IntroductionUndergraduate EducationTable PageF89F79FreshTable IV—Distribution of Honors College StudentsTable VIITable VIII—MS and Ph.D. Degrees Awarded in EE (1998-2000)YearNumber of CSE FacultyNumber of ECE FacultyTable XI—New ECE Faculty Members in Last Five YearsTable XII—New CSE Faculty Members in Last Five YearsCSE-ECE Instructional DilemmaPrepared by: Richard J. Enbody and P. David FisherCollege of EngineeringMichigan State UniversityDraft: September 21, 2000IntroductionThe origin of computer science education here at Michigan State University can be traced to electrical engineering education at MSU. In the mid 1960s, some faculty members from the Department of Electrical Engineering became the core faculty in the newly formed Department of Computer Science, and some courses that had previously been offered as EE-coded courses were renumbered to instead be offered as CPS-coded courses. It was a conscious decision on the part of each department’s faculty to minimize the duplication of courses; hence, the courses and (and faculty expertise) that left EE for CPS were not duplicated within EE.The evolution of electrical engineering education, computer science education and computer engineering education at Michigan State University—coupled with the changing supply and demand for professionals in these fields—has resulted in the creation of a dilemma, which we refer to as the “CSE-ECE Instructional Dilemma.” This report is an attempt to identify the origin and magnitude of this dilemma. With both undergraduate and graduate education considered, we address four core issues: supply, demand, access, and possible actions to solve the dilemma. Finally, we also examine faculty-hiring trends in each department.Undergraduate Education1. Supplya. Freshman trends (See TABLES I-IV)i. In the fall of 1991, 57 freshman indicated a preference for Computer Engineering (CpE). This number swelled to 157 in the fall of 2000.ii. In the fall of 1991, 146 freshman indicated a preference for Electrical Engineering (ECE). This number dropped to 78 in the fall of 2000.iii. In the fall of 1991, 119 freshman indicated a preference for Computer Science(CS). This number swelled to 242 in the fall of 2000.b. Junior level major targets and actual (FS00 actual data is not available)i. CpE target = 40; actual = 58 (FS99), with a minimum GPA of 3.0 required for admits.ii. CS target = 90; actual = 110 (FS99), with a minimum GPA of 3.0 required for admits.iii. EE target = 120; actual = 115 (FS99), with a minimum GPA of 2.8 required for admits.iv. CSE-coded courses of general interest to EE and CpE majors are at capacity.v. ECE-coded courses, which are in the CpE subject area are at or near capacity. 12. Demanda. CpE (and CS) majors and enrollment demand for courses are increasing, without new resources internal or external. Both are 30% over the original enrollment targets, and the difference should be greater when Fall 2000 data becomes available.b. GPA cutoff for junior-level entry into the CpE and CS undergraduate programsi. Is there a desirable GPA target, e.g., 2.8?ii. Is some GPA level too high, e.g., 3.5?c. National and State of Michigan Trendsi. Nationally in 1989 there were 22,929 BS degrees were awarded in Electrical and Electronic Engineering. In 1998, this had dropped by 45.5% to 12,498.ii. Nationally in 1989 there were 4,398 BS degrees awarded in Computer Engineering. In 1998, this number had risen by 67.4% to 7362.iii. Within Michigan in 1991, there were 216 BS degrees awarded in Computer Engineering. In 1998, this number had risen by 38.4% to 299.iv. Within Michigan in 1991, there were 1,106 BS degrees awarded in Electrical and Electronic Engineering. In 1998, this had dropped by 38.4% to 681.v. In 1998, the State of Michigan produced 5.5% of the BS Electrical and Electronic Engineering graduates produced nationally, while it produced 4% of the Computer Engineering produced nationally. In 1993, both stood at the national level of 5.5%.3. Access a. Should admissions targets for CpE, EE, and CS be equitable, i.e., the same GPA for all three programs?b. Should EE majors, undergraduate and graduate students, be allowed into undergraduate upper-level CSE courses related to CpE, e.g., CSE 410, 420, 422?c. Should there be Computational-X programs allowing majors from major "X" access to upper-level CSE courses? Examples of existing requests for "X" include Physics, Chemistry, Biology, and Business. (Computational Mathematics exists).4. Possible Actionsa. Adjust GPA higher for undergraduates wanting to major in CS, CpE and EEb. Redirect resources within department, college, universityi. Within CSE and ECE departments by altering faculty hiring practices and laboratory space utilization practices;ii. Within the college by altering faculty hiring practices, TA appointment practices and laboratory space utilization practices.Graduate EducationA significant number of EE graduate students have complained about not having access to certain courses at MSU that they believed were critical for their program of study. To better understand the issue, the academic programs of the most recent 230 EE-coded graduate students were examined. Some of these are recent graduates are at all different stages of their graduate programs. The following data was extracted from these programs (See TABLES V-VII). 21. These 230 students collectively selected 504 CSE-coded courses (2.2 per student).2. These 230 students collectively selected 1268 ECE-coded courses (5.5 per student).3. These 230 students collectively selected 210 MTH-coded courses (0.91 per student)4. These 230 students collectively selected 30 PHY-coded courses (0.13 per student)5. These 230 students selected 133 STT-coded courses (0.58 per student)6. Courses in other subject areas made up a very small number and are not included in this survey.7. The typical EE graduate student's program surveyed is as follows:a. ECE-coded courses--5.5 (59%)b. CSE-coded courses--2.2 (24%)c. MTH-coded courses--0.91 (10%)d. STT-coded courses--0.58 (6%)e. PHY-coded courses--0.13 (1%)f. Total Number of Courses--9.32 (100%) From this survey of 230 EE graduate students’ academic programs and interviews with many of these graduate students, we are able to draw the following conclusions.1. Supplya. Insufficient ECE-taught CpE courses exist, e.g., one 800-level course per semester over last five years.b. Some ECE students' MS programs have only two or three courses