysis
− Simplified BJT operational amplifier circuits – input, gain and output stages
 MOSFET digital circuits
 Bipolar digital circuits

16
 New York Institute of Technology
School of Engineering and Computing Sciences
Department of Electrical and Computer Engineering

EENG-315 Electronic Lab II 0-3-1

Course Coordinator: Dr. Yoshikazu Saito

Catalog Description:
Laboratory work to complement lecture courses.
Prerequisites: EENG 275, EENG 270
Objectives: This course is designed to give students laboratory experience in designing,
constructing and testing electronic circuits.

Measurable Student Learning Outcomes:

After completing this course students will be able to:

 Take accurate electrical measurements and demonstrate ability to use laboratory

equipment in the performance of the Lab
 Analyze, design and solve for circuit variables in difference amplifiers, op-amps, phase
shift oscillators and Class-B amplifiers.
 Demonstrate an ability to function as an effective and responsible team member.
 Create Lab Reports in an acceptable format with acceptable written communication
skills

Student Outcomes:
a. ability to design and conduct experiments, as well as to analyze and interpret data;
d. ability to function on multidisciplinary teams;
g. ability to communicate effectively;

Topics:

Lab Experiments:
1. Active (Loads) Current Sources
2. Difference Amplifier Analysis
3. Difference Amplifier Design
4. Op-amp applications
5. MOSFET Digital Logic Design
6. Class-B Amplifier
17
 7. Phase Shift Oscillator

Lab Report Format

The lab report must be word processed. Circuit diagrams and graphs can be pasted in from
PSPICE, Micro-cap, Electronics Workbench, Mathcad, etc. Lab report must contain:

1. A cover page containing the following information:

a. Course Number:
b. Lab Title:
c. Student’s Name:
d. Lab Partner(s):
d. Instructor Name:
e. Date of Submission:

2. A statement of the objectives“DO NOT COPY FROM THE MANUAL”.

List only the objectives that are addressed in the actual lab.

3. List all equipment used in the experiment:

a. List the workstation number where you were sitting at.
b. List model and series number of the equipment used at the workstation.
c. List all components used in the experiment.
d. Measure the component values accurately as possible.

4. Explain in your result in full clear detail.

5. Experimental, theoretical and computer simulation results should be placed

tabulated next to each other.

6. In your conclusion, discuss your results. Did you verify your calculations? If
your results are outside the measuring accuracy of your equipment try to
explain any discrepancies. Also, did you satisfy the objective?

7. Answer all the questions in the lab experiment.

8. All equations, circuits, graphs, tables and diagrams must be labeled

appropriately (e.g. Figure 1. Voltage Gain AV). Also, circuit diagrams
with critical points must be appropriately labeled.

18
 NEW YORK INSTITUTE OF TECHNOLOGY
School of Engineering and Computing Sciences
Department of Computer Science

EENG-320 Control Systems 3-0-3

Course Coordinator: Dr. Sabiha Wadoo

Text book: Modern Control Systems, R.C. Dorf, R. H. Bishop, 11th Edition, Prentice Hall, 2007.
ISBN 0132270285

Catalog Description:
Control Systems analysis. Differential equations of motion of mass spring and RLC systems.
Differential equations of motion of servomechanism. Response to step, ramp and sinusoidal
forcing commands. Servomechanism transfer function, signal flow diagrams. State-space
description; transition matrix, sensitivity analysis and error analysis. Stability analysis using the
Bode diagram and root locus methods.
Prerequisite: EENG-281 or EENG-260
Required course in the program.

Measurable Learning Outcomes:

At the completion of this course, students should be able to:
1. Describe the difference between an open loop and a closed loop control systems.
2. Determine the transfer function of a feedback control system.
3. Model a physical system or process in terms of transfer functions of respective
components.
4. Determine fundamental performance criteria for feedback control systems.
5. Analyze the time response of a feedback control system.
6. Analyze the frequency response of a feedback control system.
7. Simulate the time and frequency response of a feedback control system using
MATLAB simulation programs.

Student Outcomes:
a. an ability to apply knowledge of mathematics, science, and engineering
e. an ability to identify, formulate, and solve engineering problems
k. an ability to use techniques, skills, and modern engineering tools necessary for
engineering practice

19
Topics:
• Control of dynamic systems
• Feedback control systems
Examples of feedback control systems
Mathematical tools in the analysis of feedback control systems
Concept of transfer functions
• Time-domain characteristics of feedback control systems
Time response of feedback systems
Time specifications of feedback systems
State-space analysis of feedback systems
• Frequency-domain analysis of feedback control systems
Frequency response of feedback control systems
Frequency specification of feedback control systems
Analysis and design of feedback control systems
• Computer simulation of feedback control systems
Use of MATLAB in the simulation of feedback controls systems

20
 NEW YORK INSTITUTE OF TECHNOLOGY
School of Engineering and Computing Sciences
Department of Electrical Engineering

EENG 330 Electromagnetic Theory 1 3-0-3

Course Coordinator: Dr. M. Chris Wernicki

Catalog description:

Review of vector calculus, static electric and magnetic fields. Maxwell's equations in integral
form, Maxwell's equations in differential forms. Dielectrics, conductors, magnetic materials.
Energy storage, Poynting's vector, dispersion and group velocity. Prerequisites: MATH 320,
PHYS 180.

Measurable learning outcome:

At completion of this course, students will be able to...

1. Use vector calculus to quantitatively analyze problems in the Electromagnetic Theory.
2. Qualitatively describe and quantitatively analyze a variety of electrostatic
configurations.
3. Qualitatively describe and quantitatively analyze a variety of magnetostatic
configurations.
4. Describe the behavior of electric and magnetic fields in the presence of metals,
dielectrics, and magnetic materials.
5. Describe and apply the Faraday’s law to an electromotive force generation.
6. Qualitatively describe and quantitatively analyze electromagnetic wave propagation via
the Maxwell’s equations.
7. Analyze the wave propagation in different media
8. Describe and quantitatively analyze the power and the Poynting vector.
9. Analyze plane waves in a normal and an oblique incidence.

Student Outcomes:
a. ability to apply knowledge of mathematics, science, and engineering;
e. ability to identify, formulate, and solve engineering problems;
 ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice.

21
Topics:

 Vector Calculus
Vector algebra
Gradient, divergence, and curl
Gauss’s theorem
Stokes’ theorem
Coordinates transformation

 Electrostatics
Coulomb’s law
Gauss’ law and Maxwell’s equation for Electrostatics
Electric scalar potential
Convection and conduction current
Boundary conditions
Poisson’s and Laplace’s Equations

 Magnetostatics
Biot Savart’s law, Ampere’s Law
Magnetic flux density-Maxwell’s equations for magnetostatics
Vector potential
Forces due to magnetic field
Boundary conditions for magnetostatics

 Maxwell’s Equations
Faraday’s law
Transformer and motional EMF’s
Displacement current
Maxwell’s equations in final form for electromagnetics
Electromagnetic potentials
Harmonic field

 Electromagnetic Wave Propagation

Waves in general
Waves in lossy and lossless dielectric
Plane Waves in good conductor
Power and Poyting vector
Reflection of plane wave at normal incidence
Reflection of wave at Oblique incidence.

22
 NEW YORK INSTITUTE OF TECHNOLOGY
School of Engineering and Computing Sciences
Department of Computer Science

EENG-341 Signals and Systems 3-0-3

Instructor: Dr. Sabiha Wadoo

Text book: Signals and Systems, Oppenheim and Willsky, Prentice-Hall, NJ, 1996. ISBN 0-138-
14757-4

Catalog Description:
Topics covered in this course are: discrete networks, difference equations, discrete and
continuous convolution, z transforms, and Fourier series and transforms.
Prerequisite: EENG-281
Required course in the program.

Measurable Learning Outcomes:

At the completion of this course, students should be able to:

 Describe the properties of systems in general (memory, linearity, time invariance,

causality).
 Determine the time convolution of continuous and discrete –time systems.
 Determine the Fourier series of a continuous and discrete-time signal.
 Determine the Fourier transform a continuous and discrete-time signal.
 Determine the Laplace transform of time functions.
 Use the Laplace transform in the solution of differential equations and circuits.
 Determine the Z-transform of discrete time signals.
 Use the Z-transform in the analysis of discrete-time systems.

Student outcomes:
a. an ability to apply knowledge of mathematics, science, and engineering
e. an ability to identify, formulate, and solve engineering problems
k. an ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice

23
Topics:
 Introduction to signal and systems descriptions
Definition and characteristics of signals
Definition and characteristics of systems
Properties of systems
 Time domain analysis of signals and systems
Continuous-time convolution analysis of LTI systems
Discrete-time convolution analysis of LTI discrete systems
Impulse response and properties of LTI systems
 Fourier analysis of signals and systems
Fourier series for periodic signals
Fourier transform for non-periodic signals.
Fourier analysis of both continuous and discrete signals
 Laplace transform of signals and systems
Development of the two-sides and one-side Laplace transform
Region of convergence of Laplace transform
Analysis of LTI dynamic systems using Laplace transform
 Z-transform
Development of z-transform for discrete-time signals and systems
Z-transform analysis of LTI systems
Discrete-time filters

24
 New York Institute of Technology
School of Engineering and Computing Sciences
Department of Electrical and Computer Engineering

EENG-360 Electronic Lab III 0-3-1

Course Coordinator: Dr. Yoshikazu Saito

Catalog Description:
Laboratory work to complement lecture courses.
Prerequisites: EENG 310, EENG 315, FCWR 304
Objectives: This course is designed to give students laboratory experience in designing,
constructing and testing simple electronic circuits.

Measurable Student Learning Outcomes:

After completing this course students will be able to:

 Take accurate electrical measurements and demonstrate ability to use laboratory

equipment in the performance of the Lab
 Design, build and analyze basic combinational and sequential digital circuits (e.g.
counters, flip-flops, registers etc.)
 Demonstrate knowledge of linear feedback and digital motor control.
 Demonstrate an ability to function as an effective and responsible team member.
 Create Lab Reports in an acceptable format with acceptable written communication
skills

Topics:

Lab Experiments:

1. ModelSim And DE2 Introduction

2. Combinatorial and Sequential Logic
3. Counters
4. Registers and Arithmetic Logic Units
5. Servo Control
6. Linear Feedback Shift Register (LFSR)
7. Establishing a Communication Link with a Serial Peripheral Interface
8. Introduction to a microprocessor development board and software development
environment with a sample problem
9. Interfacing a processor to A/D and D/A Converters
25
 10. Digital motor control

Lab Report Format

The lab report must be word processed. Circuit diagrams and graphs can be pasted in from
PSPICE, Micro-cap, Electronics Workbench, Mathcad, etc. Lab report must contain:

1. A cover page containing the following information:

a. Course Number:
b. Lab Title:
c. Student’s Name:
d. Lab Partner(s):
d. Instructor Name:
e. Date of Submission:

2. A statement of the objectives “DO NOT COPY FROM THE MANUAL”.

List only the objectives that are addressed in the actual lab.

3. List all equipment used in the experiment:

a. List the workstation number where you were sitting at.
b. List model and series number of the equipment used at the workstation.
c. List all components used in the experiment.
d. Measure the component values accurately as possible.

4. Explain in your result in full clear detail.

5. Experimental, theoretical and computer simulation results should be placed

tabulated next to each other.

6. In your conclusion, discuss your results. Did you verify your calculations? If
your results are outside the measuring accuracy of your equipment try to
explain any discrepancies. Also, did you satisfy the objective?

7. Answer all the questions in the lab experiment.

8. All equations, circuits, graphs, tables and diagrams must be labeled

appropriately (e.g. Figure 1. Voltage Gain AV). Also, circuit diagrams
with critical points must be appropriately labeled.

26
 New York Institute of Technology
School of Engineering and Computing Sciences
Department of Electrical and Computer Engineering

EENG-370 Microprocessors 3-0-3

Course Coordinator: Dr. Yoshikazu Saito

Textbook: Mazidi, Mazidi and Mckinlay “The 8051 Microcontroller and Embedded Systems”,
2nd Ed., Prentice Hall, 2006

Catalog Description:
Microprocessor architecture, memory, I/O ports, interrupts, DMA, and A/D-D/A converters are
discussed along with interfacing and programming techniques. Prerequisites: EENG-125,
EENG-310

Required course in the program

Measurable Learning Outcomes:

At the completion of this course, students will be able to:

 Identify and use the addressing methods for internal and external memory
 Describe and use flags
 Analyze programs by following the definition of instruction
 Create and apply IF-THEN-ELSE function in assembly language
 Create and apply loops such as FOR and WHILE in assembly language
 Use timers and interrupts in applications
 Use stacks, calls and returns to/from subroutines
 Use basic assembler directives
 Describe and show solutions to the problems associated with interfacing external
devices

Student Outcomes:
a. ability to apply knowledge of mathematics, science, and engineering;
k. ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice.

27
Topics to be covered:

 History of Microprocessors
 Architecture and Programming Model
 Addressing and Instruction Set
 IF-THEN-ELSE Structure
 FOR and WHILE loops
 Using Timers
 Execution time and creating delays
 I/O Ports
Electrical characteristics of each port
Interfacing with external devices
 Serial Port
Transmitting data with parity
Receiving data and checking parity errors
 Stacks and Subroutine
Modular programming
Parameter passing and bank switching
 Interrupts
Advantages and disadvantages
Mechanism
Mechanical switches and switch bounces
Application

28
 NEW YORK INSTITUTE OF TECHNOLOGY
School of Engineering and Technology
Department of Electrical and Computer Engineering

EENG-382 Random Signals and Statistics 3-0-3

Course Coordinator: Dr. M. C. Wernicki

CATALOG DESCRIPTION
This course covers basic probability concepts, discrete and continuous random variables,
distribution and density functions and stochastic processes. Principles of modern statistical
inference with applications in basic engineering design are discussed.
Prerequisites: EENG-341.

COURSE OBJECTIVES: This course is designed to show students how to deal with
probability, statistics, and introductory level stochastic processes as they are related to the
noise analysis in conjunction with an analog and digital communication systems.

Measureable Student Learning Outcomes:

At the completion of this course, students will be to:

1. Describe the difference between the relative frequency approach and the axiomatic
approach in the theory of probability.
2. Determine the probability of both continuous and discrete events.
3. Define the concepts of a random variable and a random process
4. Determine the expected value and ensemble values of random variables.
5. Determine probability distribution and probability density function of random variables
and random processes.
6. Describe the concept of stationarity and ergodicity.
7. Determine autocorrelation and power spectral of random signals via the
Wiener- Khinchine theorem.
8. Analyze linear systems subject to random inputs and determine the output noise quantity.

Student Outcomes:
i. a recognition of the need for, and an ability to engage in life-long learning
k. an ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice.

29
TOPICS

• Probability and Statistics

• Probability
Sets, Probability, Basic Axioms of Kolmogorov, Conditional Probability, Bayes
Formula and application in Binary communication channel,
Independent Events and Statistical Independence
• Random Variables
Distribution and density functions
Gaussian random variable
Expectation and moments of a random variable
Functions that give moments
Moment generating function, the characteristic function and its application
• Operations on multiple random variables
Joint distribution and density functions
Expected value of a function of random variables,
Correlation function, and correlation coefficient
Moment generating function, the characteristic function and its application
Sum of two random variables, Transformation of random variables
• Random process
Random process concept
Stationarity and independence
Correlation and its measure
Spectral characteristics and power spectrum
Relationship between power spectrum and autocorrelation Wiener-Khintchine
theorem
• Linear systems
Random Signal Response of Linear Systems
System evaluation using random noise
Noise bandwidth

30
 NEW YORK INSTITUTE OF TECHNOLOGY
School of Engineering and Computing Sciences
Department of Computer Science

EENG 401 Communication Theory 3-0-3

Course Coordinator: Dr. M. Chris Wernicki

Text book: B. P. Lathi, “Modern Digital and Analog Communication Systems,” 4rd Ed.,
Oxford Press, 2008.

Catalog Description:
Review of Fourier Transforms and Series, correlation and spectral density of deterministic
signals, baseband and band-pass linear systems, AM, and FM modulation/ demodulation
schemes, elements of PCM, introduction to information theory and coding, and introduction
to communication networks.. Prerequisites: EENG 341 and EENG 382

Measurable Learning Outcomes:

At the completion of this course, students will be able to …
1. Relate the Fourier analysis to communication signal design.
2. Model mathematically communication signals and noise.
3. Describe communication channel for AM, FM, PCM transmission.
4. Relate various modulation schemes to a practical design.
5. Design communication transmitter and receiver using the skills acquired in an
6. Electronics I & II.
7. Design and implement various communication systems essential for AM
8. transmission of an intelligence.

Student Outcomes:

a. ability to apply knowledge of mathematics, science, and engineering;

e. ability to identify, formulate, and solve engineering problems;
k. ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice.

TOPICS:

 Introduction to Signals Processing

Signal classification
Correlation and Spectral Density Functions
Fourier Analysis of Signals

 Modulation Theory

31
 Principles of Modulation
Amplitude Modulation
Angle Modulation analysis
PAM and its application

 Analog signals in conjunction with Noise

Base-band systems
Analog modulation systems
Angle modulation systems

 Noise analysis in communication systems

Signal to noise ratio and figure of merit
Application of an autocorrelation
Spectral density and the Wiener-Khintchine Theorem
Evaluation of a noise via the Cauchy Residue theorem.
Analysis of linear systems with random inputs

32
 New York Institute of Technology
School of Engineering and Computing Sciences
Department of Electrical and Computer Engineering

EENG-403 Electronic Lab IV 0-3-1

Course Coordinator: Dr. Yoshikazu Saito

Catalog Description:

Laboratory work to complement lecture courses.

Prerequisites: EENG-360, EENG-370

Textbook: Saito, Y. “Experiments with MSC-51 Microcontroller”, 3rd Edition, NYIT, 2011
Objectives: This course is designed to give students laboratory experience in designing,
constructing and testing electronic circuits.

Measurable Student Learning Outcomes:

After completing this course students will be able to:

 Assemble the source code into the object code

 Load, execute and test the program on a 8051 based system
 Design and program for the interface to external components

Student Outcomes:
b. ability to design and conduct experiments, as well as to analyze and interpret data;
d. ability to function on multidisciplinary teams;
g. ability to communicate effectively

Topics to be covered
 Accessing IO ports
 Simple electronic lock
 Using Timers
 Timer interrupts
 External interrupts
 Design of multi-digit display using a programmable controller/driver
 Design of hex keypad interface
 Refinement to electronic lock with data entry and display

Lab Report Format

33
The lab report must be word processed. Circuit diagrams and graphs can be pasted in from
PSPICE, Micro-cap, Electronics Workbench, Mathcad, etc. Lab report must contain:

1. A cover page containing the following information:

a. Course Number:
b. Lab Title:
c. Student’s Name:
d. Lab Partner(s):
d. Instructor Name:
e. Date of Submission:

2. A statement of the objectives “DO NOT COPY FROM THE MANUAL”.

List only the objectives that are addressed in the actual lab.

3. List all equipment used in the experiment:

a. List the workstation number where you were sitting at.
b. List model and series number of the equipment used at the workstation.
c. List all components used in the experiment.
d. Measure the component values accurately as possible.

4. Explain in your result in full clear detail.

5. Experimental, theoretical and computer simulation results should be placed

tabulated next to each other.

6. In your conclusion, discuss your results. Did you verify your calculations? If
your results are outside the measuring accuracy of your equipment try to
explain any discrepancies. Also, did you satisfy the objective?

7. Answer all the questions in the lab experiment.

8. All equations, circuits, graphs, tables and diagrams must be labeled

appropriately (e.g. Figure 1. Voltage Gain AV). Also, circuit diagrams
with critical points must be appropriately labeled.

34
 NEW YORK INSTITUTE OF TECHNOLOGY
School of Engineering and Computing Sciences
Department of Computer Science

CSCI-125 Computer Programming I 3-1-3

Course Coordinators: Dr. Wei Ding, Dr. Tao Zhang

Text book: Walter Savitch, etc, Java: An introduction to Problem Solving & Programming,
Fifth Edition, Publisher: Prentice Hall, Copyright, 2008. ISBN-10: 0136130887, ISBN-13:
9780136130888

Catalog Description:
This course provides basic skills in problem solving and object-oriented programming using
a high-level language such as Java or C++. Topics include algorithm development, simple
data types, expressions and statements, program flow control structures, objects, methods and
arrays.
Prerequisite: Knowledge of Algebra

MEASURABLE STUDENT LEARNING OUTCOMES:

At the completion of this course, students will be able to:

 Read a problem description and design an algorithm to solve the problem

 Develop programs by implementing algorithms
 Use I/O facilities to read input from the keyboard and display output on the screen
 Develop applications that use conditional, branching and loops statements
 Define programming classes and methods and instantiate objects to solve practical
problems
 Design and implement applications using object-oriented programming concepts
 Develop programs using different sort / search algorithms

Student Outcomes:
d. an ability to work in teams;
g. an ability to communicate effectively;
i. an understanding of the need for life-long learning;
k. an ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice

TOPICS:

 Memory organization

35
 Basic Computation
o Variables and Expressions
o data types
o Keyboard and Screen I/O
o Documentation and Style
 Flow of control: branching
o The if-else statement
o The switch statement
 Flow of control: loops
o The while statement
o The do-while statement
o The for statement
 Defining classes and methods
o Instance variables
o Defining void methods
o Define methods that return a value
o The keyword this
 Information Hiding and Encapsulation
o The public and private modifiers
 Objects and references
o Variables of a class type
o Parameters of a class type
o Boolean-valued methods
o Constructors
o overloading
o static variables and methods
 Arrays, basic search and sort algorithms
o Array basics
o Programming in classes and methods
o Sorting and searching arrays

36
 NEW YORK INSTITUTE OF TECHNOLOGY
School of Engineering and Computing Sciences
Department of Computer Science

CSCI-155 Computer Organization and Architecture 3-0-3

Course Coordinator: Dr. Michael Colef
Testbook: David A. Patterson and John L. Hennessy, “Computer Organization and Design
The Hardware/Software Interface,” 4th Edition Morgan Kaufmann 2009

Catolog Description:

This course introduces students to the organization and architecture of modern computers.
The students will learn a variety of concepts from the stored-program concept and the
machine cycle, to the representation of code and data. The basic components of a computer
and their functionality are analyzed including processor datapath, pipelines, I/O devices,
memory hierarchy, and interconnection networks. The instruction set architecture and its
importance in reducing the gap between hardware and software is also discussed. Students
will also learn how to evaluate computer performance.

Pre-requisite: CSCI 125 and MATH 170 or MATH 161.

CSCI – 155 is a required course.

Measureable Learning Outcomes:

At the completion of this course, the students will be able to:
1. Evaluate computer systems performance
2. Explain the instruction set architecture and its importance in the design of computer
systems
3. Design combinational and sequential digital logic circuits
4. Explain the design of the Arithmetic Logic Unit and the processor, datapath and
control
5. Provide the values of control lines to implement instructions
6. Describe the organization of the central processing unit, input/output devices, and
memory of modern computers
7. Show how caches and virtual memory work
8. Evaluate the performance of a pipeline
9. Evaluate different I/O systems
10. Classify multiprocessor systems

Student Outcomes:
b) an ability to apply knowledge of mathematics, science, and engineering
e) an ability to identify, formulate, and solve engineering problems
k) an ability to use the techniques, skills, and modern engineering tools necessary for

37
TOPICS:
 Computer technology
o Organization
o Computer performance evaluation
o Transition from uniprocessors to multiprocessors
o Power related issues
 Logic Design
o Combinatorial Logic
o Sequential Logic
o State Machines
 Instruction Set Architecture
o Number representation
o Instruction representation
o Procedures
o Parallelism
 Assembly language
o MIPS assembly language
 Arithmetic for computers
 Data Path
 Control Path
 Pipelining
 Memory Hierarchy
o Caches
 Performance
 Coherence
 Controllers
o Virtual Memory
 Storage
o Disk
o Flash
o Issues
 Interconnection Networks
 I/O organization and technology
o RAID
 Multiprocessor systems
o Shared memory systems
o Multithreading

38
 NEW YORK INSTITUTE OF TECHNOLOGY
School of Engineering and Computing Sciences
Department of Computer Science

CSCI-185 Computer Programming II 3-1-3

Course Coordinators: Dr. Xiaohui Cui, Dr. Tao Zhang

Text book: Walter Savitch, etc, Java: An introduction to Problem Solving & Programming,
Fifth Edition, Publisher: Prentice Hall, Copyright, 2008. ISBN-10: 0136130887, ISBN-13:
9780136130888

Catalog Description:
This course provides advanced skills in object-oriented programming and problem solving
techniques using a high level language such as Java. Topics include polymorphism,
inheritance, exception handling, and stream and file I/O, recursion, and dynamic data
structures.

Prerequisite: CSCI-125.

Measureable Student Learning Outcomes:

At the completion of this course, students will be able to:
1. Design and implement applications using object-oriented programming concepts:
inheritance and polymorphism.
2. Develop programs that include exception handling.
3. Develop programs that interact with external environment data sources such as
keyboard, files and databases.
4. Develop programs using recursion.
5. Develop programs using dynamic data structures such as vectors and linked lists.
6. Design and implement Java applets and HTML.

Student outcome:

d. ability to function on multidisciplinary teams;

g. ability to communicate effectively;
i. ability to engage in and recognize the need for life-long learning;
k. ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice.

39
TOPICS:

 Review classes, methods, and objects

 Review constructors and method overloading
 Polymorphism and Inheritance
o Polymorphism
o Inheritance basic
o Programming with inheritance
 Exception Handling
o Basic exception handling
o Predefined exception classes
o Defining exception classes
 Streams and File I/O
o Streams and File I/O
o Text-File I/O
o Binary-File I/O
 Recursion
o The basics of recursion
o Recursion with programming
 Dynamic Data Structures and Generics
o Array based data structure
o Linked data structure
o Generics
 Applets and HTML

40
 NEW YORK INSTITUTE OF TECHNOLOGY
School of Engineering and Computing Sciences
Department of Computer Science

CSCI-235 Elements of Discrete Structures 3-0-3

Course Coordinators: Dr. Helen Gu, Dr. Tao Zhang

Text book: Kenneth H. Rosen, Discrete Mathematics and Its Applications, Seventh Edition.
McGraw-Hill, 2012, ISBN 978-0-07-338309-5, MHID 0-07-338309-0.

Catalog Description:
This course provides students with an introduction to discrete structures with applications to
computing problems. Topics include logic, sets, functions, relations, proof techniques,
counting and algorithmic analysis in addition to graph theory and trees.
Prerequisites: CSCI-185, MATH-170 or MATH-161

Required course in the program.

Measurable Learning Outcomes:

At the completion of this course, students should be able to:
1. Apply basic definitions and properties of logic
2. Apply proof techniques to problems in computer science setting
3. Relate practical examples to the appropriate sets, functions, and relations
4. Assess complexity of algorithms
5. Relate ideas of mathematical induction to recursion and apply it to problems in
computer science setting
6. Apply the basic counting principles, permutations and combinations to problems in
computer science setting
7. Apply graphs and trees to problems in computer science setting

Student outcome:
a. an ability to apply knowledge of mathematics, science, and engineering
k an ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice

Topics:
 Proof techniques
Propositional logic and equivalences
Predicates and quantifiers
Rules of inference
Direct proofs, proofs by counter example, contraposition and contradiction
 Sets, relations and functions

41
 Sets (Venn diagrams, complements, Cartesian products, power sets)
Relations (reflexivity, symmetry, transitivity and equivalence)
Functions (one-to-one, onto, inverses, composition)
 Algorithms and Integers
Complexity of Algorithms
Integers, Division and Algorithms
 Induction and recursion
Mathematical induction and strong induction
Developing and solving recursive equations
 Basics of counting
Rule of products and rule of sums
Permutations and combinations
Pigeonhole principle
 Graphs and trees
Undirected and directed graphs
Euler and Hamiltonian cycles
Shortest-path
Tree traversal
Spanning trees
 Basic Logic
Universal and existential quantification
Boolean algebra
Gates

42
 NEW YORK INSTITUTE OF TECHNOLOGY
School of Engineering and Computing Sciences
Department of Computer Science

CSCI-260 Data Structure 3-0-3

Course Coordinator: Dr. Frank Lee

Text book: Nell Dale, Daniel T. Joyce, Chip Weems“Object-Oriented Data Structures
Using JAVA, 2nd Edition, Jones and Bartlett Publishers, 2006, ISBN – 10: 0-7637-3746

Catalog Description:
The classic data structures, such as stacks, queues, linked lists, binary trees, etc. are studied.
Sorting and searching are stressed. Computational analysis is also
Prerequisites: CSCI-210, MATH-170
Required course in the program.

Measurable Learning Outcomes:

At the completion of this course, students should be able to:
1. Apply recursive algorithm, be able to examine its recursive structure and infer the
asymptotic runtime of the algorithm using big-O notation.
2. Trace a solution to the computation problem (e.g., postfix-expression evaluation,
Huffman data compression, path planning), using appropriate data structures (e.g.
stacks, queues, binary trees, binary search trees, graph)
3. Trace through a sequence of key insertions, searches and deletions on a balanced tree
structure.
4. Apply the object-oriented design principals in a problem requiring the efficient use of
a variety of data structure.
5. Implement classical graphs algorithm (e.g. Dijkstra's topological sort or minimum-
spanning tree computation).

Student outcome:
a. an ability to apply knowledge of mathematics, science, and engineering
d. an ability to function on multi-disciplinary teams
e. an ability to identify, formulate, and solve engineering problems
g. an ability to communicate effectively

Topics:
 Introduction to the course,
Software Engineering
Object design techniques
Big-O-Analysis

43
 Abstract Data Types
The StringLog ADT
Introduction to Link Lists
Linked List ADT
 The Stack ADT
Collection Elements
Exceptional Situations
Formal Specification
Array-Based Implementations
Link-Based Implementations
 Recursion
Recursive Definition, Algorithm
Recursive Linked-List Processing
Removing Recursion
 The Queue ADT
Formal Specification
Array-Based Implementations
Link-Based Implementations
 The List ADT
Formal Specification
Array-Based Implementations
Double Linked Lists
Priority Queues, Heaps
Hash tables
 Binary Search Trees
The Logical Level
The Application Level
The implementation Level
Comparing Binary Search Tree and Linear Lists
Balancing a Binary Search
 Priority Queues, Heaps, and Graph
Priority Queues
Heaps
Formal Specification of a Graph
Graph Application
Implementation of Graphs
 Sorting and Searching Algorithm
Sorting
Searching
Hashing

44
 NEW YORK INSTITUTE OF TECHNOLOGY
School of Engineering and Computing Sciences
Department of Computer Science

CSCI-330 Operating Systems 3-0-3

Course Coordinator: Dr. Frank Lee

Text book: Operating System Concepts, Silberschatz, A., Galvin, P., and Gagne, G., 2002,
6th Edition, Wiley, NY, ISBN 0-471-47143-2

Catalog Description:
The design and implementation of an operating system is studied, including process states
and synchronization, memory management strategies, processor scheduling, multiprocessing,
parallel processing, hardware organization, disk scheduling and file management.
Prerequisite: CSCI-260

Required course in the program.

Measurable Learning Outcomes:

At the completion of this course, students should be able to:
1. Compare processes and threads in an operating system.
2. State the purpose of CPU scheduling, list various approaches to prioritizing different
users of the CPU, and describe each approach.
3. Give an example of a situation in which process synchronization is required, the
problem that would occur if there were no process synchronization, and how process
synchronization operates to avoid the problem.
4. Describe a few deadlock situations and how the operating system resolves them.
5. Describe what virtual memory is, the advantage of using virtual memory, and the
problems that must be dealt with in using virtual memory.
6. Identify the key functions the operating system must perform in dealing with mass
storage structures and give a brief description of each.

Student outcome:
i. a recognition of the need for, and an ability to engage in life-long learning
k. an ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice

Topics:
 History and Overview
History of operating system development
The role and purpose of the operating system
Functionality of a typical operating system

45
 Design issues (efficiency, robustness, flexibility, portability, security)
 Operating System Principles
Structuring methods
Abstractions, processes, and resources
APIs
Device organization
Interrupts: methods and implementations
 Concurrency
States and state diagrams
Structures
Dispatching and context switching
Concurrent execution: advantages and disadvantages
Deadlock: causes, conditions, and prevention
Synchronization
Multiprocessor issues (spin-locks, reentrancy)
 Scheduling
Preemptive and nonpreemptive scheduling
Processes and threads
Deadlines
 Memory management
Overlays, swapping and partitions
Paging and segmentation
Placement and replacement policies
Working sets and thrashing
Caching
 Device management
Characteristics of serial and parallel devices
I/O systems
Buffering strategies
Direct memory access
Recovery from failures
 Comparison of current operating systems

46
 NEW YORK INSTITUTE OF TECHNOLOGY
School of Engineering and Computing Sciences
Department of Computer Science

ITEC-410 Internetworking Laboratory 3-0-1

Course Coordinator: Dr. Kiran Balagani

Text book: None.

Catalog Description:

This lab provides students with practical experience in the design, construction and
maintenance of computer communication networks. Students utilize the laboratory to gain
hands-on experience by applying concepts in Information Technology.
Prerequisite: CSCI-370 or CSCI-345

Measurable learning outcome:

At the completion of this course, students should be able to:
a. Install VMware Server
b. Set up HTTP Server.
c. Setup and configure HTTPS Server
d. Install, set up, and configure DHCP Server
e. Install, set up, and configure DNS Server
f. Install, set up, and configure FTP Server
g. Install, set up, and configure LDAP Client/Server
h. Install, set up, and configure NFS Client / NFS Server
i. Install, set up, and configure NIS Client/NIS Server
j. Install, set up, and configure Mail Server
k. Install, set up, and configure Samba Server
l. Install, set up, and configure SLP Server

Student Outcome:
i. a recognition of the need for, and an ability to engage in life-long learning
k. an ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice

Topics:

a. VMware Server
b. Setting up HTTP Server.
c. Exploring the functionality of and configuring a HTTP Server (protocol overview,
generating workloads, enabling HTTPS, etc.)

47
d. Installing, setting up, and configuring a DHCP Server
e. Installing, setting up, and configuring a DNS Server
f. Installing, setting up, and configuring a FTP Server
g. Installing, setting up, and configuring a LDAP Client/Server
h. Installing, setting up, and configuring a NFS Client / NFS Server
i. Installing, setting up, and configuring a NIS Client/NIS Server
j. Installing, setting up, and configuring a Mail Server
k. Installing, setting up, and configuring a Samba Server
l. Installing, setting up, and configuring a SLP Server

48
 NEW YORK INSTITUTE OF TECHNOLOGY
School of Engineering and Computing Sciences
Department of Electrical and Computer Engineering

EENG-489 Design Project 1-3-2

Catalog Description:
Capstone project design principles including project formulation, generation of design
specifications, literature search techniques, mathematical modeling techniques, review of
simulation software, project management, proposal writing skills, and review of oral and
written communication skills. Prerequisite: ECE Senior Standing

Course Coordinators: Dr. Ziqian Dong, Dr. Farshid Delgosha

COURSE OBJECTIVE:
To build strong foundation and preparation for the capstone senior design course. To
formulate a design problem and lay the foundation for project implementation, testing and
verification.

Measureable Student Learning Outcomes:

At the completion of this course, students will be able to:

1. Formulate and write a comprehensive proposal for a typical capstone project.

2. Generate initial design specifications for a chosen project.
3. Perform and write a literature search on the chosen project to understand the current
state-of-art.
4. Demonstrate effective oral and written communication skills via individual and
group presentations, and weekly status and final project reports.
5. Build a comprehensive foundation, on the chosen project, for future implementation,
testing, and verification.
6. Create and maintain a comprehensive laboratory notebook that documents the
progress made on the chosen project.
7. Collaborate effectively with team members towards optimal progress on the chosen
project.

Student Outcomes:

a. ability to apply knowledge of mathematics, science, and engineering;

b. ability to design and conduct experiments, as well as to analyze and interpret data;
c. ability to design a system, component, or process to meet desired needs within
realistic constraints such as economic, environmental, social, political, ethical,
health and safety, manufacturability, and sustainability;
d. ability to function on multidisciplinary teams;
e. ability to identify, formulate, and solve engineering problems;

49
f. understanding of professional and ethical responsibility;
g. ability to communicate effectively;
h. understanding of the larger-scale impact of engineering solutions; in a global,
economic, environmental, and societal context;
i. ability to engage in and recognize the need for life-long learning;
j. ability to understand and know about contemporary issues;
k. ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice.

50
 NEW YORK INSTITUTE OF TECHNOLOGY
School of Engineering and Computing Sciences
Department of Electrical and Computer Engineering

EENG 491 Senior Design Project 3-0-3

Course Coordinators: Dr. Ziqian Dong, Dr. Farshid Delgosha

Catalog Description:
Capstone project design including hardware design, mathematical modeling of sub-systems,
software simulation for project testing and verification, and project management, and
demonstration Prerequisite: EENG 489

Measureable Student Learning Outcomes:

At the completion of this course, students will be able to …
1. Design required sub-systems for the chosen project.
2. Conduct appropriate experiments to test and verify the designed sub-systems.
3. Construct innovative strategies to take into account realistic constraints for
project development and implementation.
4. Identify, formulate and solve engineering problems.
5. Incorporate ethical and professional responsibility in engineering design.
6. Demonstrate skill in using modern software tools to verify and simulate different
sub-systems of the chosen project.
7. Create and maintain a comprehensive laboratory notebook that documents the
progress made on the chosen project.
8. Demonstrate effective oral and written communication skills via individual and
group presentations, and weekly status and final project reports.
9. Collaborate effectively with team members towards successful completion of the
chosen project.

Student Outcomes:

a. ability to apply knowledge of mathematics, science, and engineering;

b. ability to design and conduct experiments, as well as to analyze and interpret data;
c. ability to design a system, component, or process to meet desired needs within
realistic constraints such as economic, environmental, social, political, ethical,
health and safety, manufacturability, and sustainability;
d. ability to function on multidisciplinary teams;
e. ability to identify, formulate, and solve engineering problems;
f. understanding of professional and ethical responsibility;
g. ability to communicate effectively;
h. understanding of the larger-scale impact of engineering solutions; in a global,
economic, environmental, and societal context;
i. ability to engage in and recognize the need for life-long learning;
j. ability to understand and know about contemporary issues;
k. ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice.

51
 NEW YORK INSTITUTE OF TECHNOLOGY
School of Engineering and Computing Sciences
Department of Mechanical Engineering

MENG 211 Engineering Mechanics I: Statics 3-0-3

Course Coordinator: Dr. Steven Lu

Catalog Description
Statics of particles; force in plane and space; equivalent systems of forces; equilibrium of
rigid bodies in two and three dimensions; analysis of structures, friction; distributed
forces; centroids, centers of gravity and moment of inertia; method of virtual work.
Prerequisites: PHYS 170, MATH 180.

Textbook
R.C. Hibbeler “ Engineering Mechanics: Statics”, Twelfth Edition, Pearson Prentice Hall,
2010.

Measureable Student Learning Outcomes

After completing this course all students will be able to:

1. Use the concept of Cartesian components of a force to establish equilibrium of a
particle.
2. Calculate the moments of forces and replace force systems by equivalent forces and
couples.
3. Establish the equilibrium of rigid bodies through the use of free-body diagrams
4. Compute resultants of forces in three dimensions.
5. Determine the location of centers of areas and centroids of composite areas and also
of three dimensional shapes.
6. Determine the forces in members of trusses using the methods of joints and method of
sections.
7. Solve the forces in multiforce members such as frames and machine elements.
8. Utilize the laws of friction in analyzing dry friction problems.
9. Calculate the area moments of inertial common geometric and composite shapes.

Brief List of Topics

1. Fundamental concepts and principles
2. Force vectors
3. Statics of Particles and equilibrium of a particle
4. Force system resultants and equivalent systems of forces
5. Equilibrium of rigid bodies
6. Analysis of structures
7. Internal forces
8. Friction
9. Distributed forces: centroids and centers of gravity
10. Moments of inertia.

52
Relationship of Course to Student Outcomes
a. an ability to apply knowledge of mathematics, science, and engineering
e. an ability to identify, formulate, and solve engineering problems
k. an ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice.

53
 NEW YORK INSTITUTE OF TECHNOLOGY
School of Engineering and Computing Sciences
Department of Electrical and Computer Engineering

ICSS 309 Technology and Global Issues 3-0-3

Course Coordinator: Dr. Steven Billis

Testbooks:
Text1. Easton, Thomas A., Taking Sides: Clashing Views in Science, Technology and
Society, 9th Edition, McGraw Hill, New York, 2010

Text 2. Easton, Thomas A., Taking Sides: Clashing views on Controversial Environmental
Issues, 13th Edition, McGraw Hill, New York, 2010

Catalog Description:

In this course the relationships between technology and global concerns are explored. Topics
such as sustainable development, standards, ethics, environmental concerns and public
policies related to design and development, energy, transportation, air and water facing both
developed and developing nations will be discussed. Open to juniors and seniors only.

ICSS 309 is a required course.

Measureable Learning Outcomes:

At the completion of this course, the students will be able to:

1. Identify current trends in a variety of technical debates inside and outside their own
discipline and summarize the impacts associated with technical solutions, at global,
national, state and local levels.
2. Evaluate solutions, or scenarios using a series of different measures- e.g., economic,
quality of life; number of individuals affected; political ramifications; etc
3. Develop and articulate a personal perspective on both the importance and dangers of
science in today’s world.
4. Demonstrate the ability to learn independently by conducting in-depth research into
a specific topic
5. Communicate effectively in written and oral presentations:
6. Analyze texts and data, evaluate and form
7. Address the ethical and moral aspects of the issues under discussion

Student Outcomes:

f. understand professional and ethical responsibility;

54
g. communicate effectively;
h. understand the larger-scale impact of engineering solutions; in a global, economic,
environmental and societal context;
i. understand and know about contemporary issues;

TOPICS:

 Politics and Public Policy:

Does Politics Come Before Science in Current Government Decision Making?

 The Precautionary Principle:

Is the Precautionary Principle a Sound Basis for International Policy?

 Government and Scientific/Religious Debates:

Should “Intelligent Design” Be Taught in Publicly Funded Schools?

 Government Regulation of the Internet:

Should Government Ensure that the Internet Be Neutral?

 Government Energy Policy:

Should the Government Encourage the Revival of Nuclear Power?

 Government Development Policy:

Should Society Act Now to Halt Global Warming?
Is Carbon Capture Technology Ready to Limit Carbon Emissions?

 Sustainable Development:
Is Sustainable Development Compatible With Human Welfare?

 Government Health/Technology Regulation:

Should the Government Be Concerned about the Health Impact of Cell Phone
Towers?
Should DDT Be Banned by Governments Worldwide?
Should the Government Permit Genetically Modified Foods?
Is It Ethically Permissible to Clone Human Cells?

 Government Regulation of the Internet:

Is Information Technology a Threat to Privacy?

55
 NEW YORK INSTITUTE OF TECHNOLOGY
School of Engineering and Computing Sciences
Department of Computer Science

ETCS105 Career Discovery(*) 2-0-2

(*) this is a service learning structured course.

CATALOG DESCRIPTION: The course experience provides the skills and tools necessary for
a technical career while enabling students to develop confidence in their academic endeavors. The
creative role in the multi-disciplinary design and development process is emphasized in addition
to communication skills, ethical, legal, and professional responsibilities. This course replaces
College Success Seminar for students in the School of Engineering and Computing Sciences.

Contacts for Service-learning:

Amy Bravo
Director of Experiential Education and Employer Outreach
Office location: 26 West 61st Street, 2nd floor - room 217

Dr. Jim Martinez

Assistant Professor, Masters Instructional Technology
Office location: 26 West 61st Street, 2nd floor - room 220

COURSE OBJECTIVES:
As a variation to the conventional Career Discovery course, this service learning structure is
offered in collaboration with PS 241, the STEM Institute of Manhattan (a K5 elementary school in
Harlem) and the NYIT School of Education (SoE). For the students, the lecture and lab
experiences implemented for this course will be enhanced by their offsite experience at the STEM
Institute of Manhattan, where they will be required to offer their skills to provide technical
assistance for selected projects. Prior to the beginning of the semester, The STEM Institute of
Manhattan coordinator will discuss with the Career Discovery instructor the scope of the work to
be done by NYIT students. The time reserved for work visits at PS241 will not interfere with the
regular class/lab time of this course. It is expected that the engineering students will not only
provide their technical skills on the field but that the service learning experience will also develop
confidence in their academic endeavors. The leadership and creative roles in this multi-
disciplinary course are emphasized in addition to communication skills, ethical, legal, and
professional responsibilities.

Measureable Student Learning Outcomes:

At the completion of this course, students will be able to …

1. Solve typical engineering/physics equations using a Math software package

2. Create a simple C++ program with a software development environment
3. Write simple C++ code that implements real time computer control
4. Brainstorm and implement an engineering design as part of a multi-disciplinary team
5. Solve technical problems associated with laptops and desktop computers at the STEM
Institute of Manhattan (f)
6. Contribute engineering content knowledge to the implementation of selected

56
 interdisciplinary unit plans as listed in the K-5 elementary school program curriculum
at the STEM Institute
7. Participate and support technology implementation and management at the STEM
Institute of Manhattan
8. Provide recommendations based on their observations and understanding of the
challenges faced by students and teachers in their efforts to support STEM education
9. Write a documented technical report highlighting technical assistance activities with
the STEM Institute of Manhattan (i,f)

CONTRIBUTION TO PROGRAM OUTCOMES:

d: an ability to function on multi-disciplinary teams
f: an understanding of professional and ethnical responsibility
i: a recognition of the need for, and an ability to engage in life-long experience

TOPICS:
1- Lecture/Lab Component:

Computer Math
Basic Math
Algebra
Trigonometry
Graphs
Systems of equations

Sample engineering problems

Electronic
Mechanical
Sample physics problems
3D modeling
3D model of an engineering part
Dimensions
Physical properties of the part
Software Development
Simple C++ code
Compiling and downloading
Debugging
Real time Control
Speed control
Path control
Sensor control
Team Project
Brainstorming
Organization
Time/task planning
Software implementation
Hardware implementation
Project presentation

57
 NEW YORK INSTITUTE OF TECHNOLOGY
College of Liberal Arts & Sciences
Physics Department

PHYS 170 General Physics I 4-2-4

Instructor: Dr. Shin-R Lin

Text book: Hugh D. Young & Roger A. Freedman: University Physics, Extended with
Modern Physics, 13th Ed., Addison-Wesley, 2010
ISBN 0-321-69686-7

Catalog Description:
A basic course covering vectors, Newton's laws of motion, particle kinematics and dynamics,
work, energy, momentum, and rotational motion.
Corequisite Course(s): MATH-170

Measurable learning outcome:

After completing the course, students should be able to:
1. Represent physical quantities in different system of units
2. Do calculations involving vectors
3. Solve one and two dimensional kinematic problems
4. Analyze a motion of a body using Newton’s laws of motion
5. Apply the concepts of work, energy and momentum to physical problems
6. Analyze rotational equilibrium and dynamics problems

Topics:
 Units, Vectors
 Motion Along a Straight Line
 Motion in a Plane
 Newton’s Laws of Motion
 Applications of Newton’s Laws
 Work & Energy
 Conservation of Energy
 Momentum & Impulse
 Rotational Kinematics
 Rotational Dynamics
 Equilibrium

58
 NEW YORK INSTITUTE OF TECHNOLOGY
College of Liberal Arts & Sciences
Physics Department

PHYS-180 General Physics II 4-2-4

Instructor: Dr. Shin- R Lin

Text book: H. D. Young and R. A. Freedman, University Physics, Extended with Modern
Physics, 13th Ed, Addison-Wesley, 2010 ISBN: 0-321-69686-7

Catalog Description:
A continuation of PHYS 170. Topics include fluids, wave motion, electric fields and electric
potential, DC circuits, magnetic fields, capacitance and inductance, AC circuits, and
electromagnetic waves.
Prerequisite Course(s): PHYS-170; Corequisite Course(s): MATH-180

Measurable learning outcome:

At the completion of this course, students should be able to:
1. Solve elementary problems involving the gravitational force, the gravitational
acceleration and the gravitational potential energy.
2. Solve problems involving the electric force, the electric field and electric potential
energy.
3. Solve problems involving capacitors and dielectrics, and handle capacitors in series
and parallel.
4. Understand the concept of current, resistance and seats of electromotive force, and
solve simple dc circuit and ac circuit problems.
5. Solve problems involving the magnetic force and the magnetic field.
6. Solve problems using Faraday’s Law to find induced emfs.
7. Understand the concept of mutual and self inductance and solve simple problems.

Topics:
 Gravitation
 Coulomb’s Law
 Electric Fields
 Gauss’s Law
 Electric Potential
 Capacitance & Dielectrics
 Current & Resistance
 DC Circuits
 Magnetic Fields
 Source of Magnetic Fields
 Ampere’s Law

59
 Faraday’s Law & Lenz’s Law
 Inductance
 Alternating Currents

60
 NEW YORK INSTITUTE OF TECHNOLOGY
College of Liberal Arts & Sciences
Physics Department

PHYS 225 Introduction to Modern Physics 3-0-3

Instructor: Dr. G. Sunshine

Text book: University Physics, Extended with Modern Physics, 13th Ed, H. D. Young and
R. A. Freedman, Addison-Wesley, 2010
ISBN: 0-321-69686-7

Catalog Description:
A course designed to familiarize students with the topics of fluid mechanics,
thermodynamics, optics, the Special Theory of Relativity, atomic and nuclear physics, and
the quantum theory of photons.
Prerequisite: PHYS 180

Measurable learning outcome:

At the completion of this course, students should be able to:
1. Solve elementary problems involving fluid statics and dynamics.
2. Solve problems involving the concept of heat and energy using the First and Second
Laws of Thermodynamics.
3. Solve problems in optics using the concepts and laws of reflection, refraction and
interference.
4. Solve elementary problems of high speed relative motion using the Theory of
Relativity.
5. Understand the concepts of the photon and quantum theory and solve problems in the
photoelectric effect, the Bohr atom, and the Compton Effect
6. Understand basic nuclear theory and mass defect, and solve problems in radioactivity.

Topics:
 Fluid Mechanics
 Statics (Archimedes’ Pr), Dynamics (Bernoulli’s Eq)
 Temperature and Heat
 Thermal Expansion, Calorimetry, Heat Transfer
 Thermal Properties of Matter
 The Ideal Gas, Heat Capacities
 The First Law of Thermodynamics
 Work, Internal Energy
 Heat Capacities of Ideal Gases
 Isobaric, Isochoric, Isothermal & Adiabatic Processes

61
 The Second Law of Thermodynamics
Heat Engines, Carnot Cycle, Entropy
 Light
E-M Waves, Reflection, Refraction
 Geometric Optics
Spherical Mirrors, Thin Lenses
 Interference
Two-source Interference, Thin Films
 Special Theory of Relativity
Of Length, Time, Mass, Velocity Addition, Momentum, Energy
 Photons and Atoms
Photoelectric Effect, Bohr Atom, Compton Scattering
 De Broglie Waves
 Nuclear Physics
Binding Energy, Fission, Fusion, Half Life, Radioactivity

62
 NEW YORK INSTITUTE OF TECHNOLOGY
College of Liberal Arts & Sciences
Mathematics Department

MATH-170 Calculus I 5-0-4

Instructor: Dr. Timothy A. Loughlin

Text book: Calculus, Fourth Edition, Smith & Minton, McGraw-Hill, 2011
ISBN: 978-0-07-353232-5

Catalog Description:
Review of linear, rational and composite functions; domain, range of a function. The first
and second derivative and its interpretation. Limits and continuity. Differentiability and
tangent lines. The product, quotient and chain rules. Derivatives of trigonometric,
exponential and logarithmic functions. Properties of the derivative including monotonicity,
concavity, relative & absolute extrema, the first and second derivative tests, related rates and
optimization problems. The antiderivative and indefinite integral. Prerequisite: MATH 141
or TMAT 155 or Permission of the instructor.

Measurable learning outcome:

Upon successful completion of this course, students will be able to:
1. Find the limit of a function using graphical, numerical and algebraic techniques.
2. Determine when the limit of a function does not exist.
3. Use the definition of continuity to determine if a function is continuous at a point.
4. Use the definition of the derivative to find the derivative of an algebraic function.
5. Sketch the graph of a derivative of a function, when given the graph of that function.
6. Compute derivatives of algebraic, trigonometric, inverse trigonometric, exponential
and logarithmic functions using the constant, sum, product, quotient and chain rules.
7. Find derivatives of implicitly defined functions.

Topics:
 Lines and Functions:
Review definition of a function, domain, range, graph of a function, vertical
line test, slope of a line, equation of a line, point-slope form, slope-intercept
form, parallel and perpendicular lines, polynomials, rational functions,
applications.
Review use of graphing calculator as needed.
 Composition of Functions:
Review only the definition of composition of functions.
 The Concept of Limits:
Discuss limit from a graphical and numerical point of view.
 Computation of Limits:

63
 Rules for computing limits algebraically, the squeeze theorem, instantaneous
velocity.
 Continuity:
Definition of continuity, types of discontinuities.
 Limits Involving Infinity:
Horizontal and vertical asymptotes.
 Tangent Lines and Velocity:
Difference quotient, average velocity, slope of secant line, instantaneous

rate of change of a function. Use graphical, numerical and algebraic

point of view.
 The Derivative:
Finding the derivative at a point and at x algebraically, sketching the graph
of the derivative, non- differentiability, numerical differentiation.
 Computation of Derivatives:
The power rule, derivatives of sums, tangent line, higher order derivatives,
Acceleration
 Product and Quotient Rules.
 The Chain Rule
 Derivatives of the Trigonometric Functions:
include all six functions.
 Derivatives of Exponential and Logarithmic Functions
 Inverse Functions
 Trigonometric and Inverse Trigonometric Functions
 Implicit Differentiation and Inverse Trigonometric Functions
 Maximum and Minimum Values:
Critical numbers, local and absolute extrema
 Increasing and Decreasing Functions:
The first derivative test.
 Concavity and the Second Derivative Test
 Optimization
 Related Rates
 Antiderivatives

64
 NEW YORK INSTITUTE OF TECHNOLOGY
College of Liberal Arts & Sciences
Mathematics Department

MATH 180 Calculus II 5-0-4

Instructor: Dr. Timothy A. Loughlin

Text book: Calculus, Fourth Edition, Smith & Minton, McGraw-Hill, 2011
ISBN: 978-0-07-353232-5

Catalog Description:
Review of indefinite integrals; area and the definition of the definite integral in terms of
Riemann sums, including calculation of the integral via the definition; the method of
substitution in definite and indefinite integrals; volumes of solids of revolution using
disk/washers and shells; length of a curve; work; the natural logarithm and exponential
functions in integration; l'Hopital's Rule and indeterminate forms; review of inverse
trigonometric functions; the derivatives of inverse trigonometric functions and the integrals
that generate them; completion of the square in integration; integration by parts and reduction
formulas; integrals involving trigonometric functions; partial fractions; improper integrals.
Prerequisite: MATH 141 or Permission of the instructor.

Measurable learning outcome:

Upon successful completion of this course, students will be able to:
1. Find an approximation for the area under a curve using left endpoint, right endpoint
and midpoint evaluations and by using the Trapezoidal and Simpson's Rules.
2. Compute a definite integral using the definition as a limit of Riemann sums.
3. Compute the exact value of a definite integral using the Fundamental Theorem of
Calculus.
4. Calculate the area of a bounded region in the x-y plane.
5. Compute the volume of solids using slicing, the disk/washer method and the shell
method.
6. Find the work done in stretching/compressing a spring, in filling/emptying a tank of
various shapes and in lifting an object with varying weight to a specified height.
7. Find indefinite and definite integrals using the methods of substitution, integration
by parts and partial fractions, as well as trigonometric techniques.
8. Find antiderivatives using integral tables.
9. Evaluate limits using L'Hopital's Rule.
10. Determine the convergence/divergence of an improper integral.

Topics:
 Sums and Sigma Notation:
 Introduction to sigma notation.

65
 Computing sums using sigma notation.
 Area:
Approximating area with rectangles, Riemann sums, calculator program.
Compute the exact area under the graph using Riemann Sums and limit.
 The Mean Value Theorem
 The Definite Integral:
Define the definite integral, discuss its relationship to signed area, introduce
fnint on the calculator, use the calculator program for most evaluations of the
definite integral, rules for integrals, average value of a function, Integral Mean
Value Theorem
 The Fundamental Theorem of Calculus:
Discuss both forms of this Theorem, using the theorem to compute the exact
value of a definite integral, find position function.
 Integration by Substitution:
Finding antiderivatives using “Guess and Check” and u-substitution
 Numerical Integration:
Trapezoidal Rule, Simpson’s Rule, Midpoint Rule
 The Natural Logarithm as an Integral
 Area Between Curves
 Volume:
Slicing, Disks and Washers
 Volumes by Cylindrical Shells:
 Arc Length:

66
 NEW YORK INSTITUTE OF TECHNOLOGY
College of Liberal Arts & Sciences
Mathematics Department

MATH-260 Calculus III 4-0-4

Instructor: Dr. Anna Silverstein

Text book: Multivariable Calculus, 7th Ed., 2008 James Stewart, Brooks-Cole, ISBN
0538497874

Catalog Description:
Sequences and series, Taylor series. Vector analysis and analytic geometry in three
dimensions. Functions of several variables, partial derivatives, total differential, the chain
rule, directional derivatives and gradients. Multiple integrals and applications.
Prerequisite Course(s): MATH-180

Measurable learning outcome:

Upon successful completion of this course, students will be able to:
1. Find derivatives, graphs and areas of functions defined parametrically or in terms of
polar coordinates.
2. Determine the convergence or divergence of infinite sequences and series by
applying the Integral, Comparison, Alternating Series and Ratio Tests.
3. Produce Taylor and Maclaurin series representations of a given function.
4. Use vector operations to find equations of planes and lines in three dimensional
space.
5. Find equations of planes and lines tangent to surfaces.
6. Apply the Chain Rule to find partial derivatives of composite functions of several
variables.
7. Compute gradients and directional derivatives of functions of two and three
variables.
8. Evaluate double iterated integrals and reverse the order of integration in these
a. integrals.
9. Compute double integrals over general regions.
10. Evaluate double integrals in polar coordinates.

Topics:
 Curves Defined by Parametric Equations
 Calculus with Parametric Curves
 Polar Coordinates
 Areas in Polar Coordinates
 Sequences

67
 Series
 The Integral Test; p-series
 The Comparison Tests
 Alternating Series
 Absolute Convergence and the Ratio Test
 Power Series
 Representations of Functions as Power Series
 Taylor and Maclaurin Series
 Applications of Taylor Polynomials
 Three Dimensional Coordinate Systems
 Vectors
 Dot Product
 Cross Product
 Equations of Lines and Planes
 Functions of Several Variables
 Partial Derivatives
 Tangent Planes and Linear Approximations
 Chain Rule
 Directional Derivatives and the Gradient
 Double Integrals over Rectangles
 Double Iterated Integrals
 Double Integrals over General Regions
 Double Integrals in Polar Coordinates

68
 NEW YORK INSTITUTE OF TECHNOLOGY
College of Liberal Arts & Sciences
Mathematics Department

MATH-310 Linear Algebra 3-0-3

Instructor: Dr. Jungho Park

Text book: Elementary Linear Algebra, 9th Edition, Bernard Kolman, Prentice-Hall, 2008,
ISBN 0132296543 Pearson

Catalog Description:
Matrices and systems of linear equations, vector spaces, change of base matrices, linear
transformations, determinants, eigenvalues and eigenvectors, canonical forms.
Prerequisite Course(s): MATH-180

Measurable learning outcome:

Upon successful completing of this course, students will be able to
1. Use Gaussian elimination to solve a system of m equations in n unknowns.
2. Find the inverse of a nonsingular matrix using Gauss Jordan reduction.
3. Decompose a nonsingular matrix into a product of elementary matrices.
4. Determine if a subset of a vector space V is a subspace by checking closure under
addition and scalar multiplication.
5. Find a basis for a subspace of Rn.
6. Determine if a set of vectors is linearly independent.
7. Write a vector in a dependent set T as a linear combination of other vectors in T.
8. Determine if a set of vectors spans a given vector space V.
9. 9. Given a basis S for a vector space V, write any vector in V as a linear
combination of vectors in S.
10. Find the dimension of a vector space S.
11. Find a basis for a subspace of Rn.
12. 12. Apply all vector space procedures to polynomial spaces, matrix spaces, column
spaces and row spaces.
13. Determine if a mapping between two vector spaces is a linear transformation by
checking the addition and scalar multiplication properties.
14. Find the kernel and range of a linear transformation.
15. Determine if a given linear transformation is one to one or onto.
16. Find the representation matrix for a given linear transformation relative to arbitrary
bases for the domain and codomain spaces
17. Find the eigenvalues and corresponding eigenvectors of a square matrix A.

69
 NEW YORK INSTITUTE OF TECHNOLOGY
College of Liberal Arts & Sciences
Mathematics Department

Math-320 Differential Equations 3-0-3

Instructor: Dr. Ranja Roy

Text book: Fundamentals of Differential Equations, R. K. Nagle, E. B. Saff, and A. D.

Snider, 8th ed., Pearson and Addison Wesley, ISBN-13: 978-0-321-74773-0

Catalog Description:
This course is an introduction to the study of first-order and higher-order linear differential
equations, with applications of these topics to mechanics and electrical circuits. A student
taking this course will learn to solve higher order differential equations using various
techniques such as the method of undetermined coefficients, the variation of parameters and
Laplace transforms. Fourier series, separation of variable solutions to partial differential
equations will also be covered in this course. Along with an emphasis of learning algebraic
techniques to solve linear differential equations, TI calculator graphic solutions and its
interpretation will be demonstrated in class.
Prerequisite: Math 260.

Measurable learning outcome:

Upon successful completion of the course, students will be able to:
1. Create and analyze mathematical models based on ordinary differential equations.
2. Determine the type of a given differential equation, and if a solution can be obtained,
select the appropriate analytical technique for finding the solution.
3. Solve algebraically a first order differential equations using separation of variables
integrating factors and exactness criterion.
4. Solve algebraically second order differential equations using the method of
undetermined coefficients, variation of parameters and using Laplace transforms.
5. Find Fourier series of a function.
6. Use the appropriate algebraic methods to solve applied problems in compartmental
analysis and Newtonian Mechanics.
7. Recognize a partial differential equation with boundary conditions for heat flow and
be able to find the heat equation as the particular solution.

Topics:
 Background: Solutions and Initial Value Problems
 Separable Equations
 Linear Equations
 Exact Equations
 Applications: Newtonian Mechanics

70
 Homogeneous Linear Equations: The General Solution
 Auxiliary Equations with Complex Roots
 Auxiliary Equations with Complex Roots
 Variation of Parameters
 Free Mechanical Vibrations
 Definition of the Laplace Transform
 Properties of Laplace Transform
 Inverse Laplace Transform
 Solving Initial Value Problems
 Method of Separation of Variables
 Fourier Series
 Fourier Cosine and Sine series
 Application: The heat equation

71
Appendix B – Faculty Vitae
Please use the following format for the faculty vitae (2 pages maximum in Times New
Roman 12 point type)

1. Name

2. Education – degree, discipline, institution, year

3. Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate),

when (ex. 1990-1995), full time or part time

4. Non-academic experience – company or entity, title, brief description of position,

when (ex. 1993-1999), full time or part time

5. Certifications or professional registrations

6. Current membership in professional organizations

7. Honors and awards

8. Service activities (within and outside of the institution)

9. Briefly list the most important publications and presentations from the past five years
– title, co-authors if any, where published and/or presented, date of publication or
presentation

10. Briefly list the most recent professional development activities

72
 CURRICULUM VITAE

1. Name

Kiran S Balagani

2. Education – degree, discipline, institution, year

Ph.D., Computer Science, Louisiana Tech University, 2008

M.S., Mathematics, , Louisiana Tech University, 2007
M.S., Computer Science, Louisiana Tech University, 2004
B.S., Computer Science, Dayananda Sagar College of Engineering, Bangalore
University, 2000

3. Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate),

when (ex. 1990-1995), full time or part time

NYIT, Assistant Professor, Computer Science, Sept 2011 – Present

Center for Secure Cyberspace, Louisiana Tech University, Research Assistant Professor
Mar 2008 – August 2011

Graduate Research Assistant, Anomaly Detection and Mitigation Lab, LTU, Sept 2002 –
Feb 2008

4. Non-academic experience – company or entity, title, brief description of position,

when (ex. 1993-1999), full time or part time

5. Certifications or professional registrations

6. Current membership in professional organizations

IEEE, ACM

7. Honors and awards

 Outstanding Research and Service Award, Center for Secure Cyberspace,

Louisiana Tech University–Year 2011
 Dean’s List–Year 2004
 Who's Who Among Students in American Universities –Year 2004

8. Service activities (within and outside of the institution)

73
  Technical Committee Member, 2nd Cyberspace Research Symposium, Louisiana,
2009
 Technical Committee Member, 3rd Cyberspace Research Symposium, Louisiana,
2010
 Reviewer, IEEE Transactions on Systems, Man, and Cybernetics – Part A
(2008−Present)
 Reviewer, IEEE Transactions on Systems, Man, and Cybernetics – Part B
(2006−Present)
 Reviewer, IEEE Transactions on Information and Forensic Security
(2011−Present)
 Reviewer, Pattern Recognition Letters (2008−Present)
 Reviewer, International Journal of Computing and ICT Research (2008−Present)
 Reviewer, IEEE International Conference on Networking, Sensing, and Control,
2007

9. Briefly list the most important publications and presentations from the past five years –
title, co-authors if any, where published and/or presented, date of publication or
presentation

PATENTS
[1] V.V. Phoha and Kiran S. Balagani, “Method to Detect SYN Flood Attack.” US
Patent # 7,865,954. Issue date: 4 January 2011.

[2] V.V. Phoha and Kiran S. Balagani, “A Method to Identify Anomalous Data Using
Cascaded K-Means Clustering and ID3 Decision Tree.” US Patent # 7,792,770.
Issued on 09/07/2010.
JOURNALS

[1] Kiran S. Balagani, V.V. Phoha, A. Ray, and S. Phoha, “On the discriminabilty of
keystroke feature vectors for user recognition using fixed text.” Pattern Recognition
Letters, Vol. 32, No. 7, 1070-1080, 2011.

[2] Kiran S. Balagani and V.V. Phoha, “On the feature selection criteria based on an
approximation of multi-dimensional mutual information.” IEEE Transactions on
Pattern Analysis and Machine Intelligence, Vol. 32, No. 7, pp. 1342-1343, 2010.
[3] Kiran S. Balagani, V.V. Phoha, S. S. Iyengar, and N. Balakrishnan, “On Guo and
Nixon’s criterion for feature subset selection: assumptions, implications, and
alternative options,” IEEE Transactions on Systems, Man, and Cybernetics−Part A,
Vol. 40, No.3, pp. 651 -655, May 2010.
[4] Kiran S. Balagani and V.V. Phoha, “On the relationship between dependence tree
classification error and Bayes error rate.” IEEE Transactions on Pattern Analysis and
Machine Intelligence, Vol. 29, No. 10, pp. 1866 – 1868, October 2007.

74
[5] S. R. Gaddam, V.V. Phoha, and Kiran S. Balagani, “K-Means+ID3: A novel method
for supervised anomaly detection by cascading k-means clustering and ID3 decision
tree learning methods.” IEEE Transactions on Knowledge and Data Engineering,
Vol. 19, No. 3, pp. 345 – 354, March 2007.
CONFERENCES
[1] K.A. Rahman, Kiran S. Balagani, and V. V. Phoha. "Making impostor pass rates
meaningless: A case of snoop-forge-replay attack on continuous cyber-behavioral
verification with keystrokes," 2011 IEEE Conference on Computer Vision and
Pattern Recognition Workshops, pp.31-38, 20-25 June 2011.
[2] D. C. Shadrach, Kiran S. Balagani, and V.V. Phoha. “A weighted metric based
adaptive algorithm for web server load balancing.” In the proceedings of the Third
International Conference on Intelligent Information Technology Application, China,
November 2009.
[3] K. A. Rahman, Kiran S. Balagani, V.V. Phoha, and C. Okoye. “Movement speed
and camera distance measurement for human motion detection based on inter-ocular
distance.” In proceedings of the Second Cyberspace Research Workshop and
Symposium, Shreveport, Louisiana, June 2009.
[4] Kiran. S. Balagani, V.V. Phoha, and G. K. Kuchimanchi, “D-CAD: A Divergence-
measure Based Classification Method for Detecting Anomalies in Network Traffic.”
In proceedings of 2007 IEEE Intl. Conf. on Networking, Sensing and Control,
London, April 2007.

10. Briefly list the most recent professional development activities

75
 CURRICULUM VITAE

Name

Stephen R. Barone

2. Education

PhD (Physics) Harvard University June 1967

MS (Mathematics) Polytechnic Institute of Brooklyn June 1954
BS (Physics) Polytechnic Institute of Brooklyn June 1953

3. Academic experience

NYIT Professor of Electrical Engineering 1981- present

NYIT Professor of Computer Science 1981- present
NYIT Associate Director: Center for Engineering and Technology 1983-1985

PINY, LI Graduate Center, Research Professor of Physics,

Dissertation advisor for nine Ph.D. students, 1967-1981

Harvard University, Teaching Fellow, Department of Physics, 1957-1958

Harvard University, Research Fellow , Cyclotron Laboratory, 1956-1957

Princeton University, Research Assistant, Summers, 1956, 1957

Polytechnic Institute of Brooklyn, Research Assistant, 1952-1956

4. Non-academic experience

Weber Research Institute, 1990-1991, Consultant on theoretical research on

turbulence and electromagnetic wave propagation in the earth’s ionosphere

Schlumber-Doll Research Laboratory, 1981 – 1993, Consultant on analytic and

computer modeling of electromagnetic systems in complicated underground
environments

TRG/Control Data Corporation, 1958-1967, Research Physicist on theoretical

research on LASER devices and applications. First group federally funded to
develop a LASER

Technical Research Group, 1957-1958, Theoretical research on electromagnetic

propagation and scattering

76
5. Certifications or professional registrations

6. Current membership in professional organizations

7. Honors and awards

The Society of the Sigma Xi, Eta Kappa Nu, Nu Ypsilon Tau

8. Service activities
NYIT faculty senate, 1982-1988

9. Publications (past 5 years)

Electrodynamic Energy-Momentum Conservation Laws in the External Field

Approximation, preprint

Rectilinear Aharonov-Bohm Phenomena, preprint

Aharonov-Bohm Effect Due to Source Free Electromagnetic Fields, preprint

Quantum Limitations on the Accuracy of Clocks and Predictability, preprint

10. Professional development activities

77
 CURRICULUM VITAE

1. Name

Stephen Jon Blank

2. Education:

PhD (Eng.) Tel Aviv University 1978

MS (Math) Adelphi University 1967
MS (EE) Polytechnic University 1963
BEE (EE) City College of New York 1957

3. Experience:

1987 to present New York Institute of Technology Professor, Electrical Engineering

.
1982 to present IBE Systems Corporation President,

1995 to 1996 Fonar Corporation Consultant,

.
Summer, 1988 US Army, Electronic Warfare Visiting Scientist,

1981 to 1983 Jet Propulsion Laboratory Research engineer

1971 to 1982 IBEC Ltd. Director of Engineering
1961 to 1971 Grumman Aerospace Corp. Leader, F-111 project.
1957 to 1961 AIL R&D engineer,
Summer 1956 Rocketdyne, Canoga Park CA Rocket engine instrumentation.

4. Description of Professional Contributions:

 Derivation of the Empirical Optimization Algorithm for the optimization of antenna arrays
and the development of the computer code for its implementation.

 Development of a method for the analysis and synthesis of array feeds for electronic
distortion correction and vernier beam steering of large reflector antennas. An array feed
derived from this work is now being tested for NASA’s 70 meter reflector antenna used in the
Deep Space Network.

 He was technical chairman of the Task Force on Energy Conservation and Radiation Hazard
Reduction, IEEE LI section, 1993-1995. IDF Radio, Government of Israel adopted his
recommendation to use pure vertical polarization for FM broadcasting, resulting in very
significant savings in energy and reduction in radiation hazard. In 1995, he received the IEEE
Region I Electrical Engineering Professionalism Award for his contributions to energy
conservation and radiation hazard reduction.

78
  He was co-inventor of the circularly polarized trihedral reflector used for automated aircraft
carrier landings by the U. S. Navy and for which U. S. patent 3,309,705 was awarded in
1967.

6. Current membership in professional organizations

 IEEE
 NSS National Space Society

7. Honors and awards

 Eta Kappa Nu
 In 1984, he received the NASA Certificate of Recognition for the “creative development of a
technical innovation” entitled the Empirical Optimization of Antenna Arrays. The computer
code that he developed for the implementation of the Empirical Optimization Algorithm was
made available to the electronics industry as part of COSMOS, NASA’s computer library.
 In 1995, he received the IEEE Region 1 Electrical Engineering Professionalism Award for his
contributions to energy conservation and radiation hazard reduction.

8. Service activities

NYIT Faculty Senate 2005-2007

Chair, IEEE Antennas and Propagation Society, Long Islank/NY Chapter

9. Significant Publications

S. Blank, “An Algorithm for the Empirical Optimization of Antenna Arrays”, IEEE Trans. AP,
Vol. AP-31, No. 4, pp. 685-689, July 1983. This article gave the formulation and experimental
verification of the empirical optimization algorithm, an innovative technique for antenna array
performance optimization under realistic conditions. The algorithm has been advantageously
applied to the design of antenna arrays for airborne early warning (AEW) systems and FM and TV
broadcasting. This work was awarded a NASA Certificate of Recognition in 1984 and was
referenced by J. Kraus in Antennas, 2nd edition, 1988. The computer code developed to implement
the technique was included in COSMOS, NASA’s computer library.

S. J. Blank and W. A. Imbriale, "Array Feed Synthesis for Reflector Distortion Correction and
Vernier Beamsteering", IEEE Trans Antennas and Propagation, Vol. AP-36, No. 10, pp. 1351-
1358, October 1988. (Principle author). This paper has been frequently referenced in the literature.
An array feed derived from this work is now being tested for NASA’s 70 meter reflector antenna
used in the Deep Space Network.

S. J. Blank, "Optimizing the FM Transmitter Antenna", 1990 Broadcast Engineering Conference

Proceedings, National Association of Broadcasters, Atlanta, GA, pp. 263-265, March 30, 1990.
IDF Radio, major network in Israel, adopted the recommendations outlined in this paper for FM

79
broadcasting, resulting in very significant savings in energy and reduction in radiation hazard. In
1995, he received the IEEE Region I Electrical Engineering Professionalism Award for his
contributions to energy conservation and radiation hazard reduction.

Selected Additional Publications

Antennas
S. J. Blank, L. H. Sacks, "A Circularly Polarized Trihedral Reflector", Microwaves, pp. 26-30,
October 1964. He was the senior engineer responsible for the invention of this component used for
automated aircraft carrier landings by the U. S. Navy and for which U. S. patent 3,309,705 was
awarded in 1967.

R.G. Malech, S. J. Blank: "Experiments and Calculations on Surface Wave Antennas", IRE
National Convention Record: Part 1, pp. 74-87, 1959. (Presenter). One of the early investigations
of printed circuit surface wave antennas.

Microwaves
S. J. Blank and C. Buntschuh, "Directional Couplers", chapter in Handbook of Microwave
Technology, T. K. Ishii editor, Academic Press 1994. A survey of design techniques for waveguide
and printed circuit directional couplers.

S. J. Blank, "Guided Waves on Reactance Modulated Cylindrical Surfaces", Grumman Advanced

Development Report 03-03-63.2, May 1963. A study of disk-on-rod (cigar antenna) type structures
done in completion of M. Sc. degree at Polytechnic University, Prof. A. Hessel, advisor.

S. J. Blank, A Hessel: "Propagation on Modulated Corrugated Rods", IEEE Trans. Microwave

Theory and Techniques, pp. 146-147, Jan. 1964. A comment on the propagation properties of disk-
on-rod type structures.

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 CURRICULUM VITAE

1. Name

Steven H. Billis

2. Education – degree, discipline, institution, year

 PhD (Electrical Eng.) Polytechnic Inst. of Brooklyn June 1972

 MS (Electrical Eng.) Polytechnic Inst. of Brooklyn June 1968
 BEE (Electrical Eng.) City College of New York June 1966

3. Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate),

when (ex. 1990-1995), full time or part time

NYIT Associate Dean/Academic Affairs 2010-2012

NYIT ABET Coordinator 2000-2012
NYIT Chairman ECE/CS Manhattan 2000- 2006

4. Non-academic experience – company or entity, title, brief description of position,

when (ex. 1993-1999), full time or part time

 Applied Research Laboratory, Hazeltine, Long Island Research 1966 – 1968

Consultant in Digital Communication Systems
 Center for Multi-Media Research, NYIT 1998 – Present, Project Manager,
 AXA/Equitable Life Assurance Company 1988 – Present, Senior Consultant
and Project Leader,
 Rhode Island Institute of Technology, 1988 – Present, Educational
Consultant,

5. Certifications or professional registrations

6. Current membership in professional organizations

IEEE, ASEE

7. Honors and awards

Eta Kappa Nu, Tau Beta Pi, President’s Service Award (NYIT, 1998)

8. Service activities (within and outside of the institution)

NYIT Faculty Senate 2008 -2010, 2010 -2012

81
 Member, Senate Curriculum Committee,
Member, Senate Assessment Committee,
Member, Senate Academic Standards Committee,

Treasurer AAUP, NYIT Manhattan Chapter 1993 to Present

Member of SPC (School Personnel Committee) 1990 to Present
Union Representative on the Committee to review AAUP Research Grant Proposals
1993 to 2005

9. Briefly list the most important publications and presentations from the past five years –
title, co-authors if any, where published and/or presented, date of publication or
presentation

J.Cheung, S. Billis, and P.Cheng, Electronics Laboratory II Manual, Pearson

Publishing 2005

J.Cheung, S. Billis, and Y. Saito, Electronics Laboratory III Manual, Pearson

Publishing 2005
B. Beheshti, E. Nelson, S. Billis, M. Drossman, “An Iterative Approach to Program
Assessment – Best Practices”, Proceedings of International Conference on
Engineering Education (ICEE 2006), July 2006, San Juan, Puerto Rico.

S. Billis, “Technology and Global Issues: A Non Traditional Course in the

Engineering Curriculum”, 40th ASEE/IEEE Frontiers in Education Conference,
October 27, 2010

S. Billis, N. Anid, S. Giordano, “Music Synthesizers: A Tool in Engineering

Education”, 41st ASEE/IEEE Frontiers in Education Conference, October 12, 2011

S. Billis, N. Anid, Z. Dong, “Infusing the Curriculum with Cutting-Edge Technology

through Partnerships with Industry”, ASEE 2012 Annual Conference, June 8, 2012

10. Briefly list the most recent professional development activities

Attended ABET Program Assessment Workshops 2008, 2009, 2010

Attended AAUP Annual Conferences 2006-2011

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 CURRICULUM VITAE

Name

Michael Colef

EDUCATION
Ph.D., Electrical Engineering, May 1987, The City University of New York.
Thesis: “Motion compensation in the Hadamard domain for video
conferencing ".

M.E., Electrical Engineering, January 1983, The City College of New York,

B.E. (equiv.), Electrical Engineering, July 1979, The Polytechnic Institute,

Bucharest, Romania.

ACADEMIC EXPERIENCE
9/96-Present Associate Professor at the Computer Science and Electrical and
Computer Engineering Department of New York Institute of Technology, Old
Westbury, New York.

1/89-9/96 Assistant Professor at the Computer Science and Electrical and

Computer Engineering Department of New York Institute of Technology, Old
Westbury, New York.

9/82-6/87 Adjunct Lecturer and research assistant at the Electrical

Engineering Department of C.C.N.Y., New York.

NON - ACADEMIC EXPERIENCE

8/87-10/88 Consultant at SCS TELECOM, Port Washington, New York.

Consulting in the areas of digital signal processing and communications.
Responsible for writing software simulation for a digital system based on the
TMS32020 signal processor and design of digital systems.

OTHER RELATED EXPERIENCE

1995 – 1997 Visiting Professor at Bellcore, Morristown, NJ. Involved in the
design of an intelligent switch/router for the transmission of Internet and
video on demand.

PROFESSIONAL AFFILIATIONS AND HONOR SOCIETIES

83
 Member of IEEE; ACM; Tau Beta Pi; Eta Kappa Nu; Nu Upsilon Tau

HONORS AND AWARDS

IBM Faculty Award 2003. Conducted research, in conjunction with IBM and
InfiniBand Trade Association (IBTA), in the area of network modeling, more
specifically, InfiniBand fabric networks modeling. The research was aimed at
improving the quality of service, and the congestion control for the InfiniBand
networks.
SERVICE ACTIVITIES
Advising CS/EE students including undergraduate and graduate students.
Department assessment coordinator.
2010 NYIT Cyber Security Conference Steering Committee member
Supervising of six computer and technology labs at Old Westbury campus.
There are over 150 workstations using MS Windows, Linux or Solaris
platforms in these labs. These labs are entirely operated by our staff. The
computer labs are shared by the all various disciplines in the School of
Engineering and Technology, and the electronic labs are shared by the
Electrical Engineering as well as the Engineering Technology programs.
Help schedule and supervise about 15 graduate assistants.

PUBLICATIONS
S. Fu, T. Zhang and M. Colef, “Secrecy in Two-Way Relay System”, IEEE Globecom 2010
Proceedings, Miami, FL, U.S.A., Dec. 6-10, 2010

GRANTS AND CONTRACTS

NSF TUES 2010 Grant – Enhancing the Electrical and Computer Engineering Curriculum
By Integrating Applications Of Wireless Technology – Co-PI of the TUES proposal together
with Dr. Tao Zhang (PI). The proposal aims at integrating wireless communications in the
undergraduate curriculum by using project designs of real life applications, especially
healthcare oriented ones. Grant awarded is $134,000.

NSF MRI-R2 2009 proposal - Acquisition of Wireless Communication Networking

Instrumentation for Medical Monitoring – Co-PI of the Instrumentation proposal together
with Drs. Tao Zhang (PI) and Farshid Delgosha (co-PI). The request is for instrumentation to
help the research in the area of wireless sensor and mesh networks with applications in
medical monitoring.

NSF CCLI 2009 - Integrating Application-Oriented Wireless Networked Systems into

Electrical and Computer Engineering Curriculum – Co-PI of the CCLI proposal together
with Dr. Tao Zhang (PI). The proposal aims at integrating wireless communication networks
in the undergraduate curriculum at NYIT by means of applications, especially medical
monitoring ones.

NSF CCLI – 2008 - Application-Oriented Wireless Network Testbeds: A Connected Learning

84
Environment – Co-PI of the CCLI proposal together with Dr. Tao Zhang (PI). The proposal
aimed at integrating applications oriented wireless networks testbeds in the Electrical and
Computer Engineering curriculum at NYIT to create an area of specialization in wireless
communications.

DOD, Office of Naval Research – Member of the group that secured a grant to develop a
curriculum in Computer Security and the infrastructure to support it.

NSA – Member of the group that secured a contract with the NSA to develop a tool for the
deployment and maintenance of a high information assurance virtual data center.

Internal Grants

2011 ISRC – TLT grant “FPGA Implementation of Zoom - In - A - Region - Of - Interest

Algorithm for Smart Handheld Devices with Applications in Healthcare” was funded in the
amount of $6,688.52. with reassigned time of two courses.

2010 ISRC – TLT grant “Hardware Implementation of an Image Downscaling Algorithm

with Applications in Medical Monitoring Systems” was funded in the amount of $6,455.87
with reassigned time of two courses.

85
 CURRICULUM VITAE
Name

Julian Cheung

Education
Polytechnic University, Brooklyn, N.Y. (Polytechnic Institute of New York
University now) (All Degrees):

-Ph.D. in Electrical Engineering (Jan. ‘90);

-M.S. in Applied Statistics (June ‘89)
-M.S. in Electrical Engineering (Jan. ‘84);
-B.S. in E.E., minor in Computer Engineering (June ‘83)

Academic Eperience

1/1990 - present Associate Professor, New York Institute of Technology (NYIT), New
York, NY. Teach courses in communication theories, communication
network, compiler design, and computer architecture. Conduct research in
wireless communication and array signal processing.
9/1987 - 8/1990 Teaching fellow at Polytechnic University and adjunst instructor at NYIT.
Teaching assignments included microprocessor, solid-state devices, and
signal processing.
9/1986 - 8/1987 Instructor, New York City Technical College, Brooklyn, NY. Responsible
for courses in computer programming, circuit analysis and communication
systems.
2/1984 - 8/1986 Instructor, Technical Career Institute, New York, NY. Taught college-
level calculus and physics.

Non-Academic Experience

5/2010-08/2010 Consultant (during the summer) at Raytheon Corporation, Woburn, MA.

Radar systems design and development.
5/2008-08/2009 Consultant (part-time) at US Missile Defense Agency (Huntsville, AL)
and Air Force Research Laboratories (Dayton, OH and Lexington, MA).
Ground-based and space-based radar systems design, and algorithm
development.
11/2006 - 04/2008 Consultant (part-time) at Stiefvater Consultants, Rome, NY 13441.
Research and deveopment on adaptive beamforming, ISAR imaging, and
target tracking.
5/05 – 10/2006 Systems Engineer at Lockheed Martin Corporation - MS2, Syracuse, NY
13221. Design and development for the radar environmental stimulator
and channel equalization in the MEADS program.
10/1996 - 12/1998 Visiting scientist at US Air Force Research Laboratory (AFRL), Sensors
Directorate, Rome, NY. Research on pattern synthesis, target tracking,
and airborne radar system analysis.

86
Professional Registration

Senior member of IEEE organization, and member of American Mathematical

Association (AMA).

Honors and Awards

J. Cheung was offered full-time technical jobs by the managements in 1999 (AFRL at
Rome, NY), 2006 (Lockheed Martin, Syracuse, NY), 2008 (Stiefvater Consultants at
Rome, NY and AFRL headquarter at Dayton, OH), and 2010 (Raytheon, Woburn,
MA). These offers were kindly turned down, because my goal was (and is) to pass
knowledge to the next generation.

Technical Publications

Journal Papers
1) J. Cheung and L. Kurz, “A generalized m-interval partition detector with application
to signal detection in impulsive noise,” IEEE Trans. Signal Process., vol.41, no.1,
pp.213-221, Jan. 1993.
2) J. Cheung and L. Kurz, “A class of memoryless robust detectors in dependent
processes,” IEEE Trans. Signal Process., vol.42, no.5, pp.1272-1275, May 1994.
3) J. Cheung and L. Kurz, “Asymptotically optimum finite memory detectors in phi-
mixing dependent processes,” IEEE Trans. Signal Process., vol.42, no.9, pp.2344-
2354, Sept. 1994.
4) D. Behar, J. Cheung, and L. Kurz, “Contrast techniques for line detection in a
correlated noise environment,” IEEE Trans. Image Process., vol.6, no.5, pp.625-641,
May 1997.
5) J. Cheung, D. Ferris, and L. Kurz, “On classification of multispectral infrared image
data,” IEEE Trans. Image Process., vol.6, no.10, pp.1456-1460, July 1997.
6) J. Cheung, M. Wicks, L. Kurz, and G. Genello, “A statistical theory for optimal
detection of moving objects in variable corruptive noise,” IEEE Trans. Image
Process., vol.8, pp.1772-1787, Dec. 1999.
7) G. Genello, J. Cheung, S. Billis, and Y. Saito, “Graeco-Latin squares design for line
detection in the presence of correlated noise,” IEEE Trans. Image Process., vol.9,
pp.609-622, April 2000.
8) J. Cheung, H. Heskiaoff, S. Billis, and P. Cheng, “Directional line detection in
correlated noisy environments,” IEEE Trans. Image Process., vol.9, pp.2061-2070,
December 2000.
9) J. Cheung, P. R. Cornely, and T. Warren, “Equalization of antenna elements –
analysis and performance evaluation,” (IEEE Trans. On Signal Processing, in peer-
review process).
10) J. Cheung, S. S. Krigman and D. Cebula, “Multistatic high resolution ISAR
Imaging,” (being published).

Conference Papers/Technical Reports

87
1) J. Cheung and L. Kurz, “Robust signal detection in dispersive channels,” Proc. Conf.
Inform. Sci. Syst., pp.481-486, Johns Hopkins University, MD, March 20-22, 1991.
2) J. Cheung, L. Kurz, and S. Billis, “Asymptotically optimum and suboptimum finite-
memory detectors,” Proc. Conf. Inform. Sci. Syst., pp.681-686, Johns Hopkins
University, MD, March 24-26, 1993.
3) J. Cheung, “On classification of multispectral image data,” AFOSR Summer Faculty
Technical Report, pp.8-1 to 8-20, 1994.
4) J. Cheung, L. Kurz, and S. Billis, “Line detector in dependent noise processes based
on experimental designs techniques,” Proc. Conf. Inform. Sci. Syst., pp.474-479,
Johns Hopkins University, MD, March 22-24, 1995.
5) J. Cheung, “Automatic moving objects detection and estimation from contaminated
data,” AFOSR Summer Faculty Technical Report, pp.6-1 to 6-20, 1995.
6) J. Cheung, “New techniques for non-cooperative target identification,” AFOSR
Summer Faculty Technical Report, pp.12-1 to 12-20, 1996.
7) J. Cheung, M. Wicks, and S. Billis, “An efficient radar resolution algorithm,” Proc.
Conf. Inform. Sci. Syst., Johns Hopkins University, MD, March 19-21, pp.162-167,
1997.
8) J. Cheung, W. Baldygo, and Y. Saito, “Optimal target identification based on ultra
high resolution radar profiles,” Proc. 1997 IEEE National Radar Conference, pp.278-
283, Syracuse, NY, May 13-15, 1997.
9) J. Cheung, G. Genello, and M. Wicks, “A space-time adaptive detector for moving
targets based on the analysis of variance,” Proc. 1998 IEEE National Radar
Conference, Dallas, Texas, May 12-13, 1998.
10) J. Cheung, G. Genello, and M. Wicks, “Model based STAP enhancements for
detection processing,” Proc. Conf. Inform. Sci. Syst., Johns Hopkins University, MD,
March 17-19, pp. 75-80, 1999.
11) J. Cheung, AStatistical properties of the radar cross section,@ Lockheed Martin Corp.
- MS2 at Syracuse, NY, November 28, 2005.
12) J. Cheung, APrinciple of inverse beamforming and target modeling,@ Lockheed
Martin Corp. - MS2 at Syracuse, NY, November 28, 2005.
13) J. Cheung, ANormalized scatterer vector and interpulse phase shift,@ Lockheed
Martin Corp. - MS2 at Syracuse, NY, December 8, 2005.
14) J. Cheung, AAn algorithm for barrage noise generation,@ Lockheed Martin Corp. -
MS2 at Syracuse, NY, Jan. 26, 2006.
15) J. Cheung, ANarrowband noise jamming,@ Lockheed Martin Corp. - MS2 at
Syracuse, NY, Feb. 26, 2006.
16) J. Cheung, APerformance analysis of channel equalization algorithms,@ Lockheed
Martin Corp. - MS2 at Syracuse, NY, Sept. 10, 2006 [SECRET].
17) J. Cheung, Advanced array beamformers, Technical Report for contract no. N06-110,
US Office of Naval Research, April 24, 2007.
18) J. Cheung, Spaced-based detection of flying objects, Technical Report for contract no.
W9113M-07-C-0074, US Army Research Office, November 29, 2007.
19) J. Cheung, “Target of opportunity study on GT-19X, satellite intercept,” US Air
Force Research Laboratories (AFRL), ECP-271, Oct. 30, 2008 [SECRET].
20) J. Cheung, “Target of opportunity study on M51,” AFRL, ECP-273, Dec. 15, 2008
[SECRET].

88
21) J. Cheung, “Analysis of CRUSHM outputs on scenario L001-1,” AFRL, Feb. 17,
2009 [SECRET].
22) J. Cheung, “Comparison of truth versus CRUSHM outputs on scenario L001-1,”
AFRL, March 30, 2009 [SECRET].
23) J. Cheung and P. R. Cornely, “Equalization of antenna elements,” Multifunction
Radio Frequency 2009 Symposium, Anaheim, CA, Oct. 13-16, 2009 [SECRET].
24) J. Cheung, “Harnessing CRUSHM 3.X to Operate on APSM-based target signatures,”
US Missile Defense Agency (MDA), January 15, 2010 [SECRET].
25) J. Cheung, “Atmospheric attenuation prediction in non-homogeneous environments,”
MDA, June 11, 2010 [SECRET].

Laboratory Manuals
J. Cheung, S. Billis, and P. Cheng, Junior Electronics II Laboratory Manual, Pearson
Publications, 2001 (ISBN: 0-536-62878-5).
J. Cheung, S. Billis, and Y. Saito, Junior Electronics III Laboratory Manual, Pearson
Publications, 2001 (ISBN: 0-536-62879).

89
 CURRICULUM VITAE

Name

Xiaohui Cui,

Education
Ph.D., Computer Science and Engineering, University of Louisville, Louisville, Kentucky 2004
M.S., Computer Science, Wuhan University, Wuhan, China 2001
B.E., Electro-optical Instruments, Wuhan Technical University of Surveying and Mapping,
Wuhan, China 1992

Academic experience:

NYIT, Assistant Professor –Computer Science, 2011-Present

Oak Ridge National Laboratory, 2004-2011

Staff Scientist – Computational Science and Engineering Division, 2010-2011

Associate Staff Scientist – Computational Science and Engineering Division, 2006-2010
Postdoctoral Research Associate, 2004-2006

Certifications or professional registrations:

Certificate, IT Benchmarking, Stanford University, CA 2011

Certificate, Project Management, Project Management Association, DC 2007

Current membership in professional organizations:

Transportation Research Board (TRB) • Institute of Electrical and Electronics Engineers

(IEEE) • Association for Computing Machinery (ACM)

Honors and Awards:

Outstanding Mentor Award, United States Department of Energy Office of Science, 2009
Significant Event Award in Lockheed Martin Cyber Security System Development, Oak
Ridge National Laboratory, 2009
Outstanding Mentor Award in DOE Undergraduate Laboratory Internships Program, United
States Department of Energy, 2008
Super Performance Award, Oak Ridge National Laboratory, 2008
Graduate Dean’s Citation, University of Louisville, 2004
Outstanding CECS Student Award, IEEE Louisville, 2004
Who’s Who among Students in American University & College, 2002-2003

90
University Graduate Fellowship, University of Louisville, 2001-2003

Academic Services:

2010
• Mentor, undergraduate internships program, United States Department of Energy
• Session chair, 2nd IEEE International Conference on Social Computing
(SocialCom2010)
• Chair, Workshop on Computational Modeling and Discovery in Social Systems
• Session chair, 44th Hawaii International Conference on System Sciences (HICSS-44)
Minitrack: Parallel & Distributed Computational Intelligence
• Session chair, International Conference on Swarm Intelligence (ICSI'2010)
• Program committee member, International Conference on Swarm Intelligence and
Emergent Computing (SIEC 2010)
• Program Co-Chair, the 2nd International Conference on Cyber-Enabled Distributed
Computing and Knowledge Discovery

Selected publications:

1. X. Cui, C. Liu, H. K. Kim, S. Kao B. L. Bhaduri: A Multi Agent-Based Framework for

Simulating Household PHEV Distribution and Electric Distribution Network Impact,
Transportation Research Board 90th Annual Meeting, Washington DC, January, 2011
2. Q. Li, X. Chang, X. Cui, L. Tang, Z. Li, C. Liu: A Road Segment Based Vehicle
Emission Model for Real-time Traffic GHG Estimation, Transportation Research Board
90th Annual Meeting, Washington DC, January, 2011
3. X. Cui, J. Beaver, L. Yang, T. Potok. Visual Mining Intrusion Behaviors by Using
Swarm Technology. 44th Hawaii International Conference on System Sciences. Hawaii,
USA; January 2011.
4. X. Cui, J. Beaver, L. Pullum, E. Stiles, B. Klump, J. Treadwell, T. Potok. The Swarm
Model in Open Source Software Developer Communities; IEEE International Conference
on Social Computing (SocialCom2010). Minneapolis, Minnesota; 2010.
5. Y. Zhang, F. Mueller, X. Cui, T. E. Potok. Data-Intensive Document Clustering on GPU
Clusters; Journal of Parallel and Distributed Computing, doi:10.1016/j.jpdc.2010.08.002.
August 2010.
6. X. Cui, J. S. Charles, T. E. Potok. Graphics Processing Unit Enhanced Parallel
Document Flocking Clustering; Springer Lecture Notes in Computer Science (LNCS),
Proceedings of the International Conference on Swarm Intelligence (ICSI’2010).
Beijing, China; 2010.
7. X. Cui, J. Beaver, T. Potok. Swarm-based Knowledge Discovery for Intrusion Behavior
Discovering. Second International Conference on Cyber-Enabled Distributed Computing
and Knowledge Discovery. Huangsan, China; 2010.
8. Q. Wu, Y. Gu, X. Cui, P. Moka, Y. Lin. A Graph Similarity-based Approach to Security
Event Analysis Using Correlation Techniques; IEEE Globecom 2010 – Communication
& Information System Security. 2010.

91
9. J. Gao, Rui Ding, Y. Liu, B. Chen, X. Cui , and J. Siepman, “Web-based Visualization
and Analysis of Atmospheric Nucleation Processes”, International Journal of u- and e-
Service, Science and Technology, Vol. 2, No. 2, pages 25-37, 2009
10. X. Cui, J. M. Cavanagh, T. E. Potok. Parallel Latent Semantic Analysis using a Graphics
Processing Unit; Proceedings of the 2009 Genetic and Evolutionary Computation
Conference. Montreal, Canada; July 2009.

92
 CURRICULUM VITAE

1. Farshid Delgosha

2. Ph.D. degree in Electrical and Computer Engineering from Georgia Institute of

Technology in 2007

3. Assistant Professor in Electrical and Computer Engineering since 2007, full time

4. Memberships:
a. IEEE since 2002
b. Upsilon Pi Epsilon since 2008

5. Awards: Outstanding research award, Center for Signal and Image Processing (CSIP),
School of Electrical Engineering, Georgia Institute of Technology, Atlanta, GA, 2006.

6. Service activities: I have served as a reviewer for many conferences and journals.

7. Publication:
a. A. Eyday, F. Delgosha, and F. Fekri, “Data authenticity and availability in multi-
hop wireless sensor networks,” in ACM Trans. Sensor Networks, vol. 8, No. 2,
May 2012.
b. F. Delgosha and F. Fekri, “A multivariate key-establishment scheme for wireless
sensor networks,” in IEEE Trans. Wireless Commun., vol. 8, No. 4, Apr. 2009, pp.
1814–1824.
c. F. Delgosha, M. Sartipi, and F. Fekri, “Construction of two-dimensional
paraunitary filter banks over fields of characteristic two and their connections to
error-control coding,” in IEEE Trans. Circuit Syst. I, vol. 55, No. 10, Nov. 2008,
pp. 3095–3109.
d. M. Sartipi, F. Delgosha, F. Fekri, “Two-dimensional half-rate codes using two-
variable finite-field wavelets,” in IEEE Trans. Signal Process., vol. 55, No. 12,
Dec. 2007, pp. 5846–5853.
e. F. Delgosha and F. Fekri, “Public-key cryptography using paraunitary matrices,”
in IEEE Trans. Signal Process., vol. 54, No. 9, Sep. 2006, pp. 3489–3504.
f. E. Ayday, F. Delgosha, and F. Fekri, “AuCRB: An efficient mechanism to provide
availability, reliability and authentication for multihop broadcasting in wireless
networks,” in Proc. IEEE Commun. Soc. Conf. Sensor and Ad Hoc Commun. and
Networks - SECON’07, June 2008, pp. 460–468.
g. E. Ayday, F. Delgosha, and F. Fekri, “Efficient broadcast authentication for
wireless sensor networks,” in Proc. IEEE Commun. Soc. Conf. Sensor and Ad Hoc
Commun. And Networks - SECON’07, June 2007, pp. 691–692.

93
 h. F. Delgosha. K. S. Chan, and F. Fekri, “Multivariate symmetric cryptography
using finite-field wavelets,” in Proc. Proc. Hawaii and SITA Joint Conf. Inform.
Theory - HISC’07, May 2007, pp. 130–135.
i. F. Delgosha, E. Ayday, and F. Fekri, “MKPS: A multivariate polynomial scheme
for symmetric key-establishment in Distributed SensorNetworks,” in Int. Wirel.
Commun. Mobile Comput. Conf. - IWCMC’07, Aug. 2007, pp. 236–241.
j. E. Ayday, F. Delgosha, and F. Fekri, “Location-aware security services for
wireless sensor networks using network coding,” in Proc. IEEE Conf. Comput.
Commun. - INFOCOM’07, Aug. 2006.
k. F. Delgosha, E. Ayday, K. Chan, and F. Fekri, “Security services in wireless
sensor networks using sparse random coding,” in IEEE Commun. Soc. Conf.
Sensor and Ad Hoc Commun. and Networks - SECON’06, Sep. 2006, CD-ROM.
l. F. Delgosha and F. Fekri, “An algebraic framework for signature design,” in Proc.
IEEE Int. Symp. Inform. Theory - ISIT’06, Sep. 2006, CD-ROM.
m. F. Delgosha and F. Fekri, “Threshold key-establishment in distributed sensor
networks using a multivariate scheme,” in Proc. IEEE Conf. Comput. Commun. -
INFOCOM’06, Apr. 2006, CD-ROM.

Most recent professional development: Awarded a grant by CISCO to the amount of

$75,000.00 to pursue research on alternate public-key cryptosystems

94
 CURRICULUM VITAE

1. Name:

Wei Ding
2. Education – degree, discipline, institution, year
 Undergraduate Diploma, Computer & Application, Northeastern University, China,
1988.
 M.S., Computer Science & Technology, University of Science & Technology of
China, 1996.
 Ph.D., Computer Science, Louisiana State University, 2006.
3. Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate),
when (ex. 1990-1995), full time or part time

 New York Institute of Technology, Assistant Professor of Computer Science, 2011-

present, full time (tenure track).
 Austin Peay State University, Assistant Professor Computer Science and
Information Technology, 2008-2011, full time (tenure track).
 University of Maine at Fort Kent, Assistant Professor of Computer Science, 2006-
2008, full time (tenure track).
 Louisiana State University, Teaching Assistant/Instructor in Computer Science,
2002-2006, part time.
 University of Texas at Dallas, Teaching Assistant, 2001-2002, part time.
4. Non-academic experience – company or entity, title, brief description of position,
when (ex. 1993-1999), full time or part time

 Anhui Electric Power Design Institute, Hefei, China, Senior Programmer, writing
and maintaining code for Web-based Intranet databases and archive systems, 1998-
2001, full time.
 Anhui Electric Power Design Institute, Hefei, China, Project Manager, writing code
for Web-based plot archive systems, 1996-1997, full time.
 University of Science & Technology of China, Research Assistant, 1993-1996, part
time.
 Hefei Steel Company, Hefei, China, Engineer of Automatic Control & Software,
writing real-time control program and help in maintenance of software, 1988-1993,
full time.

5. Certifications or professional registrations

6. Current membership in professional organizations

 IEEE, 2001 – present
 ACM, 2002 – present
 IEEE Communication Society, 2007 – present
95
  Certified Engineer in China, 1994 – present.
 International Institute of Informatics and Systemics, 2007

7. Honors and awards

 National 7th Five-Year Plan Major Project, Electronic Ear, cooperative project with
Hefei Cement Research and Design Institute, Hefei, China, 1993.
 Guanghua Scholarship, USTC, for outstanding academic progress and research,
1995.
 First Prize of First High School Physics Contest in Hefei, Hefei, China, 1981.

8. Service activities (within and outside of the institution)

 Technical Program Committee (TPC) Member: IEEE WiMOB’12, Barcelona,

2012.
 TPC Member: ICC 2012, Ottawa, Canada, June 2012.
 TPC Member: IEEE ICNC 2012, Maui, Hawaii, 2012.
 TPC Member: IEEE GLOBECOM’11, Houston, TX, 2011.
 TPC Member, IEEE WiMOB 2011, Shanghai, China, 2011.
 TPC Member, IEEE iCOST 2011, Shanghai, China, 2011.
 TPC Member, IEEE International Conference on Communications, Kyoto, Japan,
2011.
 TPC Member: IEEE GLOBECOM’10, Wireless Communication Symposium
 TPC Member: 25th Queen's Biennial Symposium on Communications, Canada,
2010.
 TPC Member: IEEE GLOBECOM’09, Wireless Communication Symposium.
 Session Chair: IEEE Wireless Communications and Networking Conference 2007.
 Reviewer, IEEE Transactions on Mobile Computing, 2011.
 Reviewer: Wireless Communications and Mobile Computing e-Journal, 2008
 Reviewer: Journal of Supercomputing, Springer, 2008
 Reviewer: IEEE Communication Letters, 2007 and 2008
 Reviewer, IEEE Wireless Communications and Networking Conference 2007.

9. Briefly list the most important publications and presentations from the past five years –
title, co-authors if any, where published and/or presented, date of publication or
presentation

 “Synergy of Peer-To-Peer Systems and Mobile Ad-Hoc Networks: Bootstrapping

and Routing”, book, sole author, ISBN: 978-1-60876-951-3, published by Nova
Science Publisher, 2010.
https://www.novapublishers.com/catalog/product_info.php?products_id=12329
 “To Shift or Not To Shift: Maximizing the Efficiency of a Wireless Sensor
Network”, with Chabli Boler, Sumanth Yenduri, Louise Perkins, John Harris,
International Journal of Networked Computing and Advanced Information

96
 Management, October 2011.
 “Distributed First Stage Detection for Node Capture”, first author, with Yingbing
Yu, Sumanth Yenduri, in Proceeding of IEEE GLOBECOM 2010, December 10,
2010.
 “Energy Saving by Centralized Sleep in Early Detection of Captured Nodes”, first
author, with Yingbing Yu, Sumanth Yenduri, in Proceeding of IEEE ROSE’10,
Oct.15, 2010.
 “First Stage Detection of Compromised Nodes in Sensor Networks”, first author,
with Bireshwar Laha, Sumanth Yenduri, published in Proceeding of IEEE SAS’10,
Ireland.
 “Topology Construction for Bootstrapping Mobile Ad-hoc Networks”, book
chapter, sole author, in “Wireless Communications Research Trends”, Nova
Science Publisher.
 “On Mobility of MANETs-Overlaid P2P Rings”, first author, with Sumanth
Yenduri, published in Proceeding of WORLDCOMP'08, Las Vegas, July 2008.
 “Bootstrapping Chord over MANETs - All Roads Lead to Rome”, first author, with
S. S. Iyengar, published in Proceeding of IEEE WCNC’07, Hong Kong, 2007.

10. Briefly list the most recent professional development activities

97
 CURRICULUM VITAE

Name:

Ziqian Dong

Education
Ph.D., Electrical Engineering, New Jersey Institute of Technology, 2008
M.S., Electrical Engineering, New Jersey Institute of Technology, 2003
B.S., Electrical Engineering, Beijing University of Aeronautics and Astronautics,
1999

Academic experience:

New York Institute of Technology, Assistant Professor, 2010-present, Full time

Stevens Institute of Technology, Postdoctoral Researcher, 2009-2010, Part time
New Jersey Institute of Technology, Research Associate, 2009-2010, Part time
Stevens Institute of Technology, Postdoctoral Researcher, 2008-2009, Full time
New Jersey Institute of Technology, Adjunct Professor, 2010, Part time
Monmouth University, Adjunct Professor, 2009-2010, Part time
New Jersey Institute of Technology, Research Assistant, 2003-2007, Full time
New Jersey Institute of Technology, Teaching Assistant, 2001-2005, Part time

Non-academic experience:

AT&T Research Lab, Florham Park NJ, Consultant, LTE geolocation project, 2010,
full time.
Deko International Corp. Clifton NJ, Consultant, Networked service platform for
remote access project, 2009, part time
Heat-Timer Corp. Fairfield NJ, Project Manager, Service management software
migration project, 2004, full time
The BOC Group, Murray Hill NJ, Training Developer, SAP migration training
project, 2002-2003, full time

Current membership in professional organizations:

IEEE, IEEE Communication Society, IEEE Women in Engineering, ASEE

Honors and awards:

NYIT ISRC grant, 2012-2013

Tenth Annual Faculty Scholars Award, New York Institute of Technology, 2011
New Jersey Inventors Hall of Fame Graduate Student Award, 2009.
Hashimoto Prize, 2008.
Hashimoto Fellowship, 2006, 2007.

Service activities (within and outside of the institution)

98
 Mentor at the Intrepid Museum Camp GOALS to promote STEM to elementary and
high school girls, 2011.
Coordinating senior design projects students (EENG 489 and EENG 491) on one-year
capstone project designs, 2010 - present.
NYIT Preview Day Spring 2011, 2012.
Organizing Committee Member IEEE Sarnoff 2012.
Technical Program Committee Member IEEE Sarnoff 2011, 2012, IEEE HPSR 2011,
2012, IEEE GreenCom 2011, 2012.
Session Chair of “Recruitment and Retention of Women” at the 128th ASEE Annual
Conference 2011.
NYIT Open House Fall 2010.
Reviewer of IEEE Sarnoff, IEEE HPSR, IEEE GREENCOM, IEEE Transactions on
Parallel and Distributed Systems, IEEE Transactions on Systems, Man and
Cybernetics, Journal of Computer Communications, IEEE Globecom, IEEE ICC, and
etc.

Briefly list the most important publications and presentations from the past five years –
title, co-authors if any, where published and/or presented, date of publication or
presentation:

Ziqian Dong, Rohan D.W. Perera, R. Chandramouli, and K.P. Subbalakshmi,

“Network Measurement Based Modeling and Optimization for IP Geolocation,”
accepted in Elsevier Computer Networks, August 2011.

Ziqian Dong, S. Anand, and R. Chandramouli, “Estimation of Missing RTTs in

Computer Networks: Matrix Completion vs Compressed Sensing,” Elsevier Computer
Networks, Vol. 55, Issue 15, October 2011, doi 10.1016/j.comnet.2011.07.003.

Roberto Rojas-Cessa and Ziqian Dong, “Load-Balanced Combined Input-Crosspoint

Buffered Packet Switches,” IEEE Transactions on Communications 2010, Vol. 59,
Issue 5, pp. 1421-1433, May 2011.

Ziqian Dong, Roberto Rojas-Cessa, and Eiji Oki “Buffered Clos-Network Packet
Switch with Per-Output Flow Queues,” IET Electronics Letters, Volume 47, Issue 1,
Page 32-34, January 2010.

Briefly list the most recent professional development activities

NSF CAREER Workshop, 2012
NSF Innovation Corps (I-Corps) webinar, 2011
World Wide Cyber Security Conference, 2011
Apple Cocoa Camp Pro for faculty around the globe interested in iPhone, iPad App
design, 2011
118th ASEE Annual Conference, 2011
Cyber Infrastructure Protection Conference, 2011
IEEE Sarnoff Symposium, 2011
Small Business Innovation Research (SBIR) webinars, 2011

99
NYIT Blackboard Instructional Webinar, 2010
ENGAGE - Research-based Strategies to Retain Undergraduates in Engineering
Faculty Student Interaction, 2010
National Science Foundation (NSF) Day Workshop at Princeton University, 2010

100
 CURRICULUM VITAE

Name:

Huanying Gu

Education:

BS, Computer Science, Huazhong University of Science and Technology, China, 1984
MS, Compute Science, Nanjing University of Science and Technology, China, 1989
Ph.D., Computer Science, New Jersey Institute of Technology, 1999

Academic experience:

Associate Professor, Department of Computer Science

New York Institute of Technology
School of Engineering and Computing Sciences
Sep. 2009 – Present (FT)

Associate Professor, Department of Health Informatics,

University of Medicine & Dentistry of New Jersey
School of Health Related Professions
July 2005 – June 2009 (FT)

Assistant Professor, Department of Health Informatics,

University of Medicine & Dentistry of New Jersey
School of Health Related Professions
Aug. 1999 – June 2005 (FT)

Current membership in professional organizations:

Member of American Medical Informatics Association

Member of American Society for Engineering Education

Honors and awards:

Tenth Annual Faculty Scholars Award, New York Institute of Technology, 2011.
Ninth Annual Faculty Scholars Award, New York Institute of Technology, 2010.
Dean's Award for Excellence in Research, University of Medicine & Dentistry of
New Jersey, School of Health Related Professions, May 2003.

Publications and Presentations:

H. Gu, G. Elhanan, M. Halper, H. Zhe. Questionable Relationship Triples in the

UMLS, Proceedings of the IEEE-EMBS International Conference on Biomedical and
Health Informatics (BHI 2012), pages 713-716. (Jan. 2012)
101
Y. Chen, H. Gu, Y. Perl, J. Geller. Overcoming an obstacle in expanding a UMLS
semantic type extent. Journal of Biomedical Informatics 45(1): pages 61-70, 2012.
Y. Wang, M. Halper, D. Wei, H. Gu, Y. Perl, J. Xu, G. Elhanan, Y. Chen, K.A.
Spackman, J.T. Case, G. Hripcsak. Auditing complex concepts of SNOMED using a
refined hierarchical abstraction network. Journal of Biomedical Informatics 45(1):
pages 1-14, 2012.

Y. Chen, H. Gu, Y. Perl, M. Halper, and J. Xu, Expanding the Extent of a UMLS
Semantic Type via Group Neighborhood Auditing, Journal of the American Medical
Informatics Association 16(5): pages 755-766, Sep./Oct. 2009.

H. Gu, D. Wei, J.L.V. Mejino, and G. Elhanan, Relationship Auditing of the FMA
Ontology, Journal of Biomedical Informatics 42(3): pages 550-557, 2009.

Y. Chen, H. Gu, Y. Perl, and J. Geller, Structural Group-Based Auditing of Missing

Hierarchical Relationships in UMLS, Journal of Biomedical Informatics 42(3): pages
452-467, 2009.

Y. Chen, H. Gu, Y. Perl, J. Geller, and M. Halper, Structural Group Auditing of a

UMLS Semantic Type's Extent, Journal of Biomedical Informatics 42(1): pages 41-
52, 2009.

L. Chen, C.P. Morrey, H. Gu, Y. Perl, and M. Halper, Modeling Multi-Typed

Structurally-Viewed Chemicals with the UMLS Refined Semantic Network, Journal
of the American Medical Informatics Association 16(1), pages 116-131, 2009.

H. Gu, G. Hripcsak, Y. Chen, C.P. Morrey, G. Elhanan, J. J. Cimino, J. Geller, and

Y. Perl, Evaluation of Auditing process of UMLS Semantic Type Assignment,
American Medical Informatics Associate 2007 Proceedings, pages 294--298. (Nov.
2007)

Briefly list the most recent professional development activities

PI: “Questionable Relationship Triples in the UMLS”, ISRC grant, NYIT, 1/1/2012 -
12/31/2012.

PI: “A Study of Terminology Auditors’ Performance for UMLS Semantic Type

Assignment”, ISRC grant, NYIT, 1/1/2010 – 12/31/2010.

PI: “A Study of Terminology Auditors’ Performance for UMLS Semantic Type

Assignment”, ISRC grant, NYIT, 1/1/2010 – 12/31/2010.

102
 CURRICULUM VITAE

1. Name

Ayat Jafari

2. Education – degree, discipline, institution, year

 PhD (EE), City University of New York 1987

 MEE, City College of New York 1983
 BS Physics, Tehran University 1975

3. Academic experience – institution, rank, title (chair, coordinator, etc. if

appropriate), when (ex. 1990-1995), full time or part time

NYIT Associate Dean 2006-2011

NYIT Chairman ECE/CS 1995-2011
NYIT Professor 1999-Present
NYIT Associate Professor 1993-1999
NYIT Assistant Professor 1987-1993

4. Non-academic experience – company or entity, title, brief description of position,

when (ex. 1993-1999), full time or part time

 Keyspan, Inc., Consultant (1996-1999).

 Ladder International, Inc., Consultant (1995-1996).
 Philips Laboratories, Member of the Technical Staff, (1984-1985).

5. Certifications or professional registrations

6. Current membership in professional organizations

IEEE Senior Member, ASEE

7. Honors and awards

 NYIT Presidential Service Award

 Philips Laboratory Scholarship
 Outstanding Faculty Advisor Award, IEEE/LI Section, 1993

8. Service activities (within and outside of the institution)

NYIT Faculty Senate 1995-1999

Member of SPC (School Personnel Committee) 1995-2005

103
 9. Briefly list the most important publications and presentations from the past five
years – title, co-authors if any, where published and/or presented, date of
publication or presentation

Chin, H., Jafari A., “A selection algorithm for power controller of hybrid vehicles”, 2011
14th International IEEE Conference on Intelligent Transportation Systems (ITSC), %-7 Oct.
2011, pp. 324 - 328

Tao Zhang, Kejie Lu, Ayat Jafari, Shengli Fu, and Yi Qian, “On the capacity Bounds of
Large-Scale Wireless Network with Physical-Layer Network Coding Under the
Generalized Physical Model", to appear, in Proc. IEEE ICC 2010 - Workshop on
Cooperative and Cogntive Mobile Networks, Captown, South Africa, May 23-27, 2010.

H. Chin and A Jafari, Design of Power Controller for Hybrid Vehicle. In Proceedings of the
42nd IEESymposium on System Theory, Tyler, Taxes, March 7-9, PP. 165-170, 2010.

H. Chin and A Jafari, Using Game Model for Optimal Control of Hybrid Vehicle. In
International Game Workshop of Chicago, September 7-8, PP. 1-17, 2009.

Shyue-Liang Wang, Rajeev Maskey, Ayat Jafari, Tzung-Pei Hong: Efficient sanitization of
informative association rules, Expert Systems with Applications Journal, Volume 35(1-2),
pp.: 442-450 (2008)

Kejie Lu, Tao Zhang, Yi Qian, Shengli Fu, and Ayat Jafari, Performance of a novel topology
control scheme for future wireless mesh networks'', MILCOM 2008, San Diego, California,
USA, Nov. 17-19, 2008.

H. H. Chin, A. A. Jafari, and Y. F. Hwang, Solutions of Wireless Sensor Networks for Driver
Associate, In Proceedings of the 40th IEEE Symposium on System Theory, New Orleans,
Louisiana, March 16-18, 2008.

Shyue-Liang Wang, Dipen Patel, Ayat Jafari, Tzung-Pei Hong: Hiding collaborative
recommendation association rules, Applied Intelligence Journal, Volume 27(1), pp.: 67-77
(2007)

Shyue-Liang Wang, Bhavesh Parikh, Ayat Jafari: Hiding informative association rule sets.
Expert Systems with Applications Journal, Volume 33(2) pp.: 316-323 (2007)

Kejie Lu, Tao Zhang, and Ayat Jafari, An Anycast Routing Scheme for Supporting Emerging
Grid Computing Applications in OBS Networks, Proceedings of ICC 2007, Glasgow, UK,
June 24-28, 2007.
H. H. Chin, A. A. Jafari, and C. F. Huang, Implementing Timed Petri Net in Security
Information Systems. In Proceedings of the 39th IEEE Symposium on System Theory,
Macon, Georgia, March 4-6, 2007.

10. Briefly list the most recent professional development activities

104
 Attended ABET Program Assessment Workshops 1996-2011

 “DOD, Office of Naval research grant” - Grant manager – worked with the group that
developed the CNIS laboratory, as well as the curriculum for the graduate program in
Information, Network and Computer Security.

 “NSA Contract” – Project manager – worked with the group that built a high security
information assurance virtual data center, a virtual data center wizard and a copy/backup
utility for it.

 “LILCO Project” - Building a practical and intelligent fuzzy logic control prototype system for
improving the overall system performance of the electric generation facilities

105
 CURRICULUM VITAE

1. Name

Edward Kafrissen

2. Education – degree, discipline, institution, year

 PhD (Physics) Rutgers University June 1969

 MS (Electrical Eng.) New York University June 1962
 BEE (Electrical Eng.) University of Pennsylvania June 1960

3. Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate),

when (ex. 1990-1995), full time or part time

NYIT Professor 1969-2012

4. Non-Academic Experience – company or entity, title, brief description of position,

when (ex. 1993-1999), full time or part time

5. Certifications or professional registrations

6. Current membership in professional organizations

7. Honors and awards

Presidential Excellence Award in Teaching (NYIT, 2004)

8. Service activities (within and outside of the institution)

NYIT Faculty Senate 2005-2008

Member, Executive Committee,

Member of SPC (School Personnel Committee) 2008 to Present

Developed and taught Career Workshop for Freshman 2000 to Present
Developed hands on experience for Intro to
Digital Hardware course 2008 to Present
Developed and guided Lab4 final lab experience 2007 to Present

9. Briefly list the most important publications and presentations from the past five years –
title, co-authors if any, where published and/or presented, date of publication or
presentation

106
  E. Kafrissen, D. Kafrissen, PSoC STEM Program, Kelvin Electronics 2010
(Development supported by Cypress Semiconductor)

10. Briefly list the most recent professional development activities

Attended STEM conference Oswego, NY 2009

Attended STEM conference RPI 2011
Attended STEM conference BNL 2012

107
 CURRICULUM VITAE

1. Name
Frank (Ping-Yang) Lee

2. Education – degree, discipline, institution, year

PhD (Computer Science) Illinois Institute of Technology August, 1985

MS (Computer Science) Kent State University May, 1981
BS (Computer Science) University of Oklahoma May, 1980

3. Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate),

when (ex. 1990-1995), full time or part time

NYIT ABET Preparation Team 2012 -

NYIT Chairman ECE/CS Manhattan 2012 -
NYIT Associate Professor, Sep. 1994 – Current, Full-time
NYIT Assistant Professor, Sep. 1989 – 1994, Full-time

4. Non-academic experience – company or entity, title, brief description of position,

when (ex. 1993-1999), full time or part time

Industrial Technology Research Institute (Taiwan, ROC), Consultant, 1987- 1989

General Electric (Niskayuna, NY), Consultant, 1990- 1992
China Steel Company (Taiwan, ROC), Consultant, 1990- 1994
Water Lilies, Inc. ((Brooklyn, NY), Consultant, 200 - 2005

5. Certifications or professional registrations

6. Current membership in professional organizations

IEEE, ACM, ASEE

7. Honors and awards

8. Service activities (within and outside of the institution)

NYIT Faculty Senate 2008 -2010, 2010 -2012

Faculty advisor, Chinese Student Association from NanJing, 2009 -
Member, Senate Assessment Committee, NYIT, 2008 -
Member, Senate Academic Standards Committee, 1997 -1999

108
9. Briefly list the most important publications and presentations from the past five years –
title, co-authors if any, where published and/or presented, date of publication or
presentation

Lee, P.Y., “Clustering Analysis: the Foundation of a Search Engine”, Proc. 2006
Annual Conference of Chinese American Academic Professional Society (CAAPS),
September, 2006.
Jafari, A., Lee, F., Banhazl, G., and Rapka, D., “A Web-Based Renewable Energy
Monitoring and Management System”, Proc. 12th International Conference on
Information Integration and Web-based Applications & Services (iiWAS2010),
Paris/France, 2010.

10. Briefly list the most recent professional development activities

The NYIT Solar Carport project, January, 2010 – August, 2010

The NYIT Carbon Footprint project, January, 2011 –
Attended NSF Web-Based Proposal Writing Workshop, 2010
Attended NSF Grant Writing Webinar, 2011
NIH grant (R01-LM008445-01A2), 6/20

109
 CURRICULUM VITAE

1. Name

Radomir (Bill) A. Mihajlovic

2. Education – degree, discipline, institution, year

PhD (Electrical Eng.) Polytechnic Inst. of NYU June 1982

MS ST (Applied Math) Polytechnic Inst. of NYU June 1982
MS (Electrical Eng.) Polytechnic Inst. of NYU June 1979
Grad. Eng. EE (Electrical Eng.) U of Belgrade, Belgrade June 1976

3. Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate),

when (ex. 1990-1995), full time or part time

NYIT, Adj. Assoc. Prof. CS., 2010-2012

NYIT, Assoc. Prof. CS, 2008-2009
NYIT, Adj. Assoc. Prof. CS ,1992-2008
NYIT, Assoc. Prof. EE, 1986-1991
NJIT, Assist. Prof. EE, 1985-1986
StEdU, Assist. Prof. CS, 1984-1985
UTTX, Assist. Prof. EE, 1982-1983
NYIT, Assist.Prof. EE, 1982-1982
NYIT, Lecturer, EE, 1979-1981
Poly of NYU, Lecturer EE, 1978-1981

4. Non-academic experience – company or entity, title, brief description of position,

when (ex. 1993-1999), full time or part time

IT Systems, Brooklyn, NY, Prncpl Consultant f-time 2010 – Present

Soft Electronics Int. Systems, NY, NY. Consultant f-time 1986 - Present
Sitel (Telecom Div.), NY, NY, CTO f-time 1992 – 1996
Schlumberger Wire Services, R&D Engineer f-time 1982 - 1983

5. Certifications or professional registrations

Sun Certified Systems Engineer

Certified Web Master
Microsoft certified A+, Net+
MSE Certified Developer

6. Current membership in professional organizations

IEEE,
110
 ACM
Krivak Assoc.

7. Honors and awards

Eta Kappa Nu, Tau Beta Pi,

Upsilon Pi Epsilon

8. Service activities (within and outside of the institution)

IEEE,NY Section, Student Chapters/Branches Advisor, 1990 – 2000.

United Romanian Jews of America, Board Member 1999 - Present
As a member of program committee served on several international conferences

9. Briefly list the most important publications and presentations from the past five years
– title, co-authors if any, where published and/or presented, date of publication or
presentation

a. Radomir Mihajlovic, “Comprehensive Management of Non Renewable

Resources – A Systems Expert Approach,” 2nd International Symposium on
Natural Resources Management Zajecar, Serbia, May 24-25, 2012.

b. Radomir Mihajlovic, “Cyber Warfare,” Invited presentation, ANTIM

Conference, FORKUP Belgrade, April 19-22, 2012.

c. Strahinja Stanković, Snežana Vulović, Ivica Stanković, Radomir Mihajlović,

"PKI implementation in OpenVPN environment," 441, 18th Conference
YUINFO 2012, Kopaonik, Serbia, Feb. 29 – March 3, 2012.

d. Radomir Mihajlovic, "Cyber World War I," Krivak Association Annual

Conference, Invited Lecture, Belgrade Serbia, Jan. 11, 2012.

e. Radomir Mihajlovic, Vulovic Snezana, Aleksandar Mihajlovic, “On Some

Cloud Computing Security Issues," FON, High Performance and Cloud
Computing in Science and Education, Editors, Marijana Despotovic-Zrakic,
Veljko Milutinovic, Aleksandar Belic, Accepted for Publication, 2012.

f. Levente Hajdu, Jérôme Lauret, Radomir Mihajlovic, “Grids, Clouds and

Massive Simulations,” FON, High Performance and Cloud Computing in
Science and Education, Editors, Marijana Despotovic-Zrakic, Veljko
Milutinovic, Aleksandar Belic, Accepted for Publication, 2012.

Radomir Mihajlovic, "Cyber War and Peace,", VIPSI International Conference, St.
Stephan, Montenegro, December 30-31, 2011.

111
 R. A. Mihajlovic, “On Reverse Privacy & Computer Crime,” Invited presentation,
BISEC 2010, FIT Belgrade, Serbia. May 25, 2010.

R. A. Mihajlovic, D. Mihajlovic, “Telepresence in Higher Education,” IEEE

Sponsored ETRAN conference on Computing & Electronics, July 15 2009. V Banja,
Serbia.

R. A. Mihajlovic, “Bnking Security,” Invited paper, BISEC 2009, Belgrade, Serbia,

May 24 2009.

R.A. Mihajlovic, M.Gregorek, A. Jafari, D. V. Mihajlović, “E-Commerce Contract

Modelling and the Contract Law” IEEE DCCA2007 1st International Conference on
Digital Communications and Computer Applications, Amman Jordan, March 19-21,
2007.

R. Dua, A. Jafari, R. A. Mihajlovic, “Damped Vibration Analysis of Extrinsic Fabry-

Perot Interferometric Sensors using Artificial Neural Networks,” IEEE DCCA2007,
Aman Jordan, March 19-21, 2007.

11. Briefly list the most recent professional development activities

Attended Red Hat Cloud Computing Training 2012

Attended Advanced VMware Security training course 2012

112
 CURRICULUM VITAE

1. Name and Academic Rank

Yoshikazu Saito, Associate Professor (full-time)

2. Degrees with Fields, Institutions, and Dates

Ph.D. (Electrical Eng.), Polytechnic Inst. of New York 1977

M.S. (Electrical Eng.), New York University 1973
B.S. (Electrical Eng.), Keio University 1970

3. Number of years of service on this faculty, including date of original appointment and
dates of advancement in rank

35 September 1, 1977 Assistant Professor

September 1, 1987 Associate Professor

4. Other Related Experience -- (teaching, industrial, etc.):

1976 - 1977 Lecturer - Manhattan College

1975 - 1977 Lecturer - Polytechnic University

5. Consulting:

1988- present Japanese Educational Institute of New York: Institutional computer

operations, security and database management
1987-2005 HZI Research Center: Hardware and software
development of computerized medical equipment and diagnosis
1990-1997 OKI America: Local Area Network and Computer System Analysis
and Management
1990-1994 PASCO USA: development of hardware and software for the
Highway Surface Condition Surveyor
1989-1993 DAIWA BANK, LTD.: Local Area Network and Computer System
Analysis. Database Management.

7. Publications, Papers, and Conference:

Y. Saito, "Experiments with MCS-51 Microcontroller", NYIT, September 2006, 2009,

2011

J. Cheung, S. Billis and Y. Saito, "Graeco-Latin squares design for line detection in the
presence of correlated noise," IEEE Trans. Image Process., volume 9, May 2000.
J. Cheung and Y. Saito, "Electronic Lab III", NYIT, January 2000, 2002

J. Cheung and Y. Saito, "Electronic lab II", NYIT, December 1999, 2002

113
 J. Cheung, W. Baldygo and Y. Saito, An Optimal target identification based on ultra
high resolution radar profiles,@ Proc. 1997 IEEE National Radar Conference,
pp.278-283, Syracuse, NY, May 13-15, 1997

J. Cheung and Y. Saito, "Image Processing Experiments: Manual and Algorithms",

NYIT, 1994

8. Scientific and Professional Societies:

IEEE

9. Honors and Awards:

Senior Teaching Fellowship: 1974, 1975, 1976, 1977

10. Institutional and professional service

2005 – Present Chair – Electrical & Computer Engineering, Computer Science,

Information Technology

1987 – Present Lab Coordinator – All engineering & technology departments(MA)

2000 – Present Faculty Advisor of IEEE at NYIT

114
 Curriculum Vitae
1. Name
M. Chris Wernicki

2. Education – degree, discipline, institution, year

PhD (Electrical Eng.) N Y Univ./Polytechnic Institute of N Y 1976

ME (Electrical Eng.) New York University 1972
BE (Electrical Eng.) Polytechnic Institute of Kiev 1969
AB (Electrical Eng) Telecommunication Institute of Warsaw 1965

3. Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate),

when (ex. 1990-1995), full time or part time

NYIT Associate Professor 1985-2012

Manhattan College Assistant Professor 1975-1981
SUNY Maritime Adj. Associate Professor 1981-1992
Cooper Union Adj. Professor 1975-1979
Poly Inst. of NY Adj. Lecturer 1973-1976
NYU Instructor 1971-1973

4. Non-academic experience – company or entity, title, brief description of position,

when (ex. 1993-1999), full time or part time

5. Certifications or professional registrations

6. Current membership in professional organizations

IEEE, ASEE, Sigma X

7. Honors and awards

2007/2008: Nominated for a Presidential Award for an Excellence in Full-

time Teaching at NYIT.
Sigma Xi, Tau Beta Pi, Eta Kappa Nu
The New York Academy of Science.
Best Teacher Award-Nominated.
Annual Faculty Scholars Award: Distinguished Research Faculty Fellow: 2006,
2008, 2009.
US NAVY- Distinguished Research Fellow 2006, 2008, 2009.
Lasers and Electro Optics Society
Communication Society
SPIE
Optical Society of America
International Who’s Who of Professionals
Who’s Who on Science and Engineering
115
 i. 2009 NAVAL AIR SYSTEM COMMAND, NAWC, Patuxent
River, Photonics Labs, MD. Distinguished Research Fellow. Research
Grant: “Polarization Mode Changes and Characteristics of Wave
Propagation in Single Mode Fibers.”, continuation of 2008 research.

ii. 2008 NAVAL AIR SYSTEM COMMAND, NAWC, Patuxent

River, Photonics Labs, MD. Distinguished Research Fellow. Research
Grant: “Polarization Mode Changes and Characteristics of Wave
Propagation in Single Mode Fibers.”

iii. 2006 NAVAL AIR SYSTEM COMMAND, NAWC, Patuxent

River, Photonics Labs, MD. Distinguished Research Fellow.
Research Grant: “ROADM characterization in conjunction with DWD
Networks.”

iv. 2005 NAVAL AIR SYSTEM COMMAND, NAWC, Patuxent

River, Photonics Labs. MD. Senior Fellow. Research Grant:
“Polarization Effects in Single Mode Fibers at the Faulty Junction.”

v. 2009 NAVAL AIR SYSTEM COMMAND, NAWC, Patuxent

River, Photonics Labs, MD. Distinguished Research Fellow.
Research Grant: “Polarization Mode Changes and Characteristics of
Wave Propagation in Single Mode Fibers.”, continuation of 2008
research.

vi. 2008 NAVAL AIR SYSTEM COMMAND, NAWC, Patuxent

River, Photonics Labs, MD. Distinguished Research Fellow. Research
Grant: “Polarization Mode Changes and Characteristics of Wave
Propagation in Single Mode Fibers.”

vii. 2006 NAVAL AIR SYSTEM COMMAND, NAWC, Patuxent

River, Photonics Labs, MD. Distinguished Research Fellow. Research
Grant: “ROADM characterization in conjunction with DWD
Networks.”

viii. 2005 NAVAL AIR SYSTEM COMMAND, NAWC, Patuxent

River, Photonics Labs. MD. Senior Fellow. Research Grant:
“Polarization Effects in Single Mode Fibers at the Faulty Junction.”

8. Service activities (within and outside of the institution)

116
9. Briefly list the most important publications and presentations from the past five years
– title, co-authors if any, where published and/or presented, date of publication or
presentation

“Polarization Mode Changes & Characteristics of Wave Propagation in Single

Mode Fibers,” Part 2, with Dr. Juock Namkung, Photonics Labs, US Naval Air
System Command, NAVY Research Report, Patuxent River, MD., Part 2., 2009.

“Polarization and Mode changes depending on the environmental stress in single

mode fibers,” with Dr. Juock Namkung, Naval Air Warfare Ctr.; Dr. G. Wilkins,
Morgan State University; Capt. USN., M. Hoke, Air Force Research Labs.
Proceedings of SPIE/IEEE 0277-786X, Volume 7314, 13-14, April 09

“Polarization Mode Changes & Characteristics of Wave Propagation in Single Mode

Fibers,” Part 1, with Dr. Juock Namkung, Photonics Labs, US Naval Air System
Command, NAVY Research Report, Patuxent River, MD., 2008.

“ROADM Characterization in a Conjunction with Wavelength Division

Multiplexers,” with Dr. Juock Namkung, Michael Hackertt, and Brian McDermott,
US Naval Air System Command, NAVYResearch Report, Patuxant River, MD.,
2006.

“Polarization Effects in Single Mode Fibers at the Faulty Junctions,” with Dr. Juock
Namkung, US NAVY-Naval Air Systems Command, NAVY Research Report,
Patuxent River, MD., 2005.

12. Briefly list the most recent professional development activities

Research in Progress:
Polarization Changes in Single Mode Fibers in a Stressed Naval Environment, with
Dr. J. Namkung, Photonics Labs, US NAVY, Patuxant River, MD.

Attended CLEO- the IEEE conference on Lasers and Photonics, Baltimore, MD.,
2009 and 2011.

Developing a new course in the Photonics for an Undergraduate curriculum.

117
 CURRICULUM VITAE

Name

Jack Sheau-Min. Wu

Education -degree, discipline, institutions, year

 BA (Literature) College of Chinese Culture 1968

 MSCS (Computer Sciences) New York Institute of Technology 1982

3. Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate),

when (ex. 1990-1995), full time or part time

NYIT Assistant Professor 1985-2012

4. Non-academic experience – company or entity, title, brief description of position, when

(ex. 1993-1999), full time or part time

 McDonnel Douglas (Cyber Data System), NY as System Engineer/ Systems Analyst

- Designed AThe Medical Office Accounting Control System@. Integrated
Tymshare=s Public Switched Data Network with an Automated System FCM56
airplane engine application system. 1982-1985

 British Broadcasting Corp., McGraw-Hill Companies and Ladder

International Group in a joint venture project of using a set of twenty-four
CD-ROMs for an English Language Teaching (ELT) program for foreign
countries. BBC provided the original materials that were created by sixty
experts in ELT. McGraw-Hill was responsible for the conversion of British
English to American English. My responsibility was in the creation of one of
the earliest multimedia development and manufacturing facilities. Tasks
included in this were planning the facility, training of programmers, selection
and integration of hardware and software tools, DBMS, and networking. The
result is the most widely used product (used in more than 30 counties) for
bilingual language instruction. 1994-1998

5. Certifications or professional registrations

6. Current membership in professional organizations

Association for Computing Machinery (ACM)

7. Honors and awards

8. Service activities (within and outside of the institution)

Advisor for Creative Contraptions Competition, 2010, 2011

118
 Formed a multimedia project team with a group of students at the New York Institute
of Technology to create a mathematics course utilizing cartoons and multimedia
techniques designed to reinforce mathematical concepts among young children. (1999-
2001)

Taught a non-credit course for many students covering the construction of computer
hardware and integration of the software with the hardware. (2000)

9. Briefly list the most important publications and presentations from the past five years –
title, co-authors if any, where published and/or presented, date of publication or
presentation

A multimedia CD-ROM called MOOKI was created in 1997 with a group of students
at The New York Institute of Technology.

Attended and practice with Howard Garner and Thomas Hoerr of Multiple
Intelligences,
A How to Improve Teaching Skills, Missouri 1991-1992.

The C++ and Java Comparison manual, 2004 – 2006.

The Implementation of H.323 protocol used for Internet conference and Voice
IP.2003 – 2004.

Attended university seminars, A How to Improve Teaching Skills@, Taiwan,

Republic of China, 1992, 1994.

Algorithm Engineering: Design and implement the algorithms for financial

engineering. 2002 – 2006.

Financial Engineering: Automated Trading System:

Research and development of Financial Engineering for automated trading system
using C/C++ and API. 2002-2008. Design and implement the algorithms (Neural
Networks, Genetic Analysis, Nature Laws, Quantitative Analysis etc.).

10. Briefly list the most recent professional development activities

"Financial Engineering", Presentation in Taiwan, December, 2011.

119
 CURRICULUM VITAE

Name:

Tao Zhang

Education – degree, discipline, institution, year

PhD (Computer Science) University of Texas at Dallas Aug. 2005

MS (Electrical Eng.) Wuhan Uni. of Science and Technology Dec. 1998
BS (Electrical Eng.) Wuhan Uni. of Science and Technology July 1992

Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate), when
(ex. 1990-1995), full time or part time

NYIT, Associate Professor, Sep. 2011-Present, full time

NYIT, Assistant Professor, Sep. 2005 – Sep. 2011, full time

Non-academic experience – company or entity, title, brief description of position, when

(ex. 1993-1999), full time or part time

NA

Certifications or professional registrations:

NA

Current membership in professional organizations:

IEEE senior member

Honors and awards:

NSF TUES Grant: $134,794, October 1, 2011 - September 30, 2014, PI, project title:
"Enhancing the Electrical and Computer Engineering Curriculum by Integrating
Applications of Wireless Technology"

Institutional Support of Research and Creativity Grants Program (ISRC) grant, NYIT,
2007, 2009 -2011

Sixth to Tenth Annual Faculty Scholars Award, New York Institute of Technology,
2006 – 2011

Service activities (within and outside of the institution)

120
 Technical Program Committee (TPC) member: IEEE Globecom 2011 Optical
Networks and Systems (ONS) Symposium (ONS - GC 11); IEEE WCNC 2010 MAC
track; IEEE ICC 2010 Wireless Communication Symposium (WCS - ICC 10); IEEE
ICC 2009 Wireless Communications Symposium (WCS - ICC 09); IEEE ICC 2009
Next-Generation Networking and Internet Symposium (NGNI - ICC 09); IEEE
Vehicular Technology Conference (VTC) -2008 Spring

Reviewer of Journals: IEEE Transactions on Wireless Communications (TWC); IEEE

Transactions on Mobile Computing (TMC); IEEE Transactions on Parallel and
Distributed Systems (TPDS); IEEE Journal on Selected Area in Communications
(JSAC); IEEE Journal of Lightwave Technology (JLT); IEEE Communication
Magazine; Elsevier Computer Networks; IEEE Vehicular Technology Magazine;
IEEE COMSOC/SBrT Joint Issue of the Journal of Communication and Information
System (JCIS); IEEE Communications Letters; OSA Journal of Optical Networking
(JON); Wireless Networks

Reviewer of Conferences: IEEE INFOCOM; IEEE Globecom; IEEE ICC; ICCCN;

HPSR; BroadNets

Briefly list the most important publications and presentations from the past five years –
title, co-authors if any, where published and/or presented, date of publication or
presentation:

Tao Zhang, Kejie Lu, Shengli Fu, Yi Qian, Wang Liu, and Jianping
Wang,``Improving the Capacity of Large-Scale Wireless Networks with Network
Assisted-Coding Schemes,'' IEEE Transactions on Wireless Communications, VOL.
11, NO. 1, Pages: 88-96, January, 2012

Xianzhong Xie, Bo Rong, and Tao Zhang, ``Improving Physical Layer Multicast by
Cooperative Communications in Heterogeneous Networks,'' IEEE Wireless
Communications, Volume 18, Issue 3, Pages: 58-63, June, 2011

Shengli Fu, kejie Lu, Tao Zhang, Yi Qian, and Hsiao-Hwa Chen, ``Cooperative
Wireless Networks Based on Physical Layer Network Coding,'' IEEE Wireless
Communications, Volume 17, Issue 6, Pages: 86-95, Dec. 2010

Shengli Fu, Tao Zhang, and Michael Colef, ``Secrecy in Two-Way Relay Systems,''
IEEE Globecom 2010, Miami, FL, USA, Dec. 6-10, 2010

Tao Zhang, Kejie Lu, Ayat Jafari, Shengli Fu, and Yi Qian, ``On the Capacity
Bounds of Large-Scale Wireless Network with Physical-Layer Network Coding
Under the Generalized Physical Model,'' in Proc. IEEE ICC 2010 - Workshop on
Cooperative and Cognitive Mobile Networks, Captown, South Africa, May 23-27,
2010

121
 Tao Zhang, Kun Yang, and Hsiao-Hwa Chen, ``Topology Control for Service-
Oriented Wireless Mesh Networks,'' IEEE Wireless Communications, Volume 16,
Issue 4, Pages: 64-71, August 2009

Tao Zhang, Kejie Lu, Gaoxi Xiao, Kejie Lu, and S. Q. Zheng, ``Design Principles
and Formulation for Optical SMART Networks,'' in Proc. MILCOM 2007, Orlando,
Florida, USA, Oct. 29-31, 2007

Tao Zhang, Kejie Lu, and Jason P. Jue, ``Shared Buffering in Optical Packet-
Switched Networks,'' IEEE Journal on Selected Area in Communications (JSAC),
Vol.24, No.4, pp.118-127, April 2006

13. Briefly list the most recent professional development activities

NSF Panelist: Broadening Participation in Computing - Demonstration Project (BPC-

DP) Panel, July 2008.

122
APPENDIX C – Equipment

Electrical and Computer Engineering (ECE) Laboratories

The ECE labs provide hands-on experience with electronic circuits and modern laboratory
instrumentation. The laboratories complement the work in the core ECE courses and are
intended to motivate further study of engineering. The laboratories provide opportunities to
build and test circuits in areas such as analog and digital electronics, logic design,
communications, signal processing, control, image processing and data acquisition. Both
campuses have comparable, good to excellent equipment for each of these areas.

These labs support courses EENG-275, EENG-315, EENG-360, and EENG-403. In addition
the senior ECE capstone design courses EENG-489 (Senior Design Project I), EENG-491
(Senior Design Project II), and special projects are conducted in these laboratories.

In the New York campus, four rooms 601, 802, 903A, B, and 904 are allocated for these
laboratories, providing a total of 2600 square feet of space. Rooms 903A, B and 904 are
dedicated to electrical and computer engineering and Rooms 601 and 802 are dedicated to
personal computers with all the necessary software for engineering and computer science
courses.

The laboratories 903 A, B, 904, 601 and 802 in Manhattan are managed by Mr. Steven
Giordano, who is a full time NYIT staff technician. Room 903 has 20 workbenches and 904
has 14. Mr. Giordano is assisted by 2 student aides per semester. His immediate supervisors
are Dr. Saito, Chairman of the ECE program in Manhattan and Prof. Amara, Chairman of the
ECET program. His responsibilities include the service and maintenance of the laboratory
equipment. Furthermore he assists his immediate supervisors to replace and update
equipment. Through this coordination, the dean prepares her annual capital requirements for
the lab.

In Old Westbury, six rooms, B11, B12, B14, B18, 203 and 204 provide a total space of 3244
square feet. These facilities are equipped to serve both fundamental and advanced electrical
and computer engineering experiments. The space on both campuses is adequate for the
current enrollment.

These laboratories at the Old Westbury campus are managed by Mr. Saverio Marsicano. His
immediate supervisor is Dr. Frank Lee, Chairman of the ECE program in Old Westbury. His
responsibilities are the same as those described above for Steve Giordano.

123
ECE Laboratory Facilities, Manhattan

Laboratory Room 903A

Room 903A has 14 workbenches that provide 24 computer stations. The benches are
equipped to serve both fundamental and advanced electrical and computer engineering
experiments. The Control Systems and VLSI Design equipment are also found here. The
description of equipment follows.

Manufacturer Model Number Product Description

BK Precision BK-4011 5 MHz Sweep-rate Signal/Function generator.
BK Precision BK-1760 Triple output DC power supply with a range from 0 volt to 30 volts.
Tektronix TDS-2012B Two channel digital real-time oscilloscope up to 200 MHz scanning
rate.
Altera UP2 Design Laboratory VHDL Programmer and interface board
DELL Optiplex 790 (All stations are configured with open access to the internet with
an IP based class C network, and both file and print sharing are
installed.)
Hewlett Packard LaserJet 4700N Network configured printer for all 16 Dell Optiplex 790
workstations.
Hewlett Packard HP 8519A Linear Spectrum Analyzer. (1 unit )
Tektronix TLC-1230 4 probe input Logic Analyzer. (1unit )
The Application Software Installed on each Station
ORCAD Inc. ORCAD Unison Printed Circuit Board (PCB) editor and simulation environment.
Altera Ultra Suite
Quartus II 4.2 VHDL Editing, simulation, and hardware programming
environment for UP2 Design Laboratory Package
Mathsoft MathCAD 12 Mathematical modeling and computer based numerical verification.
MathworMks Matlab 7.1 Release Mathematical modeling and computer based numerical verification.
14 with Service
Pack 3 and Control
System, Image and
Signal Processing
Toolkits
Mathworks Inc. Toolkit Data Acquisition Toolkit - used with National Instruments PCI-
6025E Data Acquisition Board.
Interactive Image EWB 5.1 Electronic Workbench ver 5.1 B for both analog and digital circuit
Technology LDT. simulation..
MicroSim Co. PSPICE 9.1 OrCad Pspice ver 9.1 Bused for integrated circuit simulation.
Symphony EDA VHDL Simili 3.0 VLSI Design Environment

124
Room 903B serves as a student project lab for the Senior design courses and electives.
It has 10 workstations.

Manufacturer Model Number Product Description

Dell Optiplex 960 (All stations are configured with open access to the internet with an
IP based class C network, and both file and print sharing are
installed.)
Quanser Digital Control Lab 2 power modules, 2 servo motors,
System 1Ball/Beam system
1 remote sensor,
1DAC board,
1IPFire
based
Flyclass C network, and both file and print sharing are
camera
Textronix 4 TDS 465 installed.)
Two channel digital real-time oscilloscope

3 NetFPGA Hosts

Laboratory Room 904

Room 904 has 14 work stations. Each workbench is equipped as follows:

Manufacturer Model Number Product Description

DELL Optiplex 760 Pentium 4 3.2GHz /1GB RAM/75GB HDD/17" LCD monitor
(All stations are configured with open access to the internet with an
IP based class C network, and both file and print sharing are
installed.)
Metrowerks Code Warrior 7.0 C++ compiler for Palm Pilots.
Tektronix TDS 3012B Two-channel color digital phosphor oscilloscope
BK Precision BK - 1760 Triple output DC power supply, with a range from 0 to 30 volts
BK Precision BK - 4011 A Five MHz sweep rate signal/function generator
URDA SBC-51 Fifteen Microcontroller Trainers
HP LaserJet P4015N Printer

Room 904 also contains the Fiber Optics Lab. This laboratory is under the supervision of Dr.
Chris Wernicki who received an NSF Instrumentation grant to develop this lab for the
undergraduate fiber optics courses. This lab contains the following equipment:

1 Network Analyzer
1 Optical Loss Test Set
1 Fiber Microinterferometer
1 VLS Laser Plasma Tube
1 Microsene's Component kit
1 Spatial Filter M-900
1 Beam Sleaving Accessory 670-BC
1 Jet Printer
1 GTE Termination Kit
1 2 km Single Mode Fiber
25 GTE ST Connectors

125
 1 Single Mode and Multimode Optical Splicer.
1 Fiber Inspection Microscope with Video Accessories.
1 Fiber Adapter
1 Fiber Holder
1 STD Optical Project
2 Optical Laboratory Component
1 HeNe Laser
1 Argon Ion Laser
1 Krpton Laser

All of the computer workstations will have the following software installed on 09/01/2012:

Software Name Availability

Adobe Reader Installed
Anti Virus Corporate Edition Installed
Apache Tomcat Installed
Common ODBC drivers Installed
Cypress Creator 2.0
Eclipse later version Installed
Electronics Workbench Pro
File Zilla Installed
GIT (Software version control) Installed
Google Earth Installed
IIS Installed
J2EE Installed
Macromedia Dreamweaver
MathCAD
Matlab
Mentor Graphics
Microsoft Office Pro 2012 Installed
Microsoft project Installed
Microsoft SQL Server Installed
Microsoft Visual Studio .NET Installed
Multisim Installed
MySQL Installed
NetBeans Installed
NI Multisim (*) Installed
NMAP Installed
OPNET

126
 OrCAD (*)
PHP
PSpice
PSPICE student version (*)
QUARC
Quartus II (latest Version) (*)
SSH Secure Shell Client Installed
virtualbox Installed
Vmplayer with Ubuntu Linux system (Virtual Installed
machine)
winFTP Installed
Wireshark(Network Security) Installed
Xilinx ISE

ECE Laboratory Facilities, Old Westbury

In Old Westbury there are eight laboratory facilities, B11, B12, B14, B16, B18, 203, 211
and 212. These facilities are equipped to serve both fundamental and advanced electrical and
computer engineering experiments.

Laboratory Room B11

Room B11 has 11 work stations. The description of equipment follows.

Manufacturer Model Number Product Description

DELL OPTIPLEX Pentium IV, 1.5 GHz / 256 MB RAM / 20 GB HDD / 17" Flat Panel
GX240 Monitor
(All eleven stations are configured for networking.)
DELL MP4100 Projector
GW Instek GPS-3303 3 Channel Laboratory DC Power Supply
Hewlett LaserJet III Si Printer
Packard
Tektronix TDS 2024 4 Channel Digital Storage Oscilloscope (200 MHz and 2 GS/s)
Tektronix AFG 3021 1 Channel Arbitrary Function Generator (250 MS/s and 25 MHz)

Laboratory Room B12

Room B12 has 10 work stations. The description of equipment follows.

Manufacturer Model Number Product Description

DELL OPTIPLEX Pentium IV, 2.4 GHz / 512 MB RAM / 80 GB HDD / 17" Flat Panel
GX260 Monitor
(All eleven stations are configured for networking.)
DELL MP4100 Projector
GW Instek GPS-3303 3 Channel Laboratory DC Power Supply
Hewlett Packard LaserJet 4 Printer

127
 Protek Protek-9301 31 MHz Synthesized Function Generator
Tektronix TDS 2024 4 Channel Digital Storage Oscilloscope (200 MHz and 2 GS/s)

Laboratory Room B14

Room Room B14 has 11 work stations. The description of equipment follows.
Manufacturer Model Number Product Description
DELL OPTIPLEX Pentium IV, 2.66 GHz / 512 MB RAM / 40 GB HDD / 17" Flat
GX270 Panel Monitor
(All eleven stations are configured for networking. They are also
dual boot systems which boot Windows XP Pro Service Pack 2, the
list of software below is only installed on one of the partitions.)
Epson PowerLite 5000 Projector
GW Instek GPS-3303 3 Channel Laboratory DC Power Supply
Hewlett Packard LaserJet 2100 Printer
Protek Protek-9301 31 MHz Synthesized Function Generator
Tektronix TDS 2024 4 Channel Digital Storage Oscilloscope (200 MHz and 2 GS/s)

Laboratory Room B16 serves as the student project space.

Room 212 is an open computer science lab space. The lab contains 27 Dell Optiplex 960
computers.

Room B18 also contains various high end servers and networking equipment which have
various Operating Systems and software installed on them depending on current research and
projects. The description of equipment follows.

Quantity Manufacturer Model Number Product Description

3 DELL PowerEdge 4600 Dual Xeon 3.0 GHz / 4 GB RAM / 400
GB HDD
8 DELL PowerEdge 2650 Dual Xeon 3.0 GHz / 4 GB RAM / 200
GB HDD
1 DELL PowerEdge 2850 Dual Xeon 3.8 GHz / 8 GB RAM / 1.3
TB HDD
2 DELL DELL Rack Console Rack Consoles
5 Cisco PIX 515E 6 Interface Firewall
2 Cisco PIX 515E 2 Interface Firewall
3 Cisco Catalyst 3550 48 Port Switch
1 Cisco Catalyst 2500 XL 24 Port Switch
4 Cisco 2651 XM VPN\Router
1 Cisco VPN 3000 VPN Concentrator
2 Raritan Dominion SX16 Terminal Server
2 Raritan Paragon II KVM Over Ethernet Server
4 Raritan Paragon User Station User Station
1 Raritan IP-Reach TR Remote Access for Raritan Equipment.
1 Symbol Wireless Switch 5000 802.11a/b 6 port Wireless Switch

128
 1 Symbol ES-3000 802.11 POE Switch
6 Symbol AP200 802.11a/b Access Points
2 Liebert UPS Uninterrupted Power Supply

Room 203 Sun Ray Room

10 Sun Ray Network Appliances (SW: Solaris 9; Windows NT)
8 Dell Optiplex GX110 Beowulf Cluster (Fedora Core 2)

Laboratory Room 211

Room 211 is a classroom and has 31 work stations. The description of equipment follows.

Two of the work stations have the following configuration:

Manufacturer Model Number Product Description

DELL OPTIPLEX Pentium IV, 2.4 GHz / 512 MB RAM / 80 GB HDD /
GX260 17" Flat Panel Monitor
(Both stations are configured for networking.)

Eleven of the work stations have the following configuration:

Manufacturer Model Number Product Description

DELL OPTIPLEX Pentium IV, 2.66 GHz / 512 MB RAM / 40 GB HDD
GX270 / 17" Flat Panel Monitor
(All eleven stations are configured for networking.)
The remaining eighteen work stations have the following configuration:

Manufacturer Model Number Product Description

DELL OPTIPLEX Pentium IV, 3.2 GHz / 1 GB RAM / 80 GB HDD /
GX270 17" Flat Panel Monitor
(All eighteen stations are configured for networking.)
Manufacturer Model Number Product Description
Epson PowerLite 810p Projector

Additional Laboratory Equipment MA Campus

2005-2006
15 Dell Optiplex SX280 Pentium 4 Computer (Rm 801) (*$18000)
10 Tektronix TDS 3012 B DP Oscilloscopes (*$32000)
8 B&K 1760 Power Supplies (*$4400)
2 B&K 4011 A Function Generators (*$660)
16 Dell Optiplex SX280 Pentium 4 Computer (*$19200)

2007-2008
10 Tektronix TDS 3012 B DP Oscilloscopes (*$32000)
20 Altera DE 1 Design Laboratory VHDL Programmers (*$5600)

129
2008-2009
14 Dell Optiplex 960 Computers ($18,000 @ $1200.00ea)
17 Tektronix TDS 2012 DS Oscilloscopes ($26,001.50 @
$1529.50ea)
2 Reversible Aluminum Frame Whiteboard/Blackboards ($1279.08)

2009-2010
1 HP Laserjet 4051n Printer ($900.00)
23 Dell Optiplex 780 ($25430)
17 Tex scopes ($26000)

2010-2011

2 Rigol Spectrum Analyzers DSA1020 ($5998)

2011-2012

80 Dell Optiplex 790 ( $52,000 @ $650 ea) Rooms 903, 904, 801, 601

25 PSoC3 Microcontroller Development Kit ( $2500)

25 CapSence Unit ( $3750.00

27 LEGO Mindstorm ($ 7700.00)

130
APPENDIX D – Institutional Summary

Programs are requested to provide the following information.

1. The Institution
a. Name and address of the institution

New York Institute of Technology

Old Westbury, NY 11568

b. Name and title of the chief executive officer of the institution

Dr. Edward Guiliano

President

c. Name and title of the person submitting the self-study report.

Dr. Steven Billis
Professor of Electrical and Computer Engineering

d. Name the organizations by which the institution is now accredited and the dates of the
initial and most recent accreditation evaluations.

Middle States Commission on Higher Education - Initial accreditation in 1969;

most recent visit in March 2008; last reaffirmed: June 25, 2009

 Bachelor of Science degree in Electrical Engineering, accredited by the

Accreditation Board for Engineering and Technology (ABET/EAC) -
Initial accreditation visit in December 1985; most recent visit in November
2000, reaccredited as Electrical and Computer Engineering.

 Bachelor of Science degrees in Mechanical Engineering, accredited by the

Accreditation Board for Engineering and Technology (ABET/EAC) -
Initial accreditation visit in December 1985; most recent visit in November
2006.

 Bachelor of Technology degree in Electrical Engineering Technology,

accredited by the Accreditation Board for Engineering and Technology
(ABET/TAC) - Initial accreditation visit in 1975; most recent visit in
November 2010.

131
  Bachelor of Architecture degree is accredited by the National Architecture
Accrediting Board (NAAB) - Initial accreditation visit in 1979; most recent
visit in March 2010.

 The New York College of Osteopathic Medicine of New York Institute of

Technology offers the degree of Doctor of Osteopathy and is accredited by
the American Osteopathic Association. -Initial accreditation visit in 1977;
most recent visit in March 2008.

 Bachelor of Fine Arts in Interior Design is accredited by the Council for

Interior Design Accreditation (CIDA) - Initial accreditation visit in 1984;
most recent visit in March 2006.

 Master of Science degree in Occupational Therapy, accredited by The

Accreditation Council for Occupational Therapy Education (ACOTE) of
the American Occupational Therapy Association (ACOTA) – Initial
accreditation visit in March 1990; most recent visit in November 2010

 Doctor of Physical Therapy degree in Physical Therapy, accredited by The

Commission on Accreditation in Physical Therapy Education (CAPTE) –
Initial accreditation visit in March 2000; most recent visit in March 2005
 Master of Science in Physician Assistant Studies, accredited by The
Accreditation Review Commission on Education for the Physical Assistant
(ARC-PA) – Initial accreditation visit in March 2000; most recent visit in
March 2005

 School of Education, offering the Master of Science in various education

and counseling programs by the National Council for Accreditation of
Teacher Education (NCATE) -- Initial accreditation visit March 2005

1. Type of Control
Description of the type of managerial control of the institution, e.g., private-non-profit,
private-other, denominational, state, federal, public-other, etc

NYIT is a private non-profit institution.

2. Educational Unit
Describe the educational unit in which the program is located including the
administrative chain of responsibility from the individual responsible for the program to
the chief executive officer of the institution. Include names and titles. An organization
chart may be included.

132
 The basic unit providing engineering education at Now York Institute of Technology is
the School of Engineering and Computing Sciences (SoECS).
The departments within SoECS are:
 Department of Electrical and Computer Engineering Technology – New York
Campus
 Department of Telecommunications Network Management - New York
Campus
 Department of Electrical and Computer Engineering - Old Westbury and New
York Campuses
 Department of Mechanical Engineering - Old Westbury Campus
 Department of Environmental Technology- Old Westbury Campus
 Department of Energy Management - Old Westbury Campus

The chief academic officer of the SoECS is the Dean; and the chain of responsibility for
the program is depicted below.

Figure D.3.1

Dr. Steven Lu
Chairman:
Mechanical Engineering, OW

Provost & Dr. Frank Li

NYIT President VP for Chairman:
Edward Guiliano Academic Dean SoECS: Electrical & Computer Eng,
Aaffairs: Dr. Nada Anid Computer Science, OW
Dr. Rahmat
Shoureshi

Dr. Yoshikazu Saito

Chairman:
Electrical & Computer
Eng,
Computer Science, OW

133
3. Academic Support Units
List the names and titles of the individuals responsible for each of the units that teach
courses required by the program being evaluated, e.g., mathematics, physics, etc.

Table D.4.1- Academic Support Units

Department or Unit Responsible Person Name & Title

Dr. Tim Loughlin

Associate professor
Mathematics OW Campus Mathematics
[email protected]
516 686-
Dr. Meryle Kohn MA Campus
Associate Professor
Mathematics MA Campus Mathematics
[email protected]
212-261-1574
Dr. Matthew Chang
Associate professor
Physics OW Campus Physics
[email protected]
516-686-7536
Dr. Meryle Kohn
Associate Professor
Physics MA Campus Mathematics
[email protected]
212-261-1574

Dr. Louis Navia

Professor
Social Sciences OW Campus Social Science
[email protected]
516-686-7823
Dr. Ellen Katz
Associate Professor
Social Sciences MA Campus Social Science
[email protected]
212-261-1548
Dr. Elaine Brown
Associate Professor
English OW Campus English
[email protected]
Phone: 516.686.1190

134
 Dr. Katherine Williams
Associate Professor
English MA Campus English
[email protected]
212-261-1560
Dr Charles Hummel
Associate Professor
Life Sciences
Life Sciences OW Campus [email protected]
516-686-3888

Dr. Meryle Kohn

Associate Professor
Mathematics
Life Sciences MA Campus [email protected]
212-261-1574

Dr. Maria LaPadula

Chairperson
Behavioral Sciences MA/OW Behavioral Sciences
Campus [email protected]
516-686-3869

Dr. Diamando Afxentiou

Acting Associate Dean
Economics/Management MA/OW Management
[email protected]
Campus 212-261-1602 / 516-686-3937

4. Non-academic Support Units

List the names and titles of the individuals responsible for each of the units that provide
non-academic support to the program being evaluated, e.g., library, computing facilities,
placement, tutoring, etc.

Table D.5.1 - Non-Academic Support Units

Department or Unit Responsible Person Name & Title

Dr. Geri Flanzraich

Director, Branch Services/ Librarian
Library OW Campus Library-Old Westbury
[email protected]

Ms. Elisabete Ferretti

Director, Branch Services/ Librarian
Library MA Campus Library-Manhattan
[email protected]
212-261-1525

135
 Ms. Ajisa Dervisevic
Director of Planning and Business Affairs
Computing Facilities Office of Information Technology and Infrastructure
MA/OW Campuses [email protected]
516-686-7441
Mr. John Hyde
Dean of Career Services
Career Services MA/OW Career Services
Campuses [email protected]
516-686-7527/212-261-1669
Ms. Alice Heron-Burke
Director
Counseling MA/OW Counseling and Wellness Services
Campuses [email protected]
516-686-7683

Dr. Alex Ott

Associate Dean of Academic Support and Enrollment
Central Advising Services
MA/OW Campuses [email protected]
516-686-1037

Sheila Harris-Reid
Student Solutions Center Student Solutions Manager Student Solutions Center
MA/OW Campuses [email protected]
516-686-7811/516-686-7878
Francine Glazer
Center for Teaching and Assistant Provost and Director, Center For Teaching and
Learning MA/OW Learning Academic Affairs
Campuses [email protected]
516-686-1288
William Marchand
Facilities MA/OW Director of Facilities Operations Facilities
Campuses [email protected]
516-686-7904

5. Credit Unit
It is assumed that one semester or quarter credit normally represents one class hour or
three laboratory hours per week. One academic year normally represents at least 28
weeks of classes, exclusive of final examinations. If other standards are used for this
program, the differences should be indicated.

One semester credit represents one class hour or three laboratory hours per week. One
semester is 15 weeks, therefore a 3 credit-hour course requires 45 contact hours per
semester. One academic year represents 28 weeks of classes, exclusive of final
examinations.

6. Tables
Complete the following tables for the program undergoing evaluation.

136
Table D-1. Program Enrollment and Degree Data

Electrical and Computer Engineering

Undergrad
Degrees Awarded

Total

Total
Grad
Academic
Enrollment Year
Year 1st 2nd 3rd 4th 5th Associates Bachelors Masters Doctorates
Current FT 57 44 39 76 216 66
2011
Year PT 4 2 4 13 23 52 93 59
1 FT 52 36 59 73 220 93
2010
PT 2 3 5 18 28 49 37 51
2 FT 56 66 43 32 197 97 26 45
2009
PT 4 4 5 17 30 57
3 FT 71 32 27 24 154 104 36 79
2008
PT 4 4 4 18 30 63
4 FT 45 31 28 34 138 156 41 51
2007
PT 5 5 4 15 29 68

Give official fall term enrollment figures (head count) for the current and preceding four academic years and undergraduate
and graduate degrees conferred during each of those years. The "current" year means the academic year preceding the fall
visit.

FT--full time
PT--part time

137
 Table D-2. Personnel

Electrical and Computer Engineering

Year1: __2011__

HEAD COUNT
FTE2
FT PT

Administrative3 ½ +½+½+½ 0 2

Faculty (tenure-track) 13+4(½)=15 8 19

Other Faculty (excluding student
Assistants) 0 0 0
Student Graduate Assistants (Non- 9 OW 9 OW
Teaching) 12 MA 0 12 MA
4 OW 4 OW
Student Research Assistants 3 MA 0 3 MA

Technicians/Specialists 3 0 3

Office/Clerical Employees 6 0 6

Others4

Report data for the program being evaluated.

1
Data on this table should be for the fall term immediately preceding the visit.
Updated tables for the fall term when the ABET team is visiting are to be
prepared and presented to the team when they arrive.
2
For student teaching assistants, 1 FTE equals 20 hours per week of work (or
service). For undergraduate and graduate students, 1 FTE equals 15 semester
credit-hours (or 24 quarter credit-hours) per term of institutional course work,
meaning all courses — science, humanities and social sciences, etc. For faculty
members, 1 FTE equals what your institution defines as a full-time load.
3
Persons holding joint administrative/faculty positions or other combined
assignments should be allocated to each category according to the fraction of the
appointment assigned to that category.
4
Specify any other category considered appropriate, or leave blank.

138
Appendix E: Miscellaneous Items

1. Exhibit E.1 Online Academic Evaluation Form (students and faculty have access
to this information)

2. Exhibit E.2 NYIT/SCC Articulation Agreement

3. Exhibit E.3 NYIT/NCC Articulation Agreement

4. Exhibit E.4 NYIT Student Handbook (pp 28-29 excerpt)

5. Exhibit E.5 Senior Exit Questionnaire

6. Exhibit E.6 Summary of Proposal to Enhance the ECE Curriculum

7. Exhibit E.7 Summary of Data/Academic Standards ECE/ME

8. Exhibit E.8 Career Net

139
Exhibit E.1. Online Academic Evaluation Form (students and faculty have access
to this information)

02/29/12 New York Institute of Technology

Academic Evaluation - For Mr. Khalil L. Rivera (0710007)
--------------------------------------------------------
Program: Electrical & Computer Engineering (BS.ELECPENG)
Catalog: 2010
E-Mail Address: [email protected]
-----------------------------------------------------------------------
--------

This is your unofficial NYIT Degree Audit Program Evaluation.

It identifies:
1. Requirements for the curriculum that you are being evaluated for.
2. NYIT Coursework (graded and in-progress).
3. Transfer & Prior Learning coursework where applicable.

Note: The number of credits printed in the "credits earned" column

represent the total number of credits you have earned. It is
important to know that some of the credits may not be applicable to
your program requirements. Please review your credit requirements
with a faculty advisor each semester.

Please review this document carefully. Any discrepancies must be

reported to the Office of the Registrar immediately.

Students who wish to be considered candidates for graduation must

complete an online "Application for Graduation" at the beginning of
their final semester.

Each student must assume final responsibility for conforming to all

college regulations and completing curriculum requirements.
=====================================================================
Program Status: In Progress
Current..........
Anticipated(*).......
Required Earned Remaining Additional
Remaining
Program Credits : 135.00 33.00 102.00 10.00
92.00
Cumulative GPA (CGPA): 2.00 2.64 Met

(*) Anticipates completion of in-progress and registered courses

=======================================================================
=========
Statuses: W=waived, C=Complete, I=In progress, N=Not started
P=Pending completion of unfinished activity
=======================================================================
=========
I) 1: Foundations Core (18 Credits)
> Take the Foundation courses listed below:
Credits: 15

140
 FCWR-101 Writing I:Found Coll Comp. 2010FA A- 3
FCWR-151 Writing II:Fnd Rsrch Writ. 2011SP B 3
FCSP-105 Speech Comm............... 2010FA A 3
FCSC-101 Found of Scientific Proces 2011SP A- 3
FCIQ-101 Found of Inquiry.......... 2011SP B- 3
FCWR-304 Comm for Tech Prof__________________________ 1
course needed
=======================================================================
=========
I) 2: Seminar Core Requirement (12 Credits)
Credits: 3
Complete all 4 subrequirements:
P) A: Literature
> Select 1 course from ICLT at the 300 level.
ICLT-310 Latino Culture in NY...... 2012SP ___ ( 3) *IP

N) B: Philosophy
> Select 1 course from ICPH at the 300 level.
____________________________________________________ 3
credits needed

N) C: Behavioral Science
> Select 1 course from ICBS at the 300 level.
____________________________________________________ 3
credits needed

N) D: Social Science
> Take IENG-400 - Technology and Global Issues
IENG-400 Tech & Global Issues________________________ 1
course needed
=======================================================================
=========
C) 3: Mathematics and Science Requirement (8 Credits)
Credits: 8
Complete both subrequirements:
C) A: Mathematics
> Take MATH-170 - Calculus I
MATH-170 Calculus I................ 2011FA A- 4

C) B: Science
> Take CHEM-107 - Engineering Chemistry
CHEM-107 Engrng Chem I............. 2010FA B- 4
=======================================================================
=========
I) 4: Elec. & Comp. Engineering Major Reqmt (94-96 Crdt)
Credits: 9
Complete all 6 subrequirements:
C) A: Career Discovery
> Take ETCS-105 'Career Discovery' unless you have been given
> ETDA-101 'Waiver'
ETCS-105 Career Discovery.......... 2010FA A- 2

N) B: Electrical Enginrng
> Take the following courses:
EENG-130 Into Comp Hdwre_____________________________ 1
course needed

141
 EENG-212 Elect Cir I Tls_____________________________ 1
course needed
EENG-270 Intro Electr Cir____________________________ 1
course needed
EENG-275 Electronic Lab I____________________________ 1
course needed
EENG-281 ELECIR II___________________________________ 1
course needed
EENG-310 Elec Cir Applic_____________________________ 1
course needed
EENG-315 Electron Lab II_____________________________ 1
course needed
EENG-320 Control Syst________________________________ 1
course needed
EENG-330 Electro Theory I____________________________ 1
course needed
EENG-341 Signals & Syst______________________________ 1
course needed
EENG-360 Electron Lab III____________________________ 1
course needed
EENG-370 Microprocessors_____________________________ 1
course needed
EENG-382 RandSigStat_________________________________ 1
course needed
EENG-401 Communicatn Theo____________________________ 1
course needed
EENG-403 Electron Lab IV_____________________________ 1
course needed
EENG-491 Sr Design Project___________________________ 1
course needed

I) C: Elec/Comptr Engnrng
> Take 2 credits of Design Electives (EENG-489) and
> Take 6 credits of Elec. Eng/Comp Sci electives
Credits: 3
N) Design Electives
____________________________________________________ 2
credits needed
I) EENG/CSCI Electives
EENG-125 Digital Logic............. 2012SP ___ ( 3) *IP
____________________________________________________ 3
credits needed

N) D: Computer Science
> Take the following courses:
CSCI-120 Progrm I____________________________________ 1
course needed
CSCI-170 Intro Comp Arch_____________________________ 1
course needed
CSCI-180 Progrm II___________________________________ 1
course needed
CSCI-230 Discrete Struct_____________________________ 1
course needed
CSCI-260 Data Structures_____________________________ 1
course needed
CSCI-330 Operating System____________________________ 1
course needed

142
 N) E: Mech Engineering
> Take MENG-211 - Engineering Mechanics I
MENG-211 Eng Mech I-Stat_____________________________ 1
course needed

I) F: Math and Physics

> Take the following courses:

MATH-180 Calculus II............... 2012SP ___ ( 4) *IP
MATH-260 Calculus III________________________________ 1
course needed
MATH-310 Linear Algebra______________________________ 1
course needed
MATH-320 Diff Equations______________________________ 1
course needed
PHYS-170 Gen Physics I_______________________________ 1
course needed
PHYS-180 Gen Physics II______________________________ 1
course needed
PHYS-225 Intro Modern Phys___________________________ 1
course needed
=======================================================================
=========
C) 5: Liberal Arts (3 Credits)
> Take 3 credits of Liberal Arts.
TMAT-135 Tech Math I............... 2010FA B- 4
=======================================================================
=========
OTHER COURSES: Registered Earned
Credits Credits
TMAT-155............ 2011SP B- 4.00 4.00
PLWR-002............ 07/13/10 0.00 *NE
PLMA-002............ 07/13/10 0.00 *NE
ICBS-301............ 2011FA I 3.00 0.00
PHYS-170............ 2011FA WF 4.00 0.00 *S(D)
EENG-125............ 2011FA WF 3.00 0.00 *S(D)
CSCI-125............ 2011FA W 3.00 0.00 *S(D)
(Credits in parentheses are anticipated earned)
=======================================================================
=========

Graduation is (Check one):

* Approved __________

143
Exhibit E.2 NYIT/SCC Articulation Agreement

SUFFOLK COUNTY COMM. NEW YORK INSTITUTE

COLLEGE OF TECHNOLOGY

Associate in Science
Engineering Science Bachelor of Science
Electrical and Computer Engineering

Course Credit Course Credit

First Semester:
COL101: Freshman Seminar 1.5 Liberal Arts Elective 1
ENG101: Standard Freshman Composition 3 FCWR 101 Writing I 3
MAT141: Calculus with Analytic 4 MATH 170 Calculus I 4
Geometry I
CHE133: College Chemistry I 4 CHEM 107 Engineering Chemistry I 4
ENS112: Introduction to Engineering 2 EENG/CSCI Elective 2
Design
Physical Education 1 - -

Second Semester:
ENG102: Introduction to Literature 3 FCWR 151 Writing II 3
MAT142: Calculus with Analytic 4 MATH 180 Calculus II 4
Geometry II
CHE134: College Chemistry II 4 FCSC 101 Foundations of Scientific 4
Process + Liberal Arts Elective ((1)
PHY 130: Physics I (3) 4 PHYS 170 General Physics I 4
PHY132: Physics I Lab (1)
ENS117: Engineering Computations 3 CSCI 125 Computer Programming I 3

Third Semester:
ENS111: Engineering Graphics 3 - -
ENS 118: Engineering Mechanics: Statics 3 MENG 211 Engineering Mechanics I 3
(Statics)
ENS233: Electrical Engineering Circuit 4 EENG 211 Electrical Circuits I (3) 4
Analysis and
EENG 275 Electronics Laboratory I
(1)
MAT 204: Differential Equations 4 MATH 320 Differential Equations + 4
Liberal Arts Elective (1)
PHY230: Physics II (3) 4 PHYS 180 General Physics II 4
PHY232: Physics II Lab (1)

Fourth Semester:
ENG119: Engineering Mechanics 3 - -

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Dynamics
or Engineering Elective
History Elective 3 Equivalent course 3
MAT203: Calculus with Analytical 4 MATH 260 Calculus III 4
Geometry III
PHY245: Physics III (3) 4 PHYS 225 Introduction to Modern 3
PHY246: Physics III Lab (1) Physics
Physical Education 1 - -
Social Science Elective 3 Equivalent course 3
Recommended: Psychology or Sociology

TOTAL 69.5 TOTAL 60

Program of Study at New York Institute of Technology:

Bachelor of Science in Electrical and Computer Engineering

Courses to be completed at NYIT:

Major Courses : Credits:

EENG 125 Fundamentals of Digital Logic 3
EENG 221 Computational and Engineering Tools 1
EENG 270 Introduction to Electronic Circuits 3
EENG 281 Electrical Circuits II 3
EENG 310 Electronic Circuit Applications 3
EENG 315 Electronics Laboratory II 1
EENG 320 Control Systems 3
EENG 330 Electromagnetic Theory I 3
EENG 341 Signals and Systems 3
EENG 360 Electronics Laboratory III 1
EENG 370 Microprocessors 3
EENG 382 Random Signals and Statistics 3
EENG 401 Communication Theory 3
EENG 403 Electronics Laboratory IV 1
EENG 491 Senior Design Project 2
Design Elective 2
EENG/CSCI Electives 4

CSCI 155 Computer Organization & Architecture 3

CSCI 185 Computer Programming II 3
CSCI 235 Elements of Discrete Structures 3
CSCI 260 Data Structures 3
CSCI 330 Operating Systems 3

Core and additional requirements:

MATH 310 Linear Algebra 3

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FCSP 105 Foundations of Speech Communication 3
FCWR 304 Comm for Technical Professions 3
ICLT 3XX Literature Seminar 3
ICPH 3XX Philosophy Seminar 3
ICSS 309 Technology and Global Issues 3

Total credits at New York Institute of Technology: 75

_______________________________________
Dr. Nada Marie Anid, Dean
School of Engineering and Computing Sciences, NYIT

(Effective as of 2012 academic year)

(Prepared by A. Delcid & K. Lyons 12/11)

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Exhibit E.3 NYIT/NCC Articulation Agreement

147
Exhibit E.3 (Cont)

148
Exhibit E.4 NYIT Student Handbook (pp 28-29 excerpt)

Challenge Examinations Policy Statement and Rules

Challenge examinations are a method of evaluating prior learning relevant to the

student’s curriculum. Credit for undergraduate degree requirements and elective courses
can be earned by achieving satisfactory scores on standardized exams—Regents College
Examinations (RCE), College Level Examination Program (CLEP), Defense Activity for
Non-Traditional Support (DANTE), ACT-PEP, and Thomas Edison. Only in the absence
of an appropriate standardized exam, or if the dean grants an exception, can a student
take an NYIT challenge exam. Rules regarding the administration of challenge
examinations are:

1. To be eligible, students must be matriculated and currently registered for at least one
class.
2. Students may challenge no more than three courses per semester.
3. A course that is challenged and failed cannot then be re-challenged.
4. The student must have the written permission of the dean (or the dean’s designee)
whose course is being challenged.
5. Challenged courses will be graded pass/fail, P/F, with the P grade counting toward
earned credits, but not the GPA. The F grade will not be recorded. The challenge form
will indicate the actual grade, which must be C or better, and will be filed in the student’s
folder.
6. Only courses taken at NYIT in which a student received a grade of F, W, WF may be
challenged.
7. In order for a challenged course to count toward residency, the course must have been
originally taken at NYIT.
8. A student may not challenge a course that he is currently taking.
9. Challenges must be taken during the semester in which the application and payment
are made. Challenges will be voided if not completed during the same semester.
10. Not all graduate programs allow challenge exams for their courses; check with your
program director before beginning the process.
11. Forms and procedures are available in the Office of the Registrar.

Procedures for Challenge Examinations

1. Student shall obtain application from the Office of the Registrar, who will certify that
the student is eligible to request a challenge examination.
2. Student must secure the approval from the academic school dean in order to take a
challenge examination. The academic school dean reserves the right to approve or deny
the request.
3. Payment of a fee per credit must be made to the Office of the Bursar. In the case of an
evening session student, payment must be submitted with the application. If a
standardized proficiency examination is used as the challenge examination, the student
must pay all associated fees.

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4. Submission of bursar’s receipt and application for the challenge examination to the
academic school dean is required prior to taking the examination.
5. Student will take the challenge examination.
6. The academic school dean will report the results of the challenge examination to the
Office of the Registrar. Each challenge examination requires a separate form and a
separate receipt. The academic school dean will retain one copy of the application and
submit the other copy to the Office of the Registrar with the bursar’s receipt attached.
The signature of the academic school dean is required.

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Exhibit E.5 Senior Exit Questionnaire

SENIOR EXIT INTERVIEW QUESTIONNAIRE

NYIT Department of Electrical & Computer Engineering

All senior ECE. students are required to participate in the exit interview process. This
is an important assessment tool for ensuring the continuous improvement of the
ECE program. The results of the personal interviews and questionnaires are used by
the department for specific improvements in the program that will ultimately benefit
students. Your participation in this process is crucial. Note: Do not give derogatory
comments—be specific and provide constructive comments and feedback that
will help improve our program. Please carefully complete the following
questionnaire and bring it to your exit interview for further discussion. USE THE
BACK OF THESE SHEETS IF NECESSARY.

HIGH SCHOOL PREPARATION:

1. Where (city, state/country) did you graduate from high school?

___________________

Name of High school and graduation year: _____________________________

2. Do you think your HS preparation for College was adequate? Yes __ No__ Why?

3. Did you transfer any H.S. or AP? credits to NYIT for your ECE degree? Yes __
No__

If so, approximately how many? ___ credits AP? _______

4. What was the single most important factor which influenced you in choosing
electrical & computer engineering as a degree/professional career?

5. What was the single most important factor that influenced you in choosing NYIT to
pursue your degree in electrical & computer engineering ?

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BIOGRAPHICAL INFORMATION:

1. How many years did it take you to finish the degree? ____

If it took longer than four years, why?

2. Are you a transfer student ? Yes_____ No_____

3. What school did you transfer from? __________________________
4. How many transfer credits did you receive? ________
5. Were you a full-time student every fall/spring semester during that time? Yes___
No___

If not, please explain.

6. Did you work full-time/part-time while completing your degree? Yes ___ No___

If so, please describe how many semesters and what fraction of time you worked.

7. What clubs, societies or organizations were you actively involved with?

ACADEMIC ADVISING:

1. List (in reverse chronological order) your present and any prior academic advisors:

2. How would you rank the advising in ECE? Excellent___ Good___ Bad___

Why?

3. Were you usually able to get ECE faculty assistance when needed? Yes___ No___

4. How can the ECE Dept. provide better academic advising? Be specific.

5. Did the faculty expose you to the Student Branch of IEEE and/or other
student/professional activities? Yes___ No___ Are you an IEEE member? Yes ___
No___

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ECE CURRICULUM:

1. What general comments do you have concerning our ECE courses? Technical
electives? Lab courses?

2. What specific changes do you recommend to improve the ECE curriculum?

3. What technical elective areas did you study?

4. Did you ever think about quitting the ECE program? Yes___ No___ Why?

5. Which year was your most difficult year technically? Why?

6. Did the program provide you with sufficient computer experience? Hands on
experience with modern tools and technologies? Yes___ No ___If not, explain.

7. Were there any elective courses that you felt should be required? Yes__ No__
Please list them.

ECE FACILITIES

1. Was most of the ECE laboratory equipment satisfactory? Yes___ No ___

If not, in which lab(s) was the lab equipment not satisfactory and why?

2. Was the laboratory space satisfactory? Yes__ No __

If not, in which lab(s) was the lab space not satisfactory and why?

COMMUNICATION SKILLS:

1. Do you feel capable of delivering an effective oral presentation of technical material?

Yes___ No___

2. Do you feel capable of writing a good technical report? Yes___ No ___

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ECE JOB PLACEMENT

1. Have you composed an industry acceptable résumé? Yes___ No ___

2. Did you use the Career Network Center for assistance? Yes ___ No___

3. Have you interviewed for an ECE job opportunity yet? Yes___ No___

4. Have you been offered an employment position(s) yet? Yes ___ No___
If yes, how many offers?____ Position titles: _____________________

Employer___________________ Salary_______________

5. What else can the department do to assist students in job placement

YOUR FUTURE:

1. What do you have as a five year career goal?

3. Are you going to graduate school? Immediately___ Sometime___ No___

OTHER COMMENTS/SUGGESTIONS:
:
1. Will you recommend the NYIT ECE program to others? Yes___ No____
Why?

2. Please write any other comments or suggestions for improvement of the ECE program.

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Exhibit E.6 Enhancing the ECE Curriculum by Integrating Applications of
Wireless Technology

Over the past 20 years, the revolution in wireless technology has profoundly altered
society and individual life styles [And05]. In this transformation, wireless
communications and networking technologies have played, and will continue to play, key
roles which support, not only traditional communication patterns (i.e., human-to-human,
human-to-computer, and computer-to-computer), but also communication stemming
from the advent of devices such as mobile phones, sensors, and Radio Frequency
Identification (RFID) devices, in the emerging scenario termed the “Internet of Things”.

Due to rapid developments in wireless communications and networking technology, there

is a huge demand for wireless and mobile networking skills in many sectors of the
industry. For example, in the biomedical field innovative applications are emerging for
medical diagnosis and patient monitoring with wireless networking capability. Despite
such a promising trend, in general, the demands in the job market cannot be met in the
United States, and thus many companies either outsource the tasks to other countries, or
require an increasing number of engineers from other countries. An under-represented
workforce group in the engineering field is women who typically are more interested in
healthcare than engineering. Coursework geared to women’s role in engineering and
computer science fields for healthcare applications holds promise to attract more female
students into these programs.

Clearly, the shortage of engineers with skills in wireless technology requires a

transformative approach in engineering education, especially the Electrical and Computer
Engineering (ECE) curriculum, which is expected to provide knowledge about wireless
communications and networking. Unfortunately, in many universities in the United
States, such as New York Institute of Technology (NYIT), the current ECE curriculum
for undergraduate students is very limited in scope, disconnected from emerging
applications, not up-to-date with respect to advances in the field and does not provided
examples of relevance to areas that may appeal to female students. A key challenge is the
complexity of practical networked systems and the integration of various aspects in
communications, networking, and computer programming. Therefore, undergraduate
ECE curriculum usually focuses upon only one of the aforementioned aspects, rather than
utilizing the integrated approach that will be applied in this proposal.

Proposed Plans
In this Transforming Undergraduate Education in Science, Technology, Engineering and
Mathematics (TUES) Phase 1 Exploratory project, we propose to enhance the ECE
curriculum by introducing a new area of specialization in wireless communications and
networking in the undergraduate ECE curriculum through integrating real world
applications of wireless technology. We will identify a main course stream for wireless
communications and networking specialization and will incorporate practical
demonstrations and hands-on projects into some of these courses. The course stream will
contain both required and elective courses. The elective courses will become mandatory

155
for the students that choose to follow the wireless communications and networking area
of specialization.

Exposure to wireless technology will start with the first course, ETCS-105, Career
Discovery, which is taken by all School of Engineering and Computing Sciences
(SoESC) students at NYIT. This is an excellent opportunity to attract more students to the
ECE curriculum with models of female roles in engineering research and development
initiatives. In the freshman and sophomore years of the curriculum, Java Mobile
technology (J2ME) and Google Android SDK will be introduced in Java programming
courses, which will enhance students’ programming skills as well as knowledge of real-
world applications of mobile devices. In the junior year, wireless networks and Bluetooth
technology projects relevant to healthcare applications will be assigned in the computer
network course. Finally in the senior year, students will design their own applications of
wireless network engineering projects focusing on healthcare applications by relating
theory with practice. These activities will familiarize students with theoretical and
practical aspects of the design of wireless networks, expose them to progressively more
sophisticated theory and applications, and culminate in design projects in which networks
are built and applied to real-life healthcare solutions. For example, students and faculty
members from SoECS and the New York College of Osteopathic Medicine (NYCOM) of
NYIT will collaborate in the design of networked human body monitoring systems. The
course enhancement activities will result in a closer integration of engineering education
and research relevant to healthcare applications and improvement in the preparation of
undergraduate students, especially females, for careers in biomedical engineering fields.

We believe that these enhancements will make our program more practical and attractive
to students and will make our graduates more marketable. We also believe that by
bridging the gap between the healthcare field and the Wireless Communications and
Networking area of specialization in the ECE curriculum, our program will be more
appealing to female students, who are typically more attracted to healthcare fields.

Our vision is that this project, through the use of state -of -the -art technologies and real
life healthcare related projects integrated throughout the curriculum, will heighten
students’, especially female students’, interest in pursuing the ECE program and increase
enrollment and retention in this major. This proposal aligns with NYIT’s threefold
mission to (1) provide career-oriented professional education, (2) offer opportunity to all
qualified students, and (3) support applications-oriented research that benefits the larger
world.

The main objective of this proposal is to create a connected scope and sequence of
learning outcomes to improve the ECE curriculum for all undergraduate students with
additional foci on women’s roles in ECE. This will be accomplished by integrating
application-oriented wireless network projects related to healthcare applications into the
curriculum in courses throughout the program. The goals of this project are: 1) to build
application-oriented wireless networked systems curriculum that demonstrates
applications of engineering in telemedicine; 2) to attract and motivate undergraduate
engineering students, especially females, to pursue wireless communications and

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networking academic programs of study; 3) to incorporate faculty research into
curriculum development and instruction; and 4) to develop undergraduate research
through authentic application-oriented projects for innovations in healthcare. The
expected outcomes of this project are that instructional materials will be designed for
developing wireless networked systems projects and educational materials addressing the
knowledge and skills needed for wireless communications and networking specialization.

Significance and Broader Impact

The project will provide undergraduate students in ECE with hands-on opportunities to
explore, design, and research wireless networks applications to monitoring and
telemedicine, through collaboration between the SoECS and the NYIT NYCOM.
Students will participate in problem-based bioengineering projects that will integrate
engineering principles with biology and medical applications. The PIs and the Co-
Investigator will supervise implementing and testing in authentic testbeds. Faculty
provides continuous feedback to support student learning, ensure instructional
effectiveness, gauge student interest and maintain appropriate academic rigor.

This project will contribute to recruitment of potential students, especially women, to

Engineering and Computing Sciences fields. The NYIT Admissions Office will be
advised of the ECE curriculum enhancements so that they can provide the updated
program information when recruiting at high schools and community colleges.
Recruitment activities will raise the awareness of females in high schools and community
colleges of how engineering and healthcare are related. The interdisciplinary connections
of careers in either engineering or healthcare will be demonstrated in collaboration with
NYIT’s Health Professions, NYCOM and Education programs, which traditionally attract
large percentages of females.

Curriculum materials will be collaboratively developed and disseminated to related

programs at NYIT as well as to other universities. A project website
(http://iris.nyit.edu/~ieeeow/wireless) will provide a convenient and readily available
source of project educational materials for faculty and students. Student-designed
application projects will be shared at NYIT recruitment events, such as Open Houses and
Preview Days, for prospective incoming freshman and transfer students. Local high
school science teachers and students will be invited to attend workshops and showcase
events in which projects will be presented.

Computer scientists and engineers from other universities with expertise in wireless
communications and networking will be invited to join a listserv and participate in
workshops and showcase events organized by NYIT. Ultimately, the outcomes of this
project will be disseminated to other universities experiencing similar trends as a model
that can be adopted to improve female enrollment in engineering programs.

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Exhibit E.7

Exhibit A – Benchmarks for Key Course Repetitions in Majors

Table below summarizes our finding with respect to course repetition allowances within
engineering programs in a number of our peer institutions. While we do not propose to
impose a limit on the number of repetitions (see Exhibit D), this data indicates a
correlation between the number of times certain courses are repeated and the students’
success in the program.

Does the program have

limitations on the number of
times a course can be repeated?
If so, what are they and for
what courses?
Hofstra None mentioned specific to
University program
Stony None mentioned specific to
Brook program
SUNY
City Only five retakes will be allowed
College (not more than two per semester)
CUNY and these must be courses for
which the previous passing grade
was D. No course, once passed
with a grade of D, may be
retaken more than once. (EE)
None mentioned for ME.
NYU None mentioned specific to
Polytechnic program
Fairleigh None mentioned specific to
Dickinson program
Stevens No specific program details
Institute of found
Technology
Rutgers None mentioned specific to
program
Manhattan The student is permitted no more
College than three grades below a C, one
or more must be repeated.

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Exhibit B – Benchmarks for Minimum Grade Requirements in Major
Courses

Table below summarizes our finding with respect to minimum grade requirements in
major courses within engineering programs in a number of our peer institutions.

Does the program have minimum grade

requirements for courses in the degree? If so,
what are they and for what courses?
Hofstra University Yes (C or better)
Stony Brook SUNY Yes (C or better)
City College CUNY Yes (C or better)
NYU Polytechnic Yes (C- or better for EE, C or better for ME)
Fairleigh Dickinson No specific program details found
Stevens Institute of No specific program details found
Technology
Rutgers None specified, major average must be 2.0 or
higher to graduate
Manhattan College Yes (C or better)

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Exhibit C – SoECS Statistics

Statistics for the 11 most repeated courses in the above majors.

Repeated
Taken Total %
Course
Count Once Taken Repeats
1x 2x 3x 4x 5x Total
MATH-170 70 19 4 1 94 124 931 1,055 9%
PHYS-170 55 14 3 1 73 96 895 991 8%
MATH-180 55 9 2 66 79 832 911 7%
PHYS-225 62 6 68 74 380 454 15%
CSCI-120 49 3 1 53 60 869 929 6%
MENG-211 39 4 3 46 56 474 530 9%
MENG-240 42 7 49 56 158 214 24%
EENG-130 41 1 3 45 52 365 417 11%
CHEM-107 36 5 1 42 50 708 758 6%
ECON-101 42 1 1 44 47 914 961 5%
PHYS-180 31 4 2 37 45 765 810 5%

Plot of how many students have repeated these courses is depicted below.

Plot of number of repetions for the 11 courses are depicted below.

160
161
Exhibit D Statistical Data: Retention/Course Repitition

Data from the Registrar’s Office on SoECS Students

(Currently enrolled students are excluded)
GPA
Status Number* Mean Standard Deviation
Graduated 667 3.02 0.44
Left NYIT 360 2.20 0.93

*Basis of data:
Count of Unique Students Status
Major status Graduated Left Still Enrolled Grand
College Total
Changed Major 86 40 42 168
Same Major 581 321 62 964
Grand Total 667 361 104 1132

Major status Graduated Left Still Enrolled Grand

College Total
Changed Major 51.19% 23.81% 25.00% 168
Same Major 60.27% 33.30% 6.43% 964
Grand Total 1132

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Exhibit E.8 Career Net

NYIT Career Net is a service that provides students and alumni with opportunities to find
employment, register for on-campus career events, manage all job search-related
documents, keep track of their job search schedule, and much more.

Engineering students actively enrolled in NYIT Career Net, at present:

 Freshmen: 136
 Sophomores: 104
 Juniors: 163
 Seniors: 219
 Alumni: 125

Specifically, for the ECE program, to date, the office of Career Services has provided
feedback and corrections to 210 resumes reviewed for ECE students.

154 job placements made through Career Net (110 on-campus jobs and 44 off-campus).
Many of the on-campus jobs are in locations like the Academic Computing Labs where
ECS and ME students can benefit and enhance their job skills by using their academic
knowledge.

Ten ECE students completed the Internship Certificate program (ICP) in the summer
(August 2011) and 7 this fall (December)

In addition, two engineering-specific career-related events were held this academic year:

 September 22, 2011: Engineering “Meet the Interns” Panel OW and MA - 14

student panelists, 2 faculty moderators 70 + student attendees, 1 employer
attendee.
 November 4, 2011: Student Professional Awareness Conference (SPAC) on
Career Growth and Self Management with guest speakers from the IEEE.

The following general interest programs were coordinated with IEEE, ASME, EWB,
NSBE:

 September 20, 2011: The Art of Networking – 25 ECE, ME attendees

 October 27, 2011: Applying to Graduate School- 8 ECE, ME attendees
 November 9, 2011: Webinar- Finding a Job with the Government- 8 ECE, ME
attendees
 November 15, 2011: Employer Representative- Microsoft

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  November 10, 2011: Resume Writing/Job Fair Preparation (NSBE Conference)
 December 1, 2011: Employer Representative- LIRR/MTA
 December 1, 2011: Speed Networking Event- (Alumni/Employers) 45 ECE, ME
student attendees.
 Spring 2012: Alternative Spring Break (Peru) Selections - 4 of the 13 student
participants were ECE and ME students

Companies/Organizations represented in the programs included: Levitron Mfg,

Underwriters Laboratories, Ametek-Hughes Treitler, Johnson Controls, Con Edison,
CA Technologies, IBM, MTA, OnDrives

Alumni mentor program

Since the launch of the Alumni Mentor program in May of 2010

(http://www.nyit.edu/career_guide/mentoring/) , 10 ECE students and 1 ME student have
signed up to be paired with an Alumni mentor . The program is designed to ease the
transition from college to career by matching current NYIT students with experienced
professionals. The Mentors’ role is to inspire, inform, guide, encourage, and support
students through these critical transformative years. The goal is for mentors and mentees
to form a reciprocal, trusting relationship in order to share industry information, personal
experiences, and networking suggestions that can be difficult to find elsewhere.
.

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Signature Attesting to Compliance

By signing below, I attest to the following:

That _______________________ (Name of the program(s)) has conducted an honest

assessment of compliance and has provided a complete and accurate disclosure of timely
information regarding compliance with ABET’s Criteria for Accrediting Engineering
Programs to include the General Criteria and any applicable Program Criteria, and the
ABET Accreditation Policy and Procedure Manual.

________________________________
Dean’s Name (As indicated on the RFE)

________________________________ _______________________
Signature Date

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