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Description of the requirements for the MSCE program. ; Purpose: The MSCE program provides both a broad-based education in traditional computer hardware and software related subjects while at the same time concentrating on military-relevant Computer Engineering tops such as Computer Security, High-Speed Networking, Distributed and Parallel computing, and Fault Tolerant computing.

The views expressed in this report are those of the authors and do not reflect the official policy or position of the Department of Defense or the U.S. Government. ; This report contains summaries of research projects in the Department of Electrical and Computer Engineering. A list of recent publications is also included which consists of conference presentations and publications, books, contributions to books, published journal papers, technical reports, and thesis abstracts.

The views expressed in this report are those of the authors and do not reflect the official policy or position of the Department of Defense or the U.S. Government. ; This report contains summaries of research projects in the Department of Electrical and Computer Engineering. A list of recent publications is also included which consists of conference presentations and publications, books, contributions to books, published journal papers, technical reports, and thesis abstracts.

The views expressed in this report are those of the authors and do not reflect the official policy or position of the Department of Defense or the U.S. Government. ; This report contains summaries of research projects in the Department of Electrical and Computer Engineering. A list of recent publications is also included which consists of conference presentations and publications, books, contributions to books, published journal papers, technical reports, and thesis abstracts.

The views expressed in this report are those of the authors and do not reflect the official policy or position of the Department of Defense or the U.S. Government. ; This report contains 55 summaries of research projects in the Department of Electrical and Computer Engineering which were carried out under funding of the Naval Postgraduate School Research Program. A list of recent publications is also included which consists of conference presentations and publications, books, contributions to books, published journal papers, and technical reports.

This study shows the qualitative construction of a Referential Cognitive Graduate Profile (RCGP) for the Computer Engineering program of the University of Bernardo O'Higgins (UBO) in Chile, based on the theory of Mental Self-Governance and by using three data-gathering methods: document analysis, interviews, and questionnaires, reflecting the profes-sional competencies expected by the end of the training, set forth by both the institution and program management. The proposed model allows to contrast the different thinking styles (TSs) found with the ones preferred by students in different levels of formation independently. With this purpose in mind, by using a quantitative methodology, 88% of male students in the program completed the questionnaires to determine these preferences, enabling us to perform a correspondence analysis through Fisher's exact test. The RCGP results show evident preference for the legislative, executive, hierarchical, and external styles of thinking and clear differences between the preferences of students and of the RCGP. Finally, we discuss about various ways to create new means to strengthen and upgrade both the program's graduate profile and the RCGP with the purpose of benefitting the formation of Computer Engineers and the future of the RCGP model.

The views expressed in this report are those of the author and do not reflect the official policy or position of the Department of Defense or U.S. Government. ; This report contains project summaries of the research projects in the Department of Computer Science. A list of recent publications is also included, which consists of conference presentations and publications, books, contributions to books, published journal papers, and technical reports. Thesis abstracts of students advised by faculty in the Department are also included.

The views expressed in this report are those of the author and do not reflect the official policy or position of the Department of Defense or U.S. Government. ; This report contains project summaries of the research projects in the Department of Computer Science. A list of recent publications is also included, which consists of conference presentations and publications, books, contributions to books, published journal papers, and technical reports. Thesis abstracts of students advised by faculty in the Department are also included.

Course Enrollment Policy for the Department of Electrical and Computer Engineering for the Fall of 1999. ; Over the past several years, student enrollment at NPS, as well as student enrollment in the Electronic Systems Engineering curriculum, have dropped as a result of the military drawdown. This has resulted in low enrollments in some ECE courses, particularly at the 4000 level. As a result, the ECE Department and the Code 34 Curric Office have agreed to implement the policies outlined below to facilitate course scheduling, teaching assignment of faculty, and to maintain the academic rigor of the Electronic Systems Engineering curriculum. Naval Postgraduate School students are privileged to have individual class scheduling. With this comes the responsibility to thoughtfully plan each quarter for enrollment in those courses the student actually desires to pursue the next academic quarter. The policy below simply formalizes and more stringently enforces this requirement. It will require more careful planning by students as well as faculty, particularly thesis advisors.

<i>Identifying the relation between the processes of programming and foreign language writing may lead to new directions for programming language and natural language focused instructional design. The present qualitative case study supported by quantitative data investigated foreign language writing experiences of computer engineering students taking an object-oriented programming course. Forty-five sophomores learning programming and academic English simultaneously in a foundation university in Ankara, Turkey, were selected purposefully for the case study. There were two data sources (students' opinions and documents) and three data collection tools (a semi-structured interview, a short diary, and a composition. In terms of the findings of the research, four themes were obtained; however, only the use of metacognitive strategies will be explained in detail due to the length of the study. Participants stated that they feel the positive effects of programming experience on the use of self-evaluation strategy and that there are similarities and differences between the processes of programming and foreign language writing. Participants' views on the effect of programming on foreign language writing did not differ according to their writing and programming performance scores. Participants stated that programming experience may have an effect on the use of metacognitive language learning strategies in the writing process. Upon analyzing participants' comments, it is understood that programming experience does not hinder the use of metacognitive strategies but has a role in supporting and reinforcing their use. It is suggested that multiple case studies be done for similar views on the effects of programming and that each finding be proven by quantitative studies. </i>

Makalenin özeti olmadığından bu alanda ilk paragrafı verilmiştir. ; Preface: The initiation of the study of this special issue went back to the first quarter of 2004 and was conceived by Prof. Kemal Leblebicioğlu, the editor-in-chief. It is, therefore, a product of nearly two years of intensive collaborative labor. I've been attending international panels/discussions on \how teaching engineering can be improved" in this information century with breathtaking progresses in science and technology for sometime [1-4], and have witnessed national and international efforts here and there in universities, in educational and research institutes, governmental agencies, etc. Prof. Leopold B. Felsen and I had an introductory paper [1] on this topic in another special issue of ELEKTRIK published in 2002 [2]. Problems and challenges related to EMC (Electromagnetic Compatibility) and BEM (Bio-Electromagnetic) engineering are outlined in the IEEE paper [3] prepared by me which was published both in 2003 and 2004. Finally, challenges of establishing an intelligent balance between real and virtual engineering labs discussed by me and Prof. Göknar was also published in another IEEE paper [4].

New master's degrees in computer engineering, designed according to Spanish government requirements, include both technical and business subjects to provide advanced knowledge compared to undergraduate studies. In spite of acquiring this advanced knowledge, our students are not always aware of the significant added value and the positive elements the master's degree provides for their future professional careers. Moreover, we have observed that students regard the different subjects as isolated blocks of knowledge. To tackle these problems, we have carried out a learning experience based on the creation of a technology-based enterprise (TBE) through the development of a common project (CP). Drawing on project-based learning (PBL) methodology, the CP consists of the identification, development, and final oral presentation of a business model. It aims to utilize sensor data and analysis in different domains. The experience has been highly positive, reducing the gap between studies and business practice, and increasing coordination among teachers. A key issue is that all the subjects of the master's degree are involved in this learning experience. In addition, results show a high level of satisfaction with the master's degree, compared to other similar courses.

New master's degrees in computer engineering, designed according to Spanish government requirements, include both technical and business subjects to provide advanced knowledge compared to undergraduate studies. In spite of acquiring this advanced knowledge, our students are not always aware of the significant added value and the positive elements the master's degree provides for their future professional careers. Moreover, we have observed that students regard the different subjects as isolated blocks of knowledge. To tackle these problems, we have carried out a learning experience based on the creation of a technology-based enterprise (TBE) through the development of a common project (CP). Drawing on project-based learning (PBL) methodology, the CP consists of the identification, development, and final oral presentation of a business model. It aims to utilize sensor data and analysis in different domains. The experience has been highly positive, reducing the gap between studies and business practice, and increasing coordination among teachers. A key issue is that all the subjects of the master's degree are involved in this learning experience. In addition, results show a high level of satisfaction with the master's degree, compared to other similar courses.