and Instructional Opportunities
EE 3: Introduction to Electrical Engineering.
This course introduces basic concepts of electrical
circuits to then explain the greatest inventions of Electrical Engineering,
including telecommunication, the electrical grid, and automatic computing and
control. The lab reinforces the circuits concepts and includes a design
EE 180D: Systems Design.
In this senior design course, student teams
tackle problems in various aspects of wireless health systems, including
sensing and classifying human motions, developing user interfaces, and database
EE 199: Directed Research in
This can take two forms: research, or
contributions to the instructional program. For the former, typically projects
are either extensions of work pursued in a senior design course or summer
research, with the goal of producing a conference publication. For the latter,
the objective is development of course modules (hardware and/or software plus
lesson plans) for either regularly offered courses or Tech Camp (for high
EE 230B: Digital
This course presents modulations for the
Gaussian channel, and discusses how to synchronize systems and equalize
channels with inter-symbol interference.
The course begins with models for wireless
communications channels to motivate the need for diversity transmission methods
including spread spectrum systems. The interference problem is discussed, along
with multiple means for managing it including multiple access protocols and
dynamic resource allocation. Receiver linearity issues and the effects on
system design are introduced.
EE 296: Research Seminar
All graduate students in my group
should register for 2 units each quarter in which they are pursuing research
and attending the weekly group meeting.
Students present their research of the preceding week with group
discussion of the results and suggestions for new directions.
EE 299: M.S. Project Seminar.
This can take two forms: research proposals,
or contributions to the instructional program. Typically research proposals
take the form of investigation of the technological state of the art in some
domain, with analysis/simulations to evaluate some of the claims being made,
and production of a report similar to a proposal for a new product or research
agenda. For projects focused on the instructional program, the objective is
development of course modules (hardware and/or software plus documentation such
a lab instructions) for regularly offered undergraduate or graduate courses.
How to Get Involved in Teaching
There are numerous volunteer opportunities at
UCLA for EE students. HKN http://www.hkn.ee.ucla.edu/
and TBP http://tbp.seas.ucla.edu/ have extensive
tutoring programs that are always in need of volunteers. IEEE http://www.ieee.ucla.edu/ through its OPS program teaches basic
skills in circuit fabrication and design. The HSSEAS Engineering Science Corps https://esc.seas.ucla.edu/ runs an
outreach program for high school and middle school students.
Each year particular courses are identified by
the EE department as requiring dedicated (i.e., paid) tutors.
Course Module Development
EE 199 and EE 299 (see above) provide
opportunities for creating course modules for the EE program.
EE 3 Lab Mentors
Each quarter EE 3 is offered, 4-6 lab mentors
are hired to help students with use of the equipment and to provide advice on
the labs and projects. Hands-on experience is required (e.g., via IEEE OPS, or
from taking UCLA EE lab courses). Apply directly to Prof. Pottie
via email with a resume if interested (pay rate as group tutor).
Each fall, there is a competition among
student clubs for proposals for projects for the coming summer. Two students
will be hired for each successful proposal, to develop and teach curriculum
over two 4-week sessions in the summer. Hiring takes place in winter, with
instructional development through an EE 199 course in spring. For details,