Plane wave propagation and effects of various media. Distinct propagation mechanism descriptions. Mathematics for computing field strengths and powers for different propagation mechanisms. Antenna/noise principles. Wireless channel effects on signaling. Channel modeling as linear, time-varying filter. Delay/Doppler spreads. Empirical & statistical wireless channel models. Multi-antenna channel characteristics.
Radio wave propagation and wireless channel modeling have become increasingly important to electrical engineers with the increase in demand for and use of wireless technology. Graduate-level research and employment in this sector requires an understanding of and ability to mathematically model wireless fields, antennas, wireless channel effects, and associated signal processing principles. The content for this course has been developed and refined by teaching a special topics course. This content is mature enough, and student demand sufficient, to create this a permanent course.
Recommend adding additional statement regarding accessibility for students with disabilities. You can use this statement as a guide to formulate one appropriate for the course:
"The professor will meet with an instructional designer at the Center for Teaching Excellence (or internal department instructional designer) to ensure that the course materials posted online incorporate basic accessibility features.”
The course syllabus should also include an accessibility statement that encourages students with disabilities to register with the Office of Student Disability services. Should a student with a registered disability enroll in the course, the professor will work with the Office of Student Disability Services to make any additional accommodations appropriate to that student’s needs.
This would probably be sent back by Grad Council for revision of the Learning Outcomes. "Students will understand (list of topics)" has not been sufficient. They look for observable learning outcomes, statements that begin with Bloom's Taxonomy verbs like
Explain, solve, apply, analyze, describe, create, design.
See http://www.fresnostate.edu/academics/oie/documents/assesments/Blooms%20Level.pdf for more verbs.
As recommended by Distributed Learning on 10-13, there should be statement regarding accessibility for students with disabilities. As suggested, the statement could be similar to this:
Should be a new course proposal, not a change proposal.
See notes sent by email.
See email sent to Ashly, Roger and David.
"I received the APPS for ELCT 732 | New Course Proposal (NCP).
(1) Having recently sat with the INDEV committee reviewing an ECIV course, I can state with certainty that the syllabus will not be approved by INDEV for distance education delivery. The advice is to have two syllabi. One for the face-to-face class, and one for the online class. The online class syllabus must comply with the attached checklist, too (I have inquired as to any updates to this checklist and where it might be located online - I received it by email).
(2) It will not be possible to use Banner to enforce the prerequisite as written. I would suggest
Pre-requisite: ELCT 562 Wireless Communications OR successful completion of undergraduate courses in electromagnetics, probability/statistics, and linear system theory.
Pre-requisite: ELCT 562 Wireless Communications, or consent of department.
I am sending the proposal back to address (1).
Sorry, but better to fix it now than after the INDEV committee meeting. I am happy to help.
Please revise to add a statement regarding accessibllity and ADA. Please consider:
This proposal is being returned for the following reasons.
Justification: The justification needs to specify why this course is needed by the students or how it fits in with the program of study.
Syllabus: The syllabus seems incomplete and duplicated in part. It must contain clear grading criteria for both letter grades and the pass/fail option. There also needs to be a timeline of the topic presented.
This proposal is being returned for edits to the syllabus. If the proposal is resubmitted by Friday, Oct 14 with the suggested changes, then it will be considered at the October graduate council meeting.
The grading scheme may be accurate, but it can also be confusing. Please do not have the same number as an upper bound on one interval and then have it be the lower bound for the next interval.
Make sure CM is defined somewhere in the syllabus before using it (150 CM).