Title :
Computer and Communications Networks MS graduate program
Author :
Looft, Fred J. ; Orr, John
Author_Institution :
Worcester Polytech. Inst., MA, USA
Abstract :
WPI offers a distinctive specialization at the MS level in Computer and Communications Networks (CCN)-a technical, cross-disciplinary program bridging the disciplines of Computer Science (CS) and Electrical and Computer Engineering (ECE). This program recognizes the accelerating pace of technological advances in telecommunications and computation, and the ongoing merger of these two areas. Students may pursue this specialization toward the MS degree in either the ECE or the CS department, based on student background and interest. In either case, the program draws extensively from both disciplines. A distinctive aspect of the program is that students are encouraged to complete a six credit hour (two course equivalent) internship instead of a thesis. This internship represents an advanced-level network engineering experience, tailored to the specific interests of the student. Each project is carried out in cooperation with a sponsoring organization and is advised by a WPI faculty member in the ECE or CS Department. Program curricular details, experience in arranging and carrying out internships, and "lessons learned" over the eight years of operation of the program are presented.
Keywords :
computer networks; computer science education; educational courses; electrical engineering education; telecommunication networks; Computer and Communications Networks; MS graduate program; Worcester Polytechnic Institute; advanced-level network engineering experience; computer science; cross-disciplinary program; electrical and computer engineering; internship; program curricular details; sponsoring organization; technological advances; Acceleration; Business communication; Communication networks; Computer networks; Computer science; Corporate acquisitions; Design engineering; Electrical engineering; Hardware; Telecommunication computing;
Conference_Titel :
Frontiers in Education, 2002. FIE 2002. 32nd Annual
Print_ISBN :
0-7803-7444-4
DOI :
10.1109/FIE.2002.1158176