Asee peer logo

Military Communications Graduate Education Curriculum

Download Paper |


1996 Annual Conference


Washington, District of Columbia

Publication Date

June 23, 1996

Start Date

June 23, 1996

End Date

June 26, 1996



Page Count


Page Numbers

1.325.1 - 1.325.10

Permanent URL

Download Count


Request a correction

Paper Authors

author page

Major (Dr.) Robert F. Mills

author page

Major (Dr.) Gerald C. Gerace

author page

Dr. Byron M. Welsh

author page

Dr. Bruce W. Suter

author page

Dr. Andrew J. Terzuoli

author page

Captain (Dr.) Richard A. Raines

Download Paper |

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

I Session 1532 -—— . .... Military Communications Graduate Education Curriculum

Major (Dr.) Gerald C. Geracel Captain (Dr.) Richard A. Raines Major (Dr.) Robert F. Mills Dr. Andrew J. Terzuoli Dr. Byron M. Welsh Dr. Bruce W. Suter

Graduate School of Engineering Air Force Institute of Technology

Abstract -- The dawning of the information age with its diversity of communications and computer systems poses a formidable challenge to the graduate student of “communications engineering”. To keep pace with this expanding field graduate communications engineering students at the Air Force Institute of Technology (AFIT) advance through an integrated curriculum that weaves a web of connections between traditional analog/digital communication theory, discrete signal processing, communications/computer networks, spread spectrum techniques, and coherent applications sequences of courses in military communications, radar, stealth, and antenna engineering. The approach is to teach broad system level concepts and analyses first followed by in depth treatments of the pertinent subtopics. This ensures that the engineer always has the ‘~orest” in mind while he or she tackles the “trees”. Furthermore, the applications courses “close the loop” by reemphasizing system level concepts and exploiting the deep analytic tools developed earlier. The program culminates in a thesis that addresses an immediate aerospace communication problem. In addition to a detailed description of the AFIT communication engineering program, this paper explores the potential academic alternatives that merging technologies and techniques demand.


The School of Engineering at the Air Force Institute of Technology (AFIT) grants degrees at both the Masters and PhD level in numerous engineering and science disciplines. The diverse student population comes from the military services, numerous US government agencies, foreign countries, and the civilian population at 2 large. AFIT’s graduate programs are rigorous and demanding yet are dedicated to being student centered and 3 responsive to the students’ prospective employers’ needs without compromising educational excellence. This paper focuses on the communication engineering curriculum and how it serves students, employers, and the overall US aerospace research effort. We show what drives and shapes the curriculum and how the curriculum

‘ The authors are members of the graduate school faculty in the Electrical and Computer Engineering Department of the Air Force Institute of Technology, Wright-Patterson Air Force Base, Dayton, Ohio. 2 All Masters degrees require at least 12 quarter hours of successful thesis work. 3 For example, the computer and electrical engineering department has always received the longest ABET accreditation term possible.

---- ,_ $iitii’1996 ASEE Annual Conference Proceedings } ‘Jllllll’..? .

Mills, M. D. R. F., & Gerace, M. D. G. C., & Welsh, D. B. M., & Suter, D. B. W., & Terzuoli, D. A. J., & Raines, C. D. R. A. (1996, June), Military Communications Graduate Education Curriculum Paper presented at 1996 Annual Conference, Washington, District of Columbia.

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 1996 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015