EE Education in KAIST

1
EE Education in KAIST

• HyunWook Park
• Professor, Dept. of EECS
• KAIST

2
Education for the World, Research for the Future
KAIST (Graduate Program) Established in 1971
(Seoul) KIT (Undergraduate Program) Established
in 1985 (Daejeon) KAIST KIT in 1989 (Daejeon)
KOREA ADVANCED INSTITUTE OF SCIENCE AND TECHNOLOGY
3
Think the new Pursue it consistently
Foresee the future Lead our society
Love our society Work with others
4
(No Transcript)
5
Government
Industry
Educational Institute
Research Institute
Higher-level Study
Miscellaneous
Ph. D. (Total 834)
M. S. (Total 2,096)
B.S. (Total 1,210)
6
(No Transcript)
7
Wireless Lightwave Group (7)
Circuit Design SoC Group (6)
Communication Network Group (11)
Computer Group (3)
Nano Devices Integrated Systems Group (10)
Information System Group (8)
Control Power Electronics Group (8)
8
Micro Information and Communication
Remote Object-orient Systems Research Center
(MICROS) Sponsored by KOSEF
Satellite Technology Research Center (SaTReC) Spo
nsored by KOSEF
Human-friendly Welfare Robot System
Center (HFWRSC) Sponsored by KOSEF
KAIST Brain Science Research Center (BSRC) Sponso
red by MOST
Center for Electro-Optics (CEO) Sponsored by ADD
Center for Industrial Electronics
Technology (CIET) Sponsored by MOCIE
System Integration Intellectual
Property Authoring Center (SIPAC) Sponsored by
KIPO
Center for Multimedia Communication (CMC) Sponsor
ed by KT
Medical Imaging Research Center (MIRC) Sponsored
by Medison
Center for High-Performance Integrated
Systems (CHiPS) Sponsored by Hyundai Electronics
Inc.
ADD Agency for Defense Development MOCIE
Ministry of Commerce, Industry Energy MOST
Ministry of Science and Technology KOSEF Korea
Science and Engineering Foundation KIPO Korean
Industrial Property Office
9
IC Design Education Center (IDEC) Sponsored by
MOCIE
Micro Robot Design Education Center (MRDEC) Sp
onsored by MOCIE
Cooperative Telecommunications Education
Program (CTEP) Sponsored by Dacom, KT, Hanaro
KAIST Educational Program for the
Semiconductor Industry (KEPSI) Sponsored by Hynix
10
2000. 4. 3 1st ASES Workshop at Stanford
University - 4 KAIST graduate
students 2000.11. 16 1st KAIST-Stanford
Workshop at Stanford University
-Theme University and High Technology
Ventures 2001. 1 2001. 12 Joint Research on
Sigma-Delta Modulator - Prof.
Beom Sup Kim and Prof. Bruce Wooley 2001. 3. 12
Joint Research on Autonomous and Human/Robot
Interaction Skills - Prof.
Ju Jang Lee and Prof. Oussama Khatib 2001. 4. 9
16 2nd ASES Workshop at Stanford University
- 6 KAIST graduate
students 2001. 8. 27-9. 1 3rd ASES Workshop in
Daejeon Seoul 2001. 8. 30-31 2nd
KAIST-Stanford Workshop in Seoul
-Theme Regional Advantages of Knowledge
Industry Complexes
11
About EE Curricula
12
Demand of 21st Century Engineers

• The EE education should be designed for graduates
  to have
• Ability to adapt to changing demands
  (Versatility)
• Strong fundamental knowledge in math., basic
  sciences and eng.
• Hands-on design and laboratory experience
• Communication, interpersonal, and social skills
• Social awareness and ethics
• Students have to develop teamwork through group
  projects and leadership skills
• Integration of social and economic studies and
  liberal arts
• Need to prepare students for lifelong learning
• Students have to get fundamental background.

13
ABET (Accreditation board for Engineering and
Technology)
To analyze and design complex electrical and
electronic devices, software, and systems.
Must provide both breadth and depth knowledge
across the range of EECS !!
14
Survey of Leading EECSs
EE
CS
CE
EE
CS
CE
Stanford UC Berkeley Separate EE and CS
curriculum But flexible to take classes
Most state universities Texas-Austin, Wisconsin,
Maryland EE includes hardware-oriented CE CS
focuses information processing area
EE
CS
CE
How about KAIST ?
U of Washington CS includes both H/W and S/W
15
Current Trends

• EE curricula of most leading universities include
  several CE subjects.
• Number of the required major subjects decreases
  in most EE departments.
• Number of EE students who are taking CS classes
  increases in KAIST also.
• EE graduates need to have understanding of
  software systems and programming.

16
KAIST EE Curricula
Numbers are the assigned credits.
17
KAIST EE Curricula

• Current curriculum was designed almost 10 years
  ago.
• Several minor revisions
• Intensive labs
• 9-credits required major (Electronics Labs. I,
  II, Electronics Design Lab.)
• 6-credits elective (Applied Electronics Lab.,
  Project Lab.)
• Spend longer than 20 hours a week for labs.(too
  hard)
• Narrow alternatives
• Cultural subjects (721), Fundamental math and
  science subjects (239)
• Major (3017), Free elective (19), Research (4)
• Total 130
• Required majors are mostly pure EE subjects.

18
Need for Curriculum Update

• Fast development of IT industry
• Fast expansion of the EECS area
• Customers (industries and research institutes)
  request the engineers who can contribute
  immediately.

19
KAIST EE Curriculum
Need for Curriculum Update

• EECS is the core technology of most
  interdisciplinary areas.
• Bioengineering, Medical electronics, Defense
  electronics,
• Fusion with Bio Technology, Nano Technology,
• How to educate students to be ready for the
  interdisciplinary applications ?
• What is the good strategies to educate students
  to have both breadth and depth knowledge ?

20
KAIST EE Curriculum
Curriculum Update

• To provide multiple alternatives and to expand EE
  areas
• Minimize the required major subjects
• Less than 15 credits (9 to 12 credits Labs)
• But have to provide engineering analysis and
  design skills.
• To provide knowledge of CE
• Include basic CE subjects
• e.g., Embedded Operating System, Programming,
  Data Structure,
• Multiple tracks to suggest its own curricula
  sequences, such as system track, device track, CE
  track,
• Need more works to finalize

21
Conclusions (Suggestions)

• KAIST EE education must provide
• Up-to-date labs as the required major subjects,
  which cover digital and analog systems and
  programming experiences.
• Collaboration and leadership which are trained
  through the group projects and intensive labs.
• Fundamental CE subjects for breadth knowledge of
  CE
• Multiple track operations for systematic depth
  knowledge
• Continual course update and development