Advisory support system
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Advisory support system
The Advisory Support System, created through collective strategies, seeks to favor the construction of bridges between students' interests in research, innovation, and development, and the Lines of Generation and Application of Knowledge of each graduate program in particular, as well as their interrelationship with the rest of the graduate programs.
The academic support offered through this person-centered system involves preferably collective production scenarios. It assumes interaction between students and teachers in collective learning environments where the dissonance caused by constructive criticism favors reflection and the collective construction of knowledge.
Advisory support is conceived as a system that articulates the different formative dimensions (individual, social and historical) in each academic terms of the graduate program. There can also be advisory support processes for individuals or among peers.
Program advisory support system (Tutoring)
The advisory system provides follow-up for students during their time in the program. The purpose of the advisory support system is to facilitate the construction of each student's academic path, and to provide students with the support they need to complete their final projects. This program has designed a series of stages in the advisory process:
1) During the informative sessions and admission interviews, students are introduced to the advisory support system and the processes by which they will complete their final projects.
2) Upon starting the graduate program, students learn about the projects they can choose from for their own final project, the advisors, and the electives that will prove most useful for developing their project.
3) In the research, development and innovation seminars: RDI-1, RDI-2, RDI-3 and RDI-4, advisors conduct sessions with small groups or work teams to support students in the proper development of their final projects.
4) At the end of academic term (after the RDI-1, RDI-2, and RDI-3 seminars), an internal colloquium is held at which each work team presents the progress it has made on its final project and receives feedback from fellow students and professors from the program's Core Faculty.
5) Upon completion of the RDI-4 seminar, students submit their dissertation, which has been approved by their advisor, for evaluation by the Advisory Committee.
6) The program coordinator keeps a record of students' follow-up dialogues (advisory sessions), colloquium presentations, and internal progress reports on the final project.
This program uses the following process for implementing the tutoring program:
1) During the information sessions and initial interviews, students are introduced to the concept of tutoring and the different processes to obtain the degree.
2) At the start of their graduate studies, students decide on their final project topics and consequently, their co-directors (advisors), who will support them in the completion of the project.
3) At the end of the first school term (after completing 41% of the credits), the advisory committee formalizes the assignment of each student's final project advisor.
4) For projects with ties to the industry, the company can assign a final project advisor, and the advisory committee, in agreement with the student, formally assigns an internal advisor or co-director from the program's full-time core faculty, as the case may be.
5) Throughout the program (in the research, development and innovation seminars: RDI-1, RDI 2, RDI 3, RDI 4), students and advisors will sit down periodically to dialogue.
6) A record will be kept of the different dialogues, focused either on student follow-up (tutoring) or follow-up on the project (advisory); this provides useful feedback for the graduate program.
7) At the end of each period (after the RDI-1, RDI-2, and RDI-3 seminars), an internal colloquium will be held where each work team will present its progress on its final project, and receive feedback from other students and professors, as well as an evaluation from their advisor. At the end of the RDI-4 seminar, students present their dissertation -previously approved by the advisor- to be evaluated by the Advisory Committee.
8) At the end of each school period, the Advisory Committee will call a meeting with all the advisors to evaluate and make adjustments to the counseling session program. Complementary information provided by the students will also be considered.
Follow-up activities in the RDI seminars
RDI 1: Planning the project
In this seminar, students plan their project so as to obtain their degree in one year. Depending on the scope of the project, its architecture, specifications, and verification and testing plans, students divide the project into stages or phases, including the estimated time for each stage; the timeline and critical route; staff requirements and costs; and the contingency, quality, and communication plans. Students make use of project management software such as Microsoft Project or others, read technical articles from the area of VLSI circuit design, and write up a technical report of their project protocol to be carried out in one year's time.
RDI 2: Developing phase 1 of the project
In this seminar, students design the circuits for the first phase of the project as set forth in the project plan. Depending on the scope of the project, the system design can be at the script, gate, or schematic level of the circuits. The CMOS process parameters to be used will depend on the system's specifications, and could be any of the following: 0.5 um, 0.18 um, 0.13 um, 65 nm or 45 nm. Logical, analog, or mixed-signal simulations are all possible. The simulation of system modules will use perl, tlc, or python scripts. In this seminar students make intensive use of CAD tools for VSLI circuit design from Cadence and Mentor Graphics.
RDI 3: Developing phase 2 of the project
In this seminar, students will design the circuits of the second phase of the project as set forth in the project plan. The design will consist of circuit-level and layout-level synthesis of the phase-1 circuits. The CMOS process parameters to be used will depend on the system's specifications, and could be any of the following: 0.5um, 0.18um, 0.13um, 65nm, or 45nm. The simulation can be analog or mixed-signal. In the physical synthesis, full-custom layout techniques or automated physical synthesis tools can be used, as required. For the layout Design Rule Check (DRC) and LVS for analog and digital cells, perl, tcl, or python scripts will be used to clean up design errors. The layout is debugged, the post-layout is simulated and the critical PVT corners of the designed analog and digital cells are verified. In this seminar students make extensive use of VLSI circuit design and verification software from Cadence and Mentor Graphics (Automatic Layout Place and Route, and Automatic IC Routing).
RDI4: Developing phase 3 of the project
In this seminar, on the basis of the system's floorplan, students design the polarization network, the clock-distribution network, the PAD ring, and they integrate and interconnect the circuits designed in phases 1 to 3 to the PAD ring; they execute the verification plan, generate the chip tapeout, and send it to manufacturing. The CMOS process parameters to be used will depend on the system's specification, and could be any of the following: 0.5 um, 0.18um, 0.13um, 65nm or 45 nm. Students make extensive use of VLSI circuit design and verification software from Cadence and Mentor Graphics.
To provide students with advisory support, RDI offers different articulated mechanisms that serve as occasions for learning and formation, with the participation of students and faculty members alike:
c) Methodology workshops
d) Tutoring
e) Colloquia
g) Evaluation by the tutorial committee
Period | Admission exam (admission or preparation courses) | RDI Seminars - Methodology workshops | RDI Seminars - Counseling sessions | RDI Seminars - Colloquia | Final Project - Evaluation by the Advisory Committee |
---|---|---|---|---|---|
1 | X | X | X | X | |
2 | X | X | X | X |
Module | Co-directors |
---|---|
Analog reception block | Esdras Juárez, Iván Padilla |
Analog transmission block | Federico Lobato, Esteban Martinez |
Digital serialization block | Víctor Avendaño, Cuauhtémoc Aguilera |
Digital de-serialization block | Alexandro Girón, Cuauhtémoc Aguilera |
System integration | Alexandro Girón, Manuel Salím |
List of students-advisors and project modules, Esp.Des.Syst.Chip/G1-2014
Student | Project module (SerDes) | Advisors |
---|---|---|
Centeno Quiñones José Manuel | Module de-serialization / integration | Víctor Avendaño/Cuauhtémoc Aguilera |
González Mora Graciela Citlali | Serializer | Alexandro Girón/Cuauhtémoc Aguilera |
Godinez Maldonado Ricardo | Testing Module | Alexandro Girón/Esteban Martinez |
López Felix Carlos Cesar | Transmission Amplifier | Federico Lobato/Esteban Martinez |
Gallardo Garcia Omar | Reception Amplifier | Esdras Juárez/Iván Padilla |
Nuñez Corona Saúl Alfonso | Reception Amplifier | Esdras Juárez/Iván Padilla |