I contribute to the teaching mission of the School in several ways:

• Working with graduate students on their thesis research.
• Working with undergraduate students on projects.
• Working with student organizations.
• Teaching class.

The topics and results of graduate student thesis research and undergraduate student projects are described here.

The student organization with which I've worked the most is the ECE honorary society Eta Kappa Nu (HKN) for which I am one of the faculty advisors.  The Purdue chapter is a very active chapter that has won the national "Best Chapter" award something like 20 of the last 22 years.  I, however, can take very little credit for this because the organization is fundamentally run by the students. HKN engages in many activities that benefit individual students, the School, the University, and the community.  Activites I've been extensively involved with include

• The Lounge, which provides both a meeting place and a source of snacks for the School.  This is a big business, grossing hundreds of dollars per day.  You can even use the BagelCam to check if the type of bagel you desire is in stock!
• The Turkey Contest, which is a yearly event in the Fall just before Thanksgiving, where students, staff, and faculty vote for their favorite professor among usually four candidates with money which is donated to charity.  The winning faculty member makes "photo-op" appearances in a turkey costume.
  
• Picnics every semester and Friday evening TGs almost every other week, for everyone to enjoy themselves and, along the way, for students and faculty to interact outside of an academic setting.

The remainder of this page concerns teaching class.  I have been responsible for primarily undergraduate classes especially

• ECE440 Transmission of Information: This is a senior-level course which covers both analog and digital communication systems at primarily the physical-layer level and which emphasizes the computation of SNRs in analog systems and bit error probabilities in digital systems.  It makes extensive use of the prerequisites which are ECE301 Signals and Systems and ECE302 Probabilistic Methods in Electrical and Computer Engineering. I have written class notes and new laboratories are under development.
• ECE301 Signals and Systems: This is a junior-level course on deterministic signals and, primarily, linear systems which emphasizes transform methods (continuous-time Fourier, discrete-time Fourier, bilateral Laplace, and Z transforms) and examines a variety of applications especially sampling and noise-free analog communication systems.
• ECE201 Linear Circuit Analysis I: This is a sophomore-level course on linear circuits including circuit elements such as resistors, capacitors, inductors, independent and dependent sources, and operational amplifiers; circuit laws, i.e., Kirchhoff's current and voltage laws; organized ways to write equations describing circuits, i.e., nodal and mesh methods; and the behavior of standard circuits such as RC and serial and parallel RLC circuits.  This is a difficult course to teach because it is in part a service course and for that reason has sophomore ECE majors mixed with juniors and seniors from other engineering majors.

I have also been responsible for a part of

• ECE402 EE Design Projects: This is a senior-level one-semester course in which teams of students design a project, which varies each semester, and it focuses both on process and on end result.

At the graduate level I have been responsible for

• ECE643 Stochastic Processes in Information Systems which concerns basic stochastic process ideas and applictions to Markov chains and processes, point processes, etc.  Usually the level of mathematics is without measure theory.
  
• ECE645 Estimation Theory which concerns fundamental detection and estimation theory with communication and signal processing applications.
• ECE695D Advanced Biomedical System Identification which was a special topics course that concerned the theory of dynamical system identification and its application to biomedical problems.

I have also taught parts of a variety of biomedical engineering courses.  The topic of most interest to me is the electrical behavior of cells and I highly recommend the wonderful two volume book by T. F. Weiss.  

In all of these classroom situations, engaging the students is key to getting student participation which in turn is key to achieving student learning.  I try to stimulate engagement by, for instance, including topics describing the practical untility of the course material.  As an example, in EE301, I discuss the theory behind oversampling CD players.  Any engaged student can watch me derive equations and solve problems in class and can even ask questions about the process.  However, that is primarily a spectator mode of participating and learning really requires an active mode.  I believe that a key active mode is the working of problems, that is, the doing of homework.  I try to help through office hours and evening problem sessions, but in the end I believe that the effort of working out problems for yourself is key to making the material your own.  I like the analogy of watching the Purdue football linebackers bench press 400 pounds versus actually bench pressing 400 pounds!

I have received several teaching awards:

• Ruth and Joel Spira Outstanding Teaching Award, School of Electrical and Computer Engineering, Purdue University, 1995.
• Honeywell Award for Excellence in Teaching, School of Electrical and Computer Engineering, Purdue University, 1997.
• Eta Kappa Nu Outstanding Teaching Award, School of Electrical and Computer Engineering, Purdue University, 1998.
• Eta Kappa Nu Outstanding Teaching Award, School of Electrical and Computer Engineering, Purdue University, 2000.
• The Motorola Excellence in Teaching Award, School of Electrical and Computer Engineering, Purdue University, 2004.
  

In the following table are listed, for each semester I've been at Purdue,  the courses I've been responsible for.