III. TEACHING PORTFOLIO

III.1 Statement of Teaching Goals:

Electrical Engineering education in the twenty-first century must provide students with the skills to solve new and challenging engineering problems. In the field of microelectronics, the minimum feature size has dropped from 5 micron to less than 50 nm, switching speed has increased to more than 100 GHz, with number of transistor per chip approaching a billion. This is blurring the distinction between digital and analog, analog and radio frequency circuits. Now delays due to contacts and interconnects are playing a major role in circuit and device performance. Thus a good analog or digital circuit designer needs to understand radio frequency propagation and device physics. This rapid pace of changes in microelectronics makes it necessary to keep our curriculum flexible enough to integrate new developments while making sure the basics are understood. The development of a new generation of devices and integrated circuits requires vast investments (billions of dollars) which demands electrical engineers with proper skills and understanding of reliability, process parameters, device physics, and design issues. My approach to teaching has centered on integrating (1) writing and oral presentation, (2) laboratory experience and/or, (3) the use of simulation software used in the industry with regular homework or project assignments to reinforce the course material. I interact closely with the students to familiarize them with the physical principles and any software. The project topics usually reflect the state of art and current developments in the field and sometimes involve elements of my research work or those of others in the School of EECS. In one case, a group of students were given a project to fabricate polymer transistors and diodes and electrically characterize them even though only semiconductor processes were covered in the course.

The changes in the composition of faculty in EECS over the past decade had a great impact on the content of the courses I developed and student enrollment. Faculty in solid state area dropped from two to one, and in the area of microelectronics dropped from five in 1997 to three today. This coupled with the development of technical elective courses in other areas has led to smaller enrollment. With this in mind and to reach more students, I am now actively involved in teaching electrophysics classes and microelectronic circuits (EE311). During Spring 2002 and Spring 2003 I have taught courses on RF circuit design and introduced use of Agilent ADS software.

III.2 Curriculum Development at WSU:

a. Development of New Courses:

I have developed three graduate and one undergraduate courses in microelectronics with emphasis on solid state devices and fabrications. These are:

1. Semiconductor Device modeling (EE597, EE582): emphasized electron transport and Monte Carlo and drift and diffusion simulation approaches. Initially students developed programs and ran on Cray supercomputers.

2. RF MOSFET Modeling (EE597): This changed the focus of EE597 to understanding the SPICE models, the underlying physics and their limitations for radio frequency circuit design. Students used Commercial simulation tools to investigate devices based on new materials and extracted parameters of small signal models from RF measurements on state of art devices obtained from Industry.

3. Optoelectronics (EE574): This provides students with understanding of the physical and operations principles the components of optical fiber communications system such as light sources, optical fiber, photodetectors, optical couplers, wavelength multiplexing. This is required for the joint EE-physics Optoelectronics program.

4. Microelectronic Fabrication (EE478/578): This addresses processes involved in fabrication of integrated circuits and provides students with hands-on experience on fabrication processes. Students used the Microtechnology laboratory to fabricate diodes, transistors, polymer transistors, and MEMs devices. The course was offered four times starting Spring 1993.

b. Improvement of Existing Courses:

I am a firm believer in providing students hands-on experience on the latest simulation tools used in the industry, laboratory experience if possible, and enhancing their writing and oral presentation skills. The following are examples of some of the improvements:

1. Introduction to Semiconductor Device theory (EE496): Students write term paper on novel semiconductor devices. They read papers from IEEE Journals and provide a 15-minute oral presentation in front of the class. They are also provided tutorials on using semiconductor device simulation tools and some students elected to have their projects based on simulating new device structures. The software and hardware were obtained from NSF funding.

2. Radio Frequency Circuit Design (EE431): The use of Agilent Advanced Design System was integrated into the laboratory. Two tutorials were developed to introduce students to ADS and the software was used in two of the laboratory experiments on the use of RF CAD. This software is used widely in the industry for designing RF integrated circuits and communication systems.

3. Optoelectronics Laboratory (EE514 / PHYS514): I have introduced two new experiments on analyzing the spectral emission from laser diodes and LEDs as well as electrical characterization of photo-detectors to introduce the concepts of coherent and incoherent emissions and wavelength multiplexing. This course was developed with NSF funding to be part of joint EE/Physics Optoelectronics degree.

c. Facility Development for Instruction:

The facilities were developed to provide students with hands-on experience on semiconductor measurements, optoelectronics components, and use of simulation tools

1. Microtechnology Laboratory Improvements: Funds from College of Engineering, WTC, CDADIC, and wafer donations from SEH America, Fluke, Micron, and Motorola were used to acquire new equipment and get the lab up and running. The Center for Materials Research added a sputtering machine, mask aligner, and profilometer and the facility is still available for teaching.

2. Device Simulation Laboratory: This was developed by funding from NSF. The funds were used to Device simulation software were acquired and six HP workstations and PCs to develop animations of semiconductor devices. The report on the grant attached as an appendix discusses some of lessons learnt from working on this project. We have switched to Linux based platform with three licenses of ISE TCAD device/process simulation software. The students work in groups of two or three and the three software licenses are adequate.

3. Device Characterization laboratory: This uses an HP4541 semiconductor parameter analyzer donated by Hp and a probe station equipped with high temperature chuck to make device measurements over a wide temperature range. The probe station was acquired through a research grant funded by NSF and CDADIC.

4. Optoelectronics Laboratory: This was developed by funding from NSF to support joint EE/Physics Optoelectronics MS degree program. Professor Scott Hudson developed the experiments and acquired the necessary instruments. I have taught the Lab. twice, acquired more equipment, and added two new experiments.

d. Planned Improvements;

These address how to efficiently integrate the use of the acquired device simulation software, RF design software (Agilent ADS), and parameter extraction and model development software (Agilent IC-CAP) into our existing courses:

1. RF IC and Device Measurement Laboratory: Agilent IC-CAP has the drivers for all the instruments in EME-B24 laboratory. Using IC-CAP on windows platform and Labview software from National instruments, we plan to make it possible for users to make measurements online without having to be physically in the lab. They can then use IC-CAP to extract SPICE model parameters for passive and active devices from the measurements. We have acquired 10 IC-CAP licenses from Agilent as a donation for reduced annual fee.

2. Radio Frequency Circuit Design (EE431): I will integrate ADS into the course by having more design oriented homework assignments and one long design project. ADS is excellent tool for designing RF circuits discussed in class such as low noise amplifiers, filters, mixers, and voltage controlled oscillators.

e. Service on Committees:

I have served on the undergraduate curriculum committee, the microelectronics and electrophysics curriculum committees, and the graduate studies committee. I am currently serving on the Academic Affairs Committee of WSU.

f. Educational Workshops and Artifacts:

I have attended short courses and workshops to learn more about new areas and to improve teaching skill. A complete list is provided in section II.4 of the Vita. The following are listed as an example:

1. College of Engineering and Architecture Faculty Workshop on "Quality on Teaching and Research", January 1992

2. "NSF Microfabrication Laboratory Workshop", San Jose State University, San Jose, California, January 1995

3. Survey of Optoelectronic Devices,” National Alliance for Photonic Education, Austin, Texas, Oct. 1994

4. NASA/SRC/NSF workshop on “Sub-100 nanometer MOSFET Challenges,” Gaithersburg, Maryland, February 1999

5. “Sub-100 nm CMOS”, International Electron Device Meeting, Washington DC, December 1999

I have also presented a poster at the 1998 annual ISEE conferences on the “Integration of Device Simulation and Animation software in Solid State device Instruction”.

III. 3 Non-classroom Student Interaction and Advising:

a. Postdoctoral Advising:

Christophe Adessi 1/01 – 8/02 (Co-advised with Dr. Anantram at NASA Ames Research Center)

Topic: Molecular Electronics

Christophe Adessi is now a lecturer at the University Lyon-1 in France.

b. Graduate Student Advising:

(A) Committee Chairman ((Major Advisor):

Student	Dissertation /Thesis Topic	Degree	Year
N. Nintunze	Monte Carlo Study of Ultrafast Relaxation Phenomena in Polar Semiconductors	PhD	1994
M. Imam	Modeling of Submicron SOI and Bulk MOSFETs	PhD	2000
	Large Signal Modeling of GaAs MESFETs	MS	1991
A. Daghighi	Optimization of Body Contacts in SOI MOSFETs	PhD	2004
T. Kim	MD Simulation of Multi-wall Carbon nanotubes	PhD	2004-present
J. Dewey	Investigation of Minority Electron Transport in Silicon	MS	1993
S. Tremaine	GaAs Junction Field Effect Transistor Characterization (project)	MS	1993
Z. Md. Yousef	Monte Carlo Simulation of Electron Transport in Diamond (project)	MS	1993
A. Osman	High Temperature Modeling and Characterization of SOI MOSFETs	MS	1994
L. He	N/A (course work option)	MS	2002
A. Cummings	Molecular Dynamic Simulation of Y-junction Carbon Nanotubes	MS	2004

(B) Committee Member:

Student		Advisor	Degree	Degree Area	Year
Q. Wang		P. Pedrow	PhD	EE	1991
B. Qin		P. Pedrow	PhD	EE	1993
C. Dikmen		D. Dogan	PhD	EE	1994
L. Muratov		T. George	PhD	Physics	1994
S. Backus		H. Kapteyn	PhD	Engineering Science	1996
N. Hussein		J. Meador	PhD	EE	1997
R. Bruhn		P. Pedrow	PhD	EE	1997
M. Rhee		H. Zbib	PhD	MME	1998
D. Patru		S. Hudson	PhD	EE	2002
S. Awadalla		K. Lynn	PhD	Materials Science	2000 - present
E. Lozano	N. Dogan		MS	EE	1990
N. Nintunze	J. Meador		MS	EE	1990
S. Bren	N. Dogan		MS	EE	1990
G. Zweigel	T. Fiez		MS	EE	1991
R. Bird	T. Fiez		MS	EE	1991
M. Carrol	C. Hsu		MS	EE	1992
T. Kovacs	R. Tinder		MS	EE	1993
C. Li	T. Fiez		MS	EE	1993
P. Rupnick	P. Pedrow		MS	EE	1994
A. Amar	R. Tinder		MS	EE	1994
K. Goyal,	R. Mahalingam		MS	Chem. E.	1995
M. Hosein	C. Hsu		MS	EE	1996
X. Feng	T. Fiez		MS	EE	1996
S. Kotamreddy	R. Tinder		MS	EE	1996
K. Myers	P. Pedrow		MS	EE	1997
P. Ott	M. Mojarradi		MS	EE	1998
X. Ouyang	M. Mojarradi		MS	EE	1998
R. Thornley	M. Mojarradi		MS	EE	1998
L. Shepsis	R. Mahalingam		MS	Chem. E	1999
P. Tamirisa	K. Liddel		MS	Chem. E	2002

c. Advising Undergraduate Research Students: (supported on my research grants or NSF REU)

I have always provided opportunities for undergraduate students to work in my research group since my arrival at WSU as a way of motivating them to pursue graduate work and providing them with experience in using semiconductor test equipment, device and IC simulation tools. They worked along with my MS and PhD students. In some cases they even carried independent research and design work leading to published conference papers, patent disclosure and awards. Six of them were female students and four of them decided to pursue graduate degrees.

Student	Project topic	Year
T. Rapulane (NSF REU)^*	Modeling of Schottky Diodes	1990
E. Schorn	Pulsed Characterization of GaAs MESFETs (one patent disclosure and one conference paper)	1990
S. Aria	RF Characterization of GaAs MESFETs	1991
S. Wiggerhaus^*	RF Characterization of GaAs MESFETs	1992
B. Dogan	High Temperature OP Amp. Design	1993
S. Yap (NSF REU)^*	Reliability of Silicon Devices	1994
K. Khoo	Reliability of SOI MOSFETs	1995
T. Au^*	Reliability of SOI MOSFETs	1996
P. Katende	Multimedia Project for Black Scientists and Inventors	1998
M. Hudgens (MME major)	Multimedia Project for Black Scientists and Inventors	1998
S. Guske (NSF REU)^*	RF Voltage Controlled Oscillator	2000-2001
R. Powell (NSF REU)^*	RF Voltage Controlled Oscillator	2000-2002
T. Switzer		2002 - presnt

d. Independent Undergraduate Study (EE499)

Student	Project topic	Year
P. Mullerkey	Electron Transport in Silicon	1990
A. Daniel	BiCMOS VLSI Design	1994
S. Lewis	Simulation and Characterization of MOSFETs	1996

e. Senior Projects:

Project was sponsored by AMI Semiconductor which provided access to their design tools, technology files, and free fabrication of the designed circuit. The group consisted of three students.

Student	Project topic	Year
S. Guskee	RF CMOS Voltage Controlled Oscillator	2000-2001
R. Powell	RF CMOS Voltage Controlled Oscillator	2000-2001
B. Sweeney	RF CMOS Voltage Controlled Oscillator	2000-2001

e. Achiements by student advisees:

R. Powell: NSF Graduate Fellowship recipient 2002, Best poster award CDADIC meeting 2002.

A. Cummings: DOE Computational Sciences Graduate Fellowship recipient 2003.

III.4 Classroom Instruction:

a. Major Area:

Microelectronics: semiconductor devices, device modeling, fabrication, and Optoelectronics.

b. Summary of Courses Taught and Student Evaluations within Major Area:

Course Title	Course No.	Credit Hours	Semesters taught	Enrollment	Student* Evaluations
Introduction to Semiconductor Device Theory	EE496	3	Spring 90, Spring 91, Fall 91, Fall 93, Fall 94, Fall 95, Fall 96, Fall 97, Fall 99, Fall 2000, Fall 2002	16, 13, 29, 14, 11, 23, 18, 12, 9, 15, 9	4.3/5
Microelectronic Fabrication	EE483 EE478/578	3	Spring 96, Spring 98, Spring 2000	15, 10, 14	4.1/5
Semiconductor Device Modeling	EE582 EE597	3	Fall 90, Spring 92, Spring 94, Spring 96	7, 8, 6, 5	4.5/5
RF MOSFET Modeling	EE597	3	Spring 2001, Spring 2002	10, 4	4.6/5
High Speed Devices	EE598	3	Spring 97	6	4.6/5
Optoelectronics	EE574	3	Spring 97, Fall 99, Fall 2001	9, 5, 4	4.3/5
Optoelectronics Laboratory	EE514 PHYS514	1	Fall 2000, Fall 2002	7, 15	4.2

* Student evaluation is the average overall years of the Overall Teacher Effectiveness

c. Summary of Courses Taught and Student Evaluations Outside Major Area:

COURSE TITLE	Course No.	Credit Hours	Semesters Taught	Enrollment	Student Evaluations
VLSI Systems I	EE434	3	Fall 1989	24	3.9
VLSI Systems II	EE444	1	Fall 1990	24	4.1
Design of Logic Circuits	EE214	3	Fall 1992	88	2.9
Introduction to Microprocessors	EE305	2	Spring 1993	46	2.8
Electromagnetic Fields and Waves	EE331	3	Fall 1995	23	3.9
Advanced Electromagnetic Theory I	EE518	3	Fall 1997	17	3.3
RF Circuit Design	EE431	3	Spring 2002 / 2003	25	3.8
Microelectronic Circuits	EE311	3	Spring 2003/ 2004	30
Distibuted Parameters	EE351	3	Spring 2004, Fall 2004	38, 22