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Academic Careers for Experimental Computer Scientists and Engineers (1994) / Chapter Skim
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3 Educational Dimensions of Academic ECSE
Pages 56-59

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From page 56...
... KEEPING COURSES CURRENT Courses in ECSE cover material that changes much more rapidly than the material in theoretical courses, owing to the continuing rapid advances in technologies. For example, the design of VLSI circuits was in its infancy 10 years ago; today courses in VLSI design are a basic staple of many computer science departments.
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From page 57...
... In addition, if undergraduate students in computer science are to be employable by industry upon graduation, they must have some reasonable familiarity with the equipment that they will encounter in industry. This is not to say that the equipment of ECSE laboratories must be upgraded in lockstep with that of industry; however, over time the department whose teaching laboratory equipment does not keep pace with technological changes occurring in industry will find its graduates poorly prepared.
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From page 58...
... Thus, ECSE faculty typically need more teaching assistant support than do faculty teaching courses that do not require projects or design work. STUDENT-FACULTY RATIOS Teaching burdens tend to be higher in computer science departments than in other departments.
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From page 59...
... Although at least some of the time spent supervising Ph.D. students contributes directly to the faculty member's research, as is the case for non-ECSE faculty, the situation is quite different with respect to master's students, whom ECSE faculty tend to take on in relatively large numbers.
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  • institutions lack

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  • demand faced
  • design work
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  • laboratory science
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  • information sciences

  • including complexity
  • student projects
  • faculty themselves
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