A MODEL ELECTRICAL ENGINEERING TECHNOLOGY/
COMPUTER ENGINEERING TECHNOLOGY PROGRAM

Dr. Elliot M. Rothkopf
Dr. Wilson Okyere
Herbert Schanker, PE
The College of Staten Island/CUNY

Abstract

The A.A.S. Electrical Engineering Program at the College of Staten Island has been reduced to 64 credits and refocused towards computers. It now provides for increased articulation opportunities toward the B.S. degree along with allowing for technical electives to suit the individual student's goals. The traditional DC/AC sequence and analog electronics sequence have been shortened. The digital electronic sequence has been lengthened and upgraded with technology students taking the same courses as computer and engineering students. This program meets the TAC/ABET requirements for both Computer Engineering Technology and Electrical Engineering Technology. Other program details and considerations are also discussed in this paper.

In order to meet the design criteria for the program, the student must be prepared to begin the program with a course in college algebra and trigonometry. With that corequisite, the student can learn circuit analysis and computer programming with a good chance of success. Students who require remedial math have a maximum of one year to get to the entry-level courses. We offer a one semester survey of electronics course which does not count towards the A.A.S. degree which these students can take while they go through this remedial phase. Thus, we do not discourage remedial students from applying and we do not dilute the standards of the program.

Introduction

In the early 90s, many corporations went through a process of downsizing and refocusing on their main product line. In academia sometimes that also has to occur. In 1995, the City University of New York (CUNY) went in a retrenchment mode. The College of Staten Island, which is a constituent of CUNY was asked to do its share. New enrollments to the Mechanical and Electro-Mechanical Engineering Technology A.A.S. programs were cut off and the programs are no longer offered. To remain viable, the Electrical Engineering Technology program had to become more efficient and more focused.







Discussion and Solution



Over the last few years, the Engineering Technology program faculty have worked to maximize efficiency and effectiveness combined with increased articulation to the B. S. degrees in Computer Science and Engineering Science in the Electrical Engineering Technology/ Computer Technology programs. Since 1996, the total credit for the A.A.S. degree was reduced from 72 to 64. This was done because of an administrative directive throughout CUNY to cut two year degrees to 60 credits. Due to the TAC/ABET requirement that engineering technology programs have a minimum of 64 credits, the program was able to get a waiver to require 64 credits. Immediately, the program had to focus toward a narrower definable goal rather than teach the various electrical technology disciplines with courses in power, industrial electronics, electrical layout and wiring, communications, and computers. The program chose to focus on digital electronics and the computer. The program, of course, continues to require courses in circuit analysis, analog electronics and circuits, and computer drafting.

The second requirement, which the Electrical Engineering Technology program worked to meet, is that the two year A.A.S. Electrical Engineering Technology program articulate well with the four year B. S. programs of Computer Science and Engineering Science. This senior college wanted to give every encouragement to A.A.S. students to continue on to the B. S. degree. Electrical Engineering Technology has accomplished the goal successfully. In 1992, this author published a study of the microprocessor sequence in engineering and technology colleges(1). The microprocessor sequence in both A.A.S. and B. S. programs of electrical technology and electrical engineering were quite similar. None of the courses were calculus based. In general, engineering courses tended to emphasize design, while technology courses were more focused on fixed experiments or guided design. The electrical engineering technology faculty felt that "good" engineering technology students could and should be successful in the more rigorous design oriented courses. Thus, to aid in articulation and efficiency, computer science, engineering science, and electrical engineering technology students have been integrated into the computer science/ engineering science microprocessor course. They have also all been integrated into the same digital electronics lecture and laboratory courses for the same reasons. Thus, the same 10 credits worth of digital electronics theory and lab and microprocessors theory and laboratory courses are taken technology students and computer science and engineering science students. The mix works well! The grades of the technology students are in the range of grades of the other science students. These courses have the Computer Science (CSC) or Engineering Science (ENS) course letters so that they are accepted towards the B.S. degree.

A third goal for our program was to provide up-to-date specialty courses for our students. A six credit technical elective requirement was instituted for this purpose. We now allow our students to enroll in any 200 level or higher CSC or ENS designated course (Computer Science or Engineering Science) or ELT (Electrical Engineering Technology) that interests them and would help them in their future goals. There are more specialty courses available in the CSC and ENS curricula than in ELT only and all of those course articulate well with the four year degree.
           
Previous to the fall, 2000 semester, we have offered two remedial/basic courses to students entering our Electrical Engineering Technology program who were required to simultaneously take remedial math due to a high school deficiency. We are now accepting better students who can begin with college algebra and trigonometry. Students who require remedial math have a maximum of one year to get to the entry level courses. We offer a one semester survey of electronics course which does not count towards the A.A.S. degree which these students can take while they go through this remedial phase. Thus, we do not discourage remedial students from applying and we do not dilute the standards of the program.

With College Algebra and Trigonometry, MTH 123, we recommend that students take our ELT 224, ELT 225 Electrical Circuit Analysis lecture and lab. The 4 credit, 4 hour lecture covers series-parallel dc circuits analysis, advanced analysis (voltage/current source transformations, superposition, Thevenin's equivalent circuit), introduction to the capacitor and inductor, transient circuit analysis-uniform approach (2), introduction to ac, complex math, series-parallel ac circuits, ac power, resonance and filters. The 1 credit, 3 hour lab reinforces the appropriate theoretical material including use of Electronic Workbench.
       
The analog electronics sequence consists of a one credit lecture/lab ELT 213 of three hours/week in which the student is introduced to the electrical characteristics of the diode and the bipolar transistor while physically constructing a power supply employing those devices. This course provides for introductory theory, motivation, and the fun of seeing the gadget you build work, and the introduction and use of fabrication tools. A one semester lecture and lab of electronics, ELT 334 and ELT 331 follow this course. This course continued with analog components and covers amplifier circuits and systems.

Rounding out the course of study is a computer science course, CSC 126, which presently teaches programming principles using the C++ language. A course in computer engineering drawing, Engineering Graphics (CAD), ENT 110 is also required for all of our students.

The capstone course, ELT 442, Computer Hardware, is required for all students. The course includes the student of the electrical and mechanical function of the computer systems such as the advanced personal computer. Hardware and software principles are explored. Topics include memory, video, communication, disk drives, printer, keyboard, assembler software, and debugging tools. The course includes hands-on work with computer hardware and peripherals.

The curriculum also includes an 8 credit math sequence including calculus, an 8 credit physics sequence, a 7 credit English sequence, a 1 credit course in Physical Education, and a 4 credit general education course. The student must also complete 6 credits of advanced technical electives chosen in consultation with his advisor. The total curriculum consists of 64 credits. Figure 1 below shows, in block diagram form, all the courses on a semester by semester basis. It includes the course's number, name, number of credits, and hours. The solid lines and arrows represent prerequisites while the dashed lines and arrows shows co-requisites.

Conclusion

We expect the program to be big draw for new student in the technological society of the 21st century. This program provides for employment opportunity after two and/or continued education after that time. The student who chooses to continue towards the B. S. in Computer Science or Engineering Science at the College of Staten Island will lose less than one semester of course work due to the still imperfect articulation. However, the faculty feel that the increased flexibility that the program offers to the many students who enter college without fixed goals, is well worth the risk of some lost credits. This program also allows students to opt for both employment and continuation of the college education usually with tuition paid for by the employers. This gives the student the best of both worlds!

References

(1) Rothkopf, E.M. "A Survey of the Microprocessor Sequence in Engineering and Technology Colleges." American Technical Association Journal, 19, no. 4, (April-May 1992), 13-14.

(2) Rothkopf, E.M. "Teaching Transient Circuit to Technology Students." American Technical Association Journal, 22, no. 3, (Feb-March 1995), 5-6.