Changes to a Circuits Lab Sequence to Encourage Reflection and Integration of Experiences Across Related Courses to Explore New Solution Spaces to an Engineering Problem
- Conference
- Location
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Baltimore , Maryland
- Publication Date
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June 25, 2023
- Start Date
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June 25, 2023
- End Date
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June 28, 2023
- Conference Session
- Tagged Division
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Electrical and Computer Engineering Division (ECE)
- Page Count
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13
- DOI
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10.18260/1-2--43163
- Permanent URL
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https://peer.asee.org/43163
- Download Count
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164
Paper Authors
Chandrasekhar Radhakrishnan University of Illinois, Urbana-Champaign
Christopher D. Schmitz
University of Illinois at Urbana - Champaign
orcid.org/0000-0002-9673-9832
Christopher D. Schmitz received his Ph.D. in Electrical and Computer Engineering from the University of Illinois in 2002.
Rebecca Marie Reck
University of Illinois Urbana-Champaign
orcid.org/0000-0002-5894-4130
Rebecca M. Reck is a Teaching Associate Professor of Bioengineering at the University of Illinois Urbana-Champaign. Her research includes alternative grading, entrepreneurial mindset, instructional laboratories, and equity-focused teaching. She teaches biomedical instrumentation, signal processing, and control systems. She earned a Ph.D. in Systems Engineering from the University of Illinois Urbana-Champaign, an M.S. in Electrical Engineering from Iowa State University, and a B.S. in Electrical Engineering from Rose-Hulman Institute of Technology.
Arijit Banerjee
Yi Zhou University of Illinois at Urbana-Champaign
Yi Zhou is currently pursuing the Ph.D. degree in electrical engineering with the University of Illinois at Urbana–Champaign, Urbana, IL, USA.
Katie Ansell University of Illinois, Urbana-Champaign
Katie Ansell is a Teaching Assistant Professor of Physics at the University of Illinois, Urbana-Champaign. Her teaching and research activities focus on the practical and social aspects of the classroom that contribute to the development of student expertise in Introductory Physics Laboratories.
Holly M. Golecki
University of Illinois at Urbana-Champaign
orcid.org/0000-0003-3691-0420
Dr. Holly Golecki (she/her) is a Teaching Assistant Professor in Bioengineering at the University of
Illinois Urbana-Champaign and an Associate in the John A Paulson School of Engineering and Applied Sciences at Harvard University. She holds an appointment at the Carle-Illinois College of Medicine in the Department of Biomedical and Translational Sciences. She is also a core faculty member at the Institute for Inclusion, Diversity, Equity, and Access in the College of Engineering. Holly studies biomaterials and soft robotics and their applications in the university classroom, in undergraduate research and in engaging K12 students in STEM. Holly received her BS/MS in Materials Science and Engineering from Drexel University and her PhD in Engineering Sciences from Harvard University.
Jessica R. TerBush
University of Illinois at Urbana-Champaign
orcid.org/0000-0002-8438-7411
Jessica received her B.S.E, M.S.E., and PhD in Materials Science and Engineering from the University of Michigan, Ann Arbor. After graduation, she worked as a post-doc for approximately three years at Monash University in Clayton, Victoria, Australia. She then spent three years working as a Senior Research Specialist at the Missouri University of Science and Technology in Rolla, Missouri, where she trained users on the focused ion beam (FIB), scanning electron microscope (SEM), and transmission electron microscope (TEM). In 2016, she moved to the University of Illinois, Urbana-Champaign, to serve as a lecturer in the department of Materials Science and Engineering. Here, she is responsible for teaching the junior labs as well as providing instruction on writing in engineering.
Joe Bradley University of Illinois at Urbana-Champaign
Joe Bradley is a Clinical Assistant Professor in Bioengineering, Health Innovation Professor at the Carle Illinois College of Medicine, and Lecturer in the Gies College of Business at the University of Illinois, Urbana-Champaign.
Abstract
Engineering design requires the evaluation of trade-offs within a solution space to fit the constraints and demands of a specific application. An engineering curriculum provides its students a tailored series of courses to meet this goal. Course instructors anticipate students to regularly make connections to materials of past courses, assimilate the new information of the current course, and then explore expanded solution spaces. Disappointment arises when students fail to make these connections or often fail to recall fundamental concepts necessary to make informed decisions. In this paper we describe changes made to a junior level class to help students recall content from earlier courses on a particular topic in Electrical Engineering. This reflection better enables them to compare and contrast new material and even make connections with future course and industry solutions. Our initial survey indicates that student perception of these changes has been positive. Furthermore, a majority of the students responding to the survey suggest including similar exercises in lab modules on other topics.
Radhakrishnan, C., & Schmitz, C. D., & Reck, R. M., & Banerjee, A., & Zhou, Y., & Ansell, K., & Golecki, H. M., & TerBush, J. R., & Bradley, J. (2023, June), Changes to a Circuits Lab Sequence to Encourage Reflection and Integration of Experiences Across Related Courses to Explore New Solution Spaces to an Engineering Problem Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43163
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