Chair: Oliver C. Mauss, Aachen University of Technology (GERMANY)
V. K. Madisetti, Georgia Insitute of Technology (USA)
J. H. McClellan, Georgia Insitute of Technology (USA)
T. P. Barnwell III, Georgia Insitute of Technology (USA)
Digital signal processing (DSP) has made significant impact on the fields of telecommunications, medical technology, information storage and retrieval, military applications, remote sensing, and man-machine communications. The DSP Laboratory at Georgia Tech is heavily involved in research and education in this important area. This paper discusses the state-of-art DSP software and hardware design education (graduate, undergraduate, and continuing education) being offered by our laboratory, and outlines the guiding principles and rationale that continue to shape our closely intertwined research and education goals. Recent curriculum changes at Georgia Tech are also discussed.
Roberto H. Bamberger, Washington State University
Brian L. Evans, University of California-Berkeley
Edward A. Lee, University of California-Berkeley
James H. McClellan, Georgia Institute of Technology
Mark A. Yoder, Rose-Hulman Institute of Technology (USA)
Dept. of EECS, University of California, Berkeley, CA 94720-1770 (USA) School of ECE, Georgia Institute of Technology, Atlanta, GA 30332-0250 (USA) Dept. of ECE,Rose-Hulman Institute of Technology, Terre Haute, IN 47803-3999 (USA) A typical path in learning digital signal processing begins at the theoretical end and progresses toward the practical constraints imposed by implementation in hardware or software. On this path, the student would learn how to convert mathematical theory into algorithms and then algorithms into efficient implementations. In this paper, we first summarize the electronic courseware we have already developed in Mathematica, MATLAB, and Ptolemy to teach DSP theory, algorithms, and implementation, respectively. Then, we discuss ways to integrate our efforts to help students discover the connections between these topics.
P. Pype, IMEC (BELGIUM)
H. De Man, IMEC (BELGIUM)
In this paper different options for gradually building up DSP expertise will be discussed. First the importance of DSP design education in universities and polytechnical schools will be explained. Thereafter the paper will focus on the role that an independent research institute can play in the education towards industry in DSP design. It will be shown how DSP system design and implementation expertise is intensified by following different steps in the learning process. This will be demonstrated by means of several experiments that have taken place in the scope of the DSP Valley initiative and the Large Installations Plan of the Human Capital & Mobility Programme, which is a programme set up by the European Community.
Oliver C. Mauss, Phillips Research
Matthias Pankert, Phillips Research
Ferdinand Classen, Aachen University (RWTH) (GERMANY)
Heinrich Meyr, Aachen University (RWTH) (GERMANY)
Profound knowledge of the interaction between algorithms and digital signal processor (DSP) architectures is required to be able to efficiently design complex communications equipment. Whereas both algorithms and architecture find treatment in many courses individually, education focusing on design methodology for DSP implementation is found to be rare. This contribution describes a concept and its implementation of a design course for DSP-based mobile and satellite communications systems attempting to fill the described gap. To illustrate the proposed concept in more detail, examples of the fall 1994 course are given.
Delores M. Etter, University of Colorado
Geoffrey C. Orsak, George Mason University
Don H. Johnson, Rice University (USA)
Competitive pressures in the global marketplace have forced companies to form teams from the best talent available irrespective of their geographical location. As it comes online, the National Information Infrastructure will be increasingly used to support such interactions. American companies are far ahead of the universities in realizing systems to support such geographically distributed interactions. Universities must catch up by exposing their students to such design environments. In addition, universities should help define and evaluate network-based information dissemination systems by serving as testbeds for new interactive strategies. This paper presents initial results in a distance teaming experiment at the University of Colorado, George Mason University, and Rice University.