A One-Credit Hands-On Introductory Course in Electrical and Computer Engineering Using a Variety of Topic Modules

This paper presents a work in progress that aims at designing a visual tool with multiple modules that can be used for effective tutoring of the core topics of computer engineering. The first aspect of the design that was implemented and tested in a classroom setting is related to a visual tutor that can be used to reinforce the learning abilities of students pursuing an introductory course of Digital Logic. The development is based upon Adobe Animate (formerly Macromedia Flash MX), which is used to create the necessary text, graphics, and interaction needed for the application. The results of three-year surveys indicated that the students found the tutor to be both useful and helpful and that it had encouraged them to learn more about Digital Logic. The use of animated and highly visual teaching aids was therefore proven to be effective in assisting students in their study. The visual tutor is called ”SmartStart”.

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Characterizing student engagement with hands-on, problem-based, and lecture activities in an introductory college course

Teaching & Learning Inquiry The ISSOTL Journal ◽

10.20343/teachlearninqu.8.1.10 ◽

2020 ◽

Vol 8 (1) ◽

pp. 138-153 ◽

Cited By ~ 3

Author(s):

MaryGrace Erickson ◽

Danielle Marks ◽

Elizabeth Karcher

Keyword(s):

Case Studies ◽

Latin Square ◽

Situational Interest ◽

Behavioral Engagement ◽

Introductory Course ◽

Video Lectures ◽

Hands On ◽

College Course ◽

Instructional Formats ◽

Introductory College

This study examines the interest, motivation, and behavioral engagement of college students in an introductory course relative to three instructional formats used in the course: hands-on, problem-based laboratory stations; problem-based written case studies; and video lectures. Groups of five to seven students were assigned learning activities as treatments in a Latin Square design consisting of three experimental periods. At the beginning of selected laboratory sessions, students completed 10 minutes of the experimental activity immediately followed by a questionnaire. Students rated hands-on, problem-based laboratory stations as more challenging, novel, and attention-grabbing than they rated case studies or video lectures. Interest, intrinsic motivation, and behavioral engagement were greatest for groups completing laboratory stations followed by those completing case studies and lectures, respectively. Overall, the greater situational interest experienced during laboratory stations and case studies indicates that these activities can be leveraged to create learning environments that promote interest, engagement, and achievement.

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Hands On Projects And Exercises To Strengthen Understanding Of Basic Computer Engineering Concepts

10.18260/1-2--14397 ◽

2020 ◽

Author(s):

Joe Stanley ◽

Daryl Beetner ◽

Donald Wunsch ◽

Rohit Dua

Keyword(s):

Computer Engineering ◽

Hands On

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Longitudinal Learning Outcomes from Engineering-Specific Adaptions of Hybrid Online Undergraduate Instruction

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v16i23.17615 ◽

2021 ◽

Vol 16 (23) ◽

pp. 171-201

Author(s):

Ronald F. DeMara ◽

Tian Tian ◽

Wendy Howard

Keyword(s):

Student Perceptions ◽

Mixed Mode ◽

Controlled Study ◽

Degree Programs ◽

Computer Engineering ◽

Online Delivery ◽

Face To Face ◽

Undergraduate Instruction ◽

Hands On ◽

Delivery Strategies

Hybrid online delivery, which is also referred to as mixed-mode delivery, utilizes a combination of online content and traditional face-to-face methods which may benefit significantly from specific delivery adaptations for undergraduate engi-neering curricula. Herein, a novel eight-step phased instructional flow with several targeted adaptations is used to accommodate the mixed-mode delivery of STEM curricula is evaluated with a longitudinal study of students afforded these adapta-tions versus those without them. This STEM Blended Delivery Protocol (STEM-BDP) emphasizes scaffolding of analytical procedures along with hands-on prob-lem solving throughout online and face-to-face components equally. Two high enrollment course case studies utilizing STEM-BDP are examined herein, includ-ing an Electrical and Computer Engineering required core undergraduate course and a Mechanical and Aerospace Engineering undergraduate course. The details of the STEM-BDP delivery strategies, learning activities, and student perceptions surveys are presented. Student-resolution longitudinal analysis within a controlled study using blinded evaluation indicates that over a five-year period, failure rates have decreased by 63% among students undergoing STEM-BDP while control and alternatives have not demonstrated similar improvements within the same degree programs. Given increasing enrollments within STEM curricula, it is sought to overcome challenges of conventional lecture-only delivery in high-enrollment courses.

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An Introductory Course in Thermal Fluid Engineering

10.1115/imece2000-1399 ◽

2000 ◽

Author(s):

I. Sorensen ◽

M. Ellis ◽

C. Dancey ◽

B. Vick ◽

D. Jaasma ◽

...

Keyword(s):

Heat Transfer ◽

Fluid Mechanics ◽

Team Teaching ◽

Mechanical Engineering ◽

Engineering Faculty ◽

Organizational Skills ◽

Introductory Course ◽

Faculty Teaching ◽

Laboratory Report ◽

Hands On

Abstract Experiences related to a new sophomore level course, “Introduction to Thermal Fluid Engineering,” are described. Several hundred students have taken the course and are currently enrolled in the follow-on courses in thermodynamics, fluid mechanics, and heat transfer. The introductory course is structured as a two-hour per week lecture with a laboratory that meets three times during the semester. Although thermodynamics, fluid mechanics, and heat transfer subjects are introduced sequentially during the course, the overlap and inter-relationships between topics are emphasized. It has been beneficial both for students and the faculty teaching the course to see the bigger picture of the three courses as a whole rather than as separate topics. The open laboratories are manned by a graduate student or senior who guides the students through hands-on experiments. Each of the three simple experiments is designed to illustrate important principles and reinforce the computational skills of the students. A web site has been established to help guide the students in preparing the written portion of the laboratory report. Team teaching of some sections has been tried and compared to the standard one teacher per section approach. Feedback from the students indicated a surprising acceptance of having several teachers for a course when they were well coordinated. One advantage mentioned by the students was to introduce them to more of the mechanical engineering faculty early in their studies. Because this is the first course requiring engineering analysis taught by the mechanical engineering faculty, it provides the opportunity to direct them in their problem solving and organizational skills that will be useful throughout the rest of their courses. Student evaluations are included as part of the results presented.

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Design-Oriented Introduction of Nanotechnology into the Electrical and Computer Engineering Curriculum

Journal of Educational Technology Systems ◽

10.2190/d1h1-yydt-eqw8-uyju ◽

2005 ◽

Vol 34 (2) ◽

pp. 155-164 ◽

Cited By ~ 2

Author(s):

Donghwi Kim ◽

Ridha Kamoua ◽

Andrea Pacelli

Keyword(s):

System Design ◽

Materials Science ◽

Undergraduate Curriculum ◽

Great Effort ◽

Computer Engineering ◽

Integrated Electronics ◽

Simulation Tools ◽

Introductory Course ◽

Molecular Diodes ◽

Nanotube Transistors

Nanoelectronics has the potential, and is indeed expected, to revolutionize information technology by the use of the impressive characteristics of nanodevices such as carbon nanotube transistors, molecular diodes and transistors, etc. A great effort is being put into creating an introductory course in nanotechnology. However, practically all courses focus on the physics, chemistry, and materials science aspects of this discipline. On the other hand, a more abstract, design-oriented introduction is desirable for electrical and computer engineering majors. In order to teach design-oriented nanotechnology, the teaching curriculum must be extended to include new concepts. In particular, it is necessary to supply the design principles, device models, and software simulation tools. This article describes our approach for introducing nanotechnology system design into the Electrical and Computer Engineering undergraduate curriculum at Stony Brook University. The approach consists of developing a nanodevice library for SPICE-like simulator and a 3-week module on nanotechnology system design utilizing this library. The module will be woven into an existing course on Integrated Electronics.

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