Conference Session

Electrical and Computer Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Aldo Morales, Pennsylvania State University, Harrisburg; Sedig Salem Agili, Pennsylvania State University, Harrisburg

Tagged Divisions

Electrical and Computer

chosenafter extensively investigating and inquiring opinions from working signal integrity engineers. Thetextbook “Signal and Power Integrity - Simplified (2nd Edition)” is one of the most used byindustry, with very high rating by technical readers.EE 497A INTRODUCTION TO SIGNAL INTEGRITY FOR INTERCONNECTS (4) Catalog Data: Transmission lines and reflections, lossy lines, rise time, material properties, cross talk in transmission lines. Time and frequency domain measurements, jitter. Prerequisite: E E 330, E E 352. (Note 3 hour lecture and 3 hour lab per week) Eric Bogatin, Signal and Power Integrity - Simplified (2nd Edition), Textbook Prentice Hall, 2009

Conference Session

Electrical and Computer Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Paul Douglas Kearsley, Western Washington University; Andrew G. Klein, Western Washington University

Tagged Divisions

Electrical and Computer

homework. Under this model, which was independently developed but bearssimilarities to one very recent work 14 , students submit homework twice: the initial submissionwhere there is no penalty for wrong but complete attempts, and a second submission after detailedsolutions are provided by the instructor where students grade and correct their own homework.The recorded grade they ultimately earn for the assignment is based on how well they grade andcorrect their homework, encouraging a self-reflective analysis of their own learning.The first question we attempt to verify in this study is how well students in engineering coursesgrade their own homework when a self-graded homework model is in place. This is a questionthat has been addressed previously

Conference Session

Assessment of Learning in ECE Courses

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bahar Memarian, University of Toronto; Susan McCahan, University of Toronto

Tagged Divisions

Electrical and Computer

by the instructor. The evaluation may, or may not, includeproviding formative feedback on the students’ solutions. Instructor • Creates assessment acitivities and guides • Monitors quality of assessment • Tracks problem-solving competency development of students Assessor Student • Evaluates student work by following the • Takes the tests assessment guide • Self-asesses own solution errors before • communicates errors on student viewing the grade or ideal solution solution formatively • Reviews assessor feedback, reflects and

Conference Session

ECE Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Yakov Cherner, ATeL, LLC; Amin Karim, DeVry University; Ahmed Khan, DeVry University-Addison; Victor Rubanchik, Don State Technical University (DSTU), Rostov-on-Don, Russia

Tagged Divisions

Electrical and Computer

Learning Attributes of Surface Learning Learners relate ideas to previous Learners treat the course as unrelated bits knowledge and experience. of knowledge. Learners look for patterns and Learners memorize facts and carry out underlying principles. procedures routinely. Learners check evidence and relate it Learners find difficulty in making sense of to conclusions new ideas presented Learners examine logic and Learners see little value or meaning in argument cautiously and critically. either courses or tasks. Learners are aware of the Learners study without reflecting on either understanding that

Conference Session

Electrical and Computer Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

James Graham, University of Louisville; Karla Conn Welch, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville; Shamus McNamara, University of Louisville

Tagged Divisions

Electrical and Computer

andoperationalizing critical thinking by defining eight elements of thought which capture howcritical thinking examines, analyzes, and reflects on intellectual work. These eight elements leadto eight categories of questions present, to some degree, in all critical thinking: (1) what is thepurpose? (2) what is the point of view? (3) what are the assumptions? (4) what are theimplications? (5) what information is needed? (6) what inferences are being made? (7) what isthe most fundamental concept?, and (8) what is the question that is being answered? Theintellectual standards describe the criteria used to evaluate the quality of the critical thinking. Forexample: the thinking has a clear purpose or makes relevant assumptions. The intellectual traitsare the

Conference Session

Recruitment, Retention, and First-Year Programs in ECE

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eric A Freudenthal, University of Texas, El Paso; Art Duval, University of Texas, El Paso; Sarah Hug, University of Colorado, Boulder; Alexandria Nicole Ogrey; Kien H. Lim, University of Texas, El Paso; Catherine Tabor, El Paso Independent School District; Rebeca Q. Gonzalez, UTEP-Graduate Student and EPISD-Teacher; Alan Siegel, New York University

Tagged Divisions

Electrical and Computer

Thinking, which fairly reflects our ambitions – that engagementwith graphical programming will propel students towards exploration of computational thinking.While iMPaCT-STEM is a work-in-progress, there is sufficient teaching material and evidence of itseffectiveness to motivate further efforts to replicate, extend and more deeply examine its pedagogy.Figure 1 is a prerequisite graph of iMPaCT learning modules, most of which are being incrementallytranslated to use the programming environment provided by the TI 83/84 calculators that are alreadypresent in many high-school and college classrooms,This paper relates iMPaCT’s pedagogy to long-standing challenges in math education, recent educationalreform objectives, and describes efforts to

Conference Session

Electrical and Computer Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; Dianna Newman, University at Albany - SUNY; Kathy Ann Gullie PhD, Evaluation Consortium University at Albany - SUNY; Yacob Astatke, Morgan State University; Mohamed F. Chouikha, Howard University; Charles J. Kim, Howard University; Otsebele E. Nare, Hampton University; John Okyere Attia P.E., Prairie View A&M University; Petru Andrei, Florida A&M University/Florida State University; Lisa D. Hobson, Prairie View A&M University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

approach has also been implemented in core circuits andelectronics courses, design and project courses and similar courses serving engineering and sciencestudents both inside and outside of ECE.Purpose of the Paper: The purpose of this paper is to present results from a series of pilot studies. Data sourcesincluded post surveys from 86 students at 4 selected institutions, reviews of curriculum modulesused in classes, and interviews with faculty/instructors and students at 5 institutions. Outcomesstudied included a series of variables that reflected both precursors to learning, immediateoutcomes, and initial long term outcomes.Background of the Study In 2013, Howard University, in collaboration with Alabama A&M University, FloridaA

Conference Session

Electrical and Computer Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dominik May, University of Georgia; Beshoy Morkos, University of Georgia; Andrew Jackson, University of Georgia; Fred Richard Beyette Jr., University of Georgia; Nathaniel Hunsu, University of Georgia; Joachim Walther, University of Georgia; Amy Ingalls, University of Georgia

Tagged Divisions

Electrical and Computer

education, the pro- fessional formation of engineers, the role of empathy and reflection in engineering learning, and student development in interdisciplinary and interprofessional spaces.Amy Ingalls, University of Georgia Amy Ingalls is an instructional designer with the University of Georgia Office of Online Learning. She holds a Master of Education in Instructional Design and an Education Specialist in Library Media. Amy American c Society for Engineering Education, 2021 Paper ID #32550has extensive experience developing, designing, and supporting impactful online courses at

Conference Session

Electrical and Computer Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Vibhuti Dave, Colorado School of Mines; Stephanie Claussen, San Francisco State University; Tyrone Vincent, Colorado School of Mines; Megan Sanders, Colorado School of Mines

Tagged Divisions

Electrical and Computer

and prototyping • EP3: Planning and interpreting experiments • EP4: Identifying knowledge gaps and obtaining information from disparate sources • EP5: Planning for technical failureEP1 captures the team aspect of engineering, which includes both the need for coordinatingteamwork and the need for effective communication across a team for a successful designoutcome. The inclusion of disparate knowledge is highlighted in the literature. For example,Trevelyan found that the most crucial skill reflected in high performing engineers is coordinatingmultiple competencies to accomplish a goal [3]. EP2 highlights an aspect of problem solving thatgoes beyond the application of domain knowledge to include creativity, analysis, and evaluation.This skill

Conference Session

SDR & Programming in ECE Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Wesley G. Lawson, University of Maryland, College Park; Stephen Secules, University of Maryland, College Park; Shuvra Bhattacharyya, University of Maryland, College Park, and Tampere University of Technology; Ayush Gupta, University of Maryland, College Park

Tagged Divisions

Electrical and Computer

survey. Since the pre survey wasconducted during the first 1-2 months of the term, they likely reflect both a messaging differencebetween the alternative and the traditional course, as well as incoming beliefs prior to engagingwith the course.When performing a 2-sample independent t-test, only the contrast between impressions ofprofessional programming practice from the subsequent semester interview showed statisticallysignificant differences between alternative and traditional populations, at a 2-tailed alpha level of0.05 (p=.03)When performing a matched pairs t-test on the students in the alternative class who took the preand post survey, only the survey item “This class consisted of” showed a statistically significantdifference between pre

Conference Session

Electrical and Computer Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lauren E. Donohoe, Department of Electrical Engineering at The Pennsylvania State University ; Julio Urbina, The Pennsylvania State University - University Park; Tim Kane, The Pennsylvania State University - University Park; Sven G. Bilén P.E., The Pennsylvania State University - University Park

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

, there is general agreement that students learn by doing. This is reflected inthe aphorism “Tell me and I forget, teach me and I may remember, involve me and I learn”10[which is often misappropriated to Benjamin Franklin, but likely derived from writing of theChinese Confucian philosopher Xunzi (312–230 BC)]. While it is true that information andequations can be learned by reading, memorization, or listening to someone else speak, these arenot the best methods to build intuition. Intuition is built through experience, learned by doing,and reinforced through practice. The processes of learning and doing are inseparable.6 Thecomplexity of topics taught limits the ability for students to “learn by doing” within the time-restricted classroom setting

Conference Session

New Trends in ECE Education II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jia-Ling Lin, University of Minnesota, Twin Cities; Paul Imbertson, University of Minnesota, Twin Cities

Tagged Divisions

Electrical and Computer

.--- referencing established and credible information for applications and analyses Reflecting Reflecting for restatement I don’t know. I’m getting 94. It’s Understand (RL) probably a calculation error.--- I’m Analyze saying one of us did something Evaluate mathematically wrong. Soliciting Inviting for collaborations From that can’t you figure out the Understand (SO) frequency

Conference Session

Electromagnetics & Power Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Yu Gong, Purdue University, West Lafayette; N. Sanjay Rebello, Purdue University, West Lafayette; Michael R. Melloch, Purdue University, West Lafayette; Sean P. Brophy, Purdue University, West Lafayette

Tagged Divisions

Electrical and Computer

  2incorrectly deciding enclosed current were common mistakes reflected from students’quantitative written responses15.Students’ Difficulties with Mathematical Problem Solving in EM contextsResearch studies discussed in the previous section have provided insights on students’ commonmisconceptions of EM phenomena. However, conceptual understanding of EM phenomena is notindependent of sophisticated mathematical analysis, especially in upper level EM courses13. Inthese situations, the vector nature of the EM fields and the use of abstract operators can make thestudy of EM phenomena significantly more challenging. The mathematical formalism used tomodel EM phenomena can be much different than straightforward but abstract application ofmathematical rules

Conference Session

Innovations in ECE Education III

Collection

2009 Annual Conference & Exposition

Authors

Cordelia Brown, Purdue University; Yung-Hsiang Lu, Purdue University; Melissa Yale, Purdue University; Deborah Bennett, Purdue University

Tagged Divisions

Electrical and Computer

course on object oriented programming. It has been observed that traditional paperexaminations do not necessarily reflect students' programming skills. We study whether on-lineexaminations are more appropriate for a programming course. The examinations can be takenon-line or on paper in a classroom. Both formats are open-book and open-note and have the sameamount of time. This study considers the following questions: (1) Do students perform better inon-line examinations because they can type, instead of writing, code and have access tocompilers? (2) Do students prefer on-line examinations to traditional paper-based examinations?What are the reasons? (3) How can appropriate technology be used to maintain honesty? Wemeasured the appropriateness of

Conference Session

Electrical and Computer Division Technical Session 8

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrew Rusek, Oakland University; Subramaniam Ganesan, Oakland University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

signal of Vsource3Fig.2a Circuit to simulate Noise Signal.Circuits to simulate the noise signal, which could be tested and also added to desired signals todemonstrate effects of it on the circuit operation and on the signal distortions were modeled.Time-domain signal, signal distortions are studied. Fig.2b The pulses generated by adding different noise signal to the pulsesFig.3 The circuits used to demonstrate the pulse reflections in transmission lines. Upper circuit isused to simulate and ideal case when the source and load resistances are matched to thecharacteristic impedance of the transmission line. The lower circuit has both resistancesunmatched to the characteristic impedance of the transmission line. The harmonic signalcomponents

Conference Session

Circuits and Systems Education 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bala Maheswaran, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

students who participatedin the survey did not benefit from the help rendered by the video based coaching problems andtutorials.Figure 2, Q5 received 3.6 out of 5 demonstrating that a good portion of our students benefited byusing Mastering Engineering online tool homework assignments and instant feedback. 4.00 Figure 2 3.50 3.00 2.50 2.00 1.50 1.00 0.50 0.00 q3 q4 q5Figure 3, Q6 reflects the students’ view regarding the important question of this study and surveywhether “the mastering engineering helps you to master the electrical circuit concepts ”. Themajority of the students, about 78%, felt that mastering engineering helps them to learn

Conference Session

Innovations in ECE Education II

Collection

2010 Annual Conference & Exposition

Authors

Raymond Jacquot, University of Wyoming; David Voltmer, Rose-Hulman Institute; John Steadman, University of South Alabama

Tagged Divisions

Electrical and Computer

] (5)where δ ? ψ L' C' and Ι is the complex reflection coefficient defined by Z / Z0 Ι ? L ? Ι e j 2σ (6) Z L − Z0In some of the engineering education literature the interference pattern given by calculation ofthe magnitude of (5) for any nonzero value of Ι is termed a standing wave. As will now beshown this solution of expression (5) does not, in general, result in a standing wave. Using thepolar form for Ι , V(z) may be written as V ( z ) ? V0− e jσ [ e / j( δz −σ ) − Ι e j( δz −σ ) ] (7)For any general termination expression (5) may be rewritten as V ( z ) ? V0− e jσ { Ι [ e / j( δz −σ ) − e j

Conference Session

Innovations in ECE Education I

Collection

2009 Annual Conference & Exposition

Authors

Harley Hartman, P.E., Pennsylvania State University, York; Peter Idowu, Pennsylvania State University, Harrisburg

Tagged Divisions

Electrical and Computer

. They areeasily modifiable to reflect instructor’s comfort and convenience. The tools are effective ingenerating more enthusiasm among students because they provide alternatives to traditionalapproaches to clarifying difficult and unintuitive concepts.Index Terms – AC Machines, AC Concepts, Visualization.1. IntroductionThe present generation of students has a mindset that lends itself to interactive displays andvisually rich environments. Engaging them in the classroom has become an ever-wideningchallenge.As it is widely assumed that this trend will continue1 the possible impacts of various ways forengaging students through technology has been explored. Visualization in particular or the useof computer simulation is found to substantively

Conference Session

Electrical and Computer Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Juhamatti Korhonen, Lappeenranta-Lahti University of Technology; Johanna Naukkarinen, Lappeenranta-Lahti University of Technology; Hanna Niemelä, Lappeenranta-Lahti University of Technology; Heikki Järvisalo, Lappeenranta-Lahti University of Technology; Pertti Silventoinen, Lappeenranta-Lahti University of Technology

Tagged Divisions

Electrical and Computer

learning program hadpoor awareness of good sources of literature and rather weak scientific reading and writing skills.As one of the aims of the distance learning master’s program is to prepare students for doctoralstudies, it was considered necessary to pay attention to the development of the more genericacademic skills in addition to the specific Electromagnetic Compatibility (EMC) relatedobjectives, and the use of scientific articles was considered to provide a useful tool for that.Since assessment was recognized as the element that directs the students’ actions most, acontinuous assessment method with weekly quizzes was adopted. The questions of the quizzeswere on the scientific article but also reflecting on the lectures and the assessment

Conference Session

Electrical and Computer Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Steven M. Beyer, United States Air Force Academy; Brian James Neff, United States Air Force Academy

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

the ECE major. 5. Facilitate student interest in robotics.Theoretical Motivation The theoretical motivation that drove course redesign was centered on evidence-basedpedagogy pointing towards the benefits of project-based learning. Fundamentally, Kolb’sExperiential Learning Model asserts that a cycle of concrete experience, reflective observation,abstract conceptualization, and active experimentation results in higher student learning [10].Implementation of Kolb’s method along with the integration of theory and hands-on practice inand introductory engineering course at Harvey Mudd College saw a statistically significant gainin student learning and an increased enthusiasm amongst female students [5]. To incorporatethese theories, our

Conference Session

ECE Pedagogy and Assessment II

Collection

2008 Annual Conference & Exposition

Authors

Suk Kim Chin, Australian Catholic University

Tagged Divisions

Electrical and Computer

teamwork., most of the time this is done by just throwing students in teams in an ad hoc manner or just letting students form their own teams, resulting in very bad teamwork experiences, especially for the more talented students.To enable students to experience teamwork in a more favorable setting, this paper proposes asystem whereby students are trained to be effective members of a team as well as being effectiveleaders. There are very few activities geared towards similar goal. Notably, Chesney’s [2] workon “students’ reflection on group work” is one such activity. In [2], four 30-minute discussions,Chesney’s so-called “vignettes”, are given in a semester. Similar to the proposal described hereinis the inclusion of a teamwork

Conference Session

Design in the ECE Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Alan Cheville, Oklahoma State University; Charles Bunting, Oklahoma State University

Tagged Divisions

Electrical and Computer

Page 14.1166.4disagreement among participating faculty which reflected individual beliefs of teaching andlearning. While some faculty felt that grades should be primarily focused on projectdeliverables, others thought that more traditional summative evaluations had more value. In thefirst iteration of the course, reported here, the project comprised approximately 40% of the grade,technician training 30%, and in-class work and examinations focused on concepts 30%.As shown above in Figure 1, the three parallel components of the course had some overlap, butaddressed very different learning goals. These learning goals were drawn from an engineeringdesign taxonomy 6 used in the ECE department to evaluate curricular content. Details on each ofthese

Conference Session

Active and Cooperative Learning in ECE

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Werner Creixell, Texas A&M University; Rachelle M. Pedersen, Texas A&M University; Susan Niki Ritchey, Texas A&M University

Tagged Divisions

Electrical and Computer

say engineers are like dogs: if you throw them a bone they will go and fetch it. This crudeanalogy reflects some of the strong qualities of engineers, like problem-solving (fetching thebone), but it also reflects the fact that someone else has to not only throw them the bone, but mustalso choose which bone to throw. Educational techniques and courses for improving initiative,curiosity, creativity, and grit in engineers are becoming increasingly important to prepare them forthe dynamic working environment they will find after graduation. In this work in progress, weexpose the results of a freshman course that has been organized as a project-based learning (PBL)class. It is different from the traditional PBL approach by the fact that the

Conference Session

Circuits and Systems Education 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

David Braun, California Polytechnic State University

Tagged Divisions

Electrical and Computer

drills” yields over 16 million results. The followingnon-exhaustive list indicates a few ways authors aim to build higher level writing skills: 1. Faculty must do more than embed writing assignments into their classes.19 2. The writing assignment must offer students time to receive feedback, reflect on their learning, and revise their drafts. 19,20 3. Writing requires an interactive, coaching pedagogy—like that advanced by How People Learn techniques.19 4. Scaffold complex writing tasks over simple mechanics to promote improvement.16 5. Use detailed rubrics so feedback can translate more readily into improved results.20 6. Computer assisted instruction (CAI) to teach English composition gained increased attention

Conference Session

First-Year Issues in ECE Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Carlotta A. Berry, Rose-Hulman Institute of Technology; Daniel Chang, Rose-Hulman Institute of Technology; Christopher Miller, Rose-Hulman Institute of Technology

Tagged Divisions

Electrical and Computer

objectives, mini-projects, midterm, and final projectand how they related to the various electrical and computer engineering concepts. There will be asummary of some of the assignments used to encourage reflective learning as well as teamworksuch as journals, memos, reports, code, demonstrations and presentations. The course was taughtfor the first time in Fall 2015 quarter and again in Winter 2015 quarter. There will be a qualitativeand quantitative analysis of the learning artifacts in order to identify trends and lessons learned tocontinue improving the course. There will also be a comparison of the student course evaluationsbefore and after the change to the Arduino Uno microcontroller. These results will be presentedin the paper along with

Conference Session

Electrical and Computer Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Michelle Miley, Montana State University; Todd Kaiser, Montana State University; Liz Kovalchuk, Montana State University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

awareness of their own identities as writers and asengineers through their work facilitating, suggesting that the writing studio model providesan opportunity for writing center tutors to engage in metacognitive thinking about their owndevelopment as a disciplinary writer.The facilitators did note the difficulty in keeping their roles as engineering student separatefrom facilitator, and noted that they had to negotiate when to bring in their engineeringknowledge and when to act as an outside audience. One facilitator noted in her session notes,“An interesting reflection for me during this studio was that my first tendency when workingwith engineering students (especially those that I know in some context) is that I transitioninto being a team member

Conference Session

Assessment of Learning in ECE Courses

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kristen Booth, North Carolina State University; Megan Patberg Morin, North Carolina State University; Alireza Dayerizadeh, North Carolina State University; Pam Page Carpenter, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

uploading an artifact, selecting acategory, writing a description, listing skills, tagging teammates, and creating a hashtag. Eachstudent in the REU Program created ten posts during the ten-week program. They documentedresearch deliverables, professional and technical sessions, field trips, conferences, or anyexperience that helped them grow professionally.The purposes of e-portfolios were for developmental (learning/reflection), showcase(professional/career), assessment (summative), and institutional (academic) purposes [6]. TheREU Program focused on the developmental and showcase uses. For developmental purposes,their e-portfolios promoted transferable skills, lifelong learning, and reflective thinking [7]. Asone student shared, “The

Conference Session

ECE Curriculum Innovations

Collection

2006 Annual Conference & Exposition

Authors

Lisa Huettel, Duke University; April Brown, Duke University; Leslie Collins, Duke University; Kip Coonley, Duke University; Michael Gustafson, Duke University; Jungsang Kim, Duke University; Gary Ybarra, Duke University

Tagged Divisions

Electrical and Computer

temperature sensor and how to build a circuit to condition the signal generated bythe sensor and how to extract useful information from that signal to control another part of thesystem. The benefit of being able to use more realistic experiments in the laboratory also leads tomore comprehensive discussions in the classroom and an overall more integrated experience.Through this approach, students are presented a holistic view of the field of ECE, which moreaccurately reflects real systems, and develop a greater understanding and appreciation of thisinterdependence. Page 11.90.42.4 Design ExperienceThe importance of design experience in an

Conference Session

Technology in the ECE Classroom

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; Frederick C Berry, Milwaukee School of Engineering; Mohamed F. Chouikha, Howard University; Dianna Newman, University at Albany/SUNY; Meghan Morris Deyoe, The Evaluation Consortium; Gavin Anaya; William Brubaker, Rensselaer Polytechnic Institute

Tagged Divisions

Electrical and Computer

. 61 29 50 36Develop attitudes of self-direction 57 32 49 37and self-responsibility. * Numbers represents percentages of RPI participants who responded “Strongly Agree” or “Agree” on a 6-point Likert-type scale. Analysis of cognitive data19 evidence outcomes related to use; students who received integrated IO board instruction at higher levels of practice and knowledge generation presented greater long term learning. Student scores on final exams were greater for items that reflected use of the Mobile Studio as part of instruction than were their scores on items that reflected content covered in

Conference Session

Innovations in ECE Education III

Collection

2008 Annual Conference & Exposition

Authors

Sheng-Jen Hsieh, Texas A&M University; Yuan-Teng Cheng, Texas A&M University

Tagged Divisions

Electrical and Computer

tool.Student ratings were positive for all items. In general, students felt that the tool was interactive,relevant, and easy to use and understand. Figure 8 shows a summary of results for all fourattribute continuums from the Index of Learning Styles for the students in this study. These datasuggest that the students tended to be more visual than verbal and more active than reflective aslearners. Ladder Logic Debugging Tool The practice questions helped me to learn the material. 5.1