2000. She received her M.S. in Electrical Engineering and Ph.D. (2007) in Computer Engineering from the Illinois Institute of Technology, Chicago, IL. Dr. Dave’s research interests lie in the field of High Speed Computer Arithmetic and Computer Architec- ture. Her research has been focused on the design high-speed multi-operand adders. In addition, she is also interested in performing research in VLSI implementation of signal processing algorithms, and low power integrated circuit design. Her teaching interests include Digital Logic Design, Computer Architecture, Computer Arithmetic, VLSI Design. c American Society for Engineering Education, 2017 Reflection and Metacognition
Paper ID #21319The Use of SPICE Simulation to Promote Reflection and Metacognition in aMicroelectronics CourseDr. Renee M. Clark, University of Pittsburgh Renee M. Clark serves as research assistant professor focusing on assessment and evaluation within the University of Pittsburgh’s Swanson School of Engineering and its Engineering Education Research Center (EERC), where her interests center on active and experiential learning. She has 25 years of experience as an engineer and analyst, having worked most recently for Walgreens and General Motors/Delphi Automo- tive in the areas of data analysis, IT, and manufacturing
the Naim and Ferial Kheir Teaching Award. Page 12.567.1© American Society for Engineering Education, 2007 Easy-to-Do Transmission Line Demonstrations of Sinusoidal Standing Waves and Transient Pulse Reflections AbstractJunior, senior, and graduate level courses in electromagnetics often cover issues related tosinusoidal standing waves and transient pulses on transmission lines. This information isimportant for students because a theoretical understanding of such phenomena provides aconcrete foundation for later study involving the general propagation of electromagneticfields, and
AC 2010-1595: A HIGH-PERFORMANCE WIRELESS REFLECTANCE PULSEOXIMETER FOR PHOTO-PLETHYSMOGRAM ACQUISITION AND ANALYSISIN THE CLASSROOMKejia Li, Kansas State University Kejia Li received his B.S. degree in Electronic and Information Technology and Instrumentation from Zhejiang University, China, in 2008. He is currently pursuing the M.S. degree in Electrical & Computer Engineering at Kansas State University. He works as a Research Assistant in Medical Component Design Laboratory with research interests in embedded system design, digital signal processing, and hemodynamics.Steve Warren, Kansas State University Steve Warren received a B.S. and M.S. in Electrical Engineering from Kansas
Paper ID #21547Time for Reflection: Development of Twenty Short Videos to Introduce NewTopics and Engage Students in Circuit TheoryDr. Benjamin David McPheron, Roger Williams University Benjamin D. McPheron, Ph.D. is an Assistant Professor of Engineering at Roger Williams University. Dr. McPheron received his B.S.E.E. in Electrical Engineering at Ohio Northern University in 2010, and his Ph.D. degree in Electrical Engineering from the Department of Electrical Engineering at The Pennsylvania State University in 2014. Dr. McPheron teaches Freshman Engineering and various courses in Electrical Engineering including Circuit
25.918.1 c American Society for Engineering Education, 2012 MATLAB1 Demonstration of Transmission Line Phenomena in ElectromagneticsThe university involved in this paper has a two semester sequence of electromagnetics. Coveragebegins with the study of transmission lines, which constitute a very important application ofelectromagnetics. Signal reflection and impedance matching are critical concepts in wirelesscommunications and radar. However, while students often can properly apply formulas to solvetransmission line problems, they often lack a deep understanding of how these lines work.MATLAB can serve as a useful tool for illuminating the operation of transmission lines
this paper is thedesign, evaluation and improvement of a multi-faceted, intra-disciplinary laboratory called theSystems Exploration, Engineering, and Design Laboratory (SEED Lab). Created with the supportand input of industry partners, the SEED Lab aims to emulate our students' likely futureexperiences in a professional environment. The course employs assessment techniques such asreflection logs, CATME evaluations, team presentations at regular intervals, performance-baseddemonstrations, and case studies.This work will contribute to the body of engineering education scholarship by evaluating theimpact of the SEED Lab on students' development of attitudes toward failure in the engineeringdesign process and reflection abilities. While this
presentation demonstratesreflective activities that support the natural connection between the brain structure and thelearning cycle.2 Activities such as reviewing ideas in journaling exercises for a mathematicallyrigorous engineering course will be addressed. These techniques are often limited to design-courses that develop “soft-skills” in engineers. Conventional courses, however, subscribe totraditional teaching methods with fewer opportunities for student reflection. Examples ofunconventional reflective journaling activities employed in an engineering course that addressedmodern physics concepts and semiconductor material topics will be highlighted in this paper.The teaching and learning model for this course was based on the established theory of
department’s undergraduate Program Director and Chair of its Curriculum and Assessment Committee. c American Society for Engineering Education, 2016 Enhanced Radio Lab Experience Using ePortfoliosAbstractHistorically, the technical writing portion of our electrical engineering program’s required corecourse RF Systems Laboratory has been fulfilled using bi-weekly memos. Now, however, the labutilizes eportfolios to fulfill the technical writing requirement. The primary goal of the decisionto switch from memos to eportfolios was to improve the learning outcomes of the students byencouraging them to use reflective writing to reinforce what they learned in the lab. Additionally,the eportfolio format allows
competency are reflected in curricular and student activities. His interests also include Design and Engineering, the human side of engineering, new ways of teaching engineering in particular Electromagnetism and other classes that are mathematically driven. His research and activities also include on avenues to connect Product Design and Engineering Education in a synergetic way. c American Society for Engineering Education, 2018 Designing a curriculum that helps students create connected narratives in electrical engineeringIntroductionThis paper proposes a framework for helping students construct conceptual narrative arcsthroughout a traditional Electrical Engineering
each cluster of activities was positioned to create departmental change andrevolutionize engineering education, the evaluators and team members then attempted to identifyhow each cluster of activities worked as change strategies within the model by Henderson,Beach, and Finkelstein (2011). Thus, evaluators were able to identify over twenty distinctclusters of change activities working as change strategies within the four pillars of the changemodel: Curriculum and pedagogy, reflective teachers, policy, and shared vision. Positioningactivities within this model allowed the evaluators and team members to 1) Better understand thebroad scope of departmental activities and change strategies, 2) Identify strengths and challengesassociated with their
single student or group of students. Rather, UnLectures are based onpromoting reflective learning through peer instruction. Studies have shown that reflection of Page 24.1300.2students’ own or others’ experiences results in development of new perspectives or clarificationof concepts and techniques8, 9. It is also evident from these studies that reflective learning hassignificant value in professional practice10. Given that our students have integrated cooperativeeducation into their curriculum, UnLectures provide meaningful ways to reflect on lessons fromboth engineering practice and classroom education.Development of UnLectureThe UnLecture
. After producing and submitting the videos, students were then required to perform ananonymous peer review of three classmates’ presentations. Additionally, one graduate student,not responsible for an example video, also performed an assessment of the videos. Finally, thestudents were required to provide guided self-reflections on their communication skills after theyhad completed their videos and performed and received peer reviews. It has been wellestablished that having students reflect on their own learning can enhance the learning process[6]. Self-reflection questions were chosen to encourage students to be critically reflective of theirown performance and consider how to improve their performance for future video submissions.Here are the
Antennas Lab #4: Part 2: Antenna Radiation 9 Plane Wave Propagation and Lab #5: Plane Waves Propagation and Polarization Polarization 10 Reflection & Transmission... Lab #6: Reflection and Transmission of & Waveguides EM waves 11 EM Applications (Radars) Lab #7: Waveguide Lab 12 EM Applications (Radars Final Project: Building a Radar cont.) (Integration) 13 EM Applications (Cell Final Project: Building a Radar Phones) (Analysis of Components) 14 EM Applications (Cell Final Project: Building a Radar Phones
concerns. Simply asking ”What can Ido to help you learn better? What can you do to learn better?” helped students reflect on theirlearning behaviors, and in many cases, improved their experience throughout the course. Thisstrategy provided an opportunity for students to take more responsibility for their learning andvoice their feedback about the course. The assessments also helped the faculty member improvethe course in real time. With this approach, the instructor also identified a number of learningbottlenecks, where a significant number of students were having problems. This very simpleformative assessment strategy proved to be a powerful tool for creating a student-centeredcourse. Findings from this study included providing the instructors
students (Edstrom et al., 2007; Prince & Felder,2006). The goal is for students to apply, integrate, and/or synthesize their knowledge, includingknowledge from previous coursework, in completing the project, which reflects the complexityencountered in an engineering environment (Sheppard et al., 2009; Prince & Felder, 2006;Edstrom et al., 2007). An inductive approach tends to drive or motivate the need for the contentor theory, which may be difficult or otherwise seem of minimal use until students beginstruggling with a real challenge (Prince & Felder, 2007). Project based learning (PBL) is a keypedagogical model that can address and improve transfer of knowledge from one context toanother, retention of information, and student
motivate theengineering students to actively learn and develop their well-needed self-reflection and self-judgment skills. This approach will help maximize the effectiveness of the homeworkcomponent and empower the students to learn from their own mistakes. In this model, students’grades are based on their ability to clearly identify their misconceptions, make corrections, andprovide a clear justification for how they graded their homework problems. In addition, thismodel is sought to not only discourage plagiarism but also to provide an accurate indicator of theperformance of every student in class. To validate our findings, we conducted both quantitativeand qualitative assessments taking into consideration all the pertinent parameters involved
ENGINEERINGIntroductionThe research reported in this paper reflects an effort to enhance student self-awareness and toself-regulate their learning in a Special Topics Course taught during the fall semester at JacksonState University. The students were introduced to the concepts of software engineering,systems engineering and problem solving in support of a semester level project based upon smallteam dynamics. Emphasis was placed on monitoring the students’ feedback on a number ofissues related to self-regulated learning concepts of motivation, study techniques, self awarenessand metacognition. The primary purpose of the research was to attempt to understand andmentor junior and senior level students in computer engineering in regard to their learning andstudy
. Page 22.478.4In the last and the eighth lab “Transitions between confined subbands in the conduction andvalence bands in GaAs/AlGaAs heterostructure quantum wells (inter- and intra-bandtransitions)” students study properties of the objects with dimensionality higher than quantumdots – quantum wells (two-dimensional objects). In this experiment the students create a quasi-monochromatic light beam using the combination of a broadband source (tungsten-halogenlamp) and a grating spectrometer. The beam is reflected from the surface of a GaAs/AlGaAsquantum well and the intensity of the reflected light is measured as a function of the incidentphoton energy. The samples are placed in an exchange gas cryostat operating at liquid nitrogentemperature
“CurriculumGuidelines for Undergraduate Degree Programs in Computer Engineering,” also known asCE2004. The presenters are members of the steering committee leading production of the new“CE2016” document and represent the ACM and the IEEE Computer Society (IEEE-CS). Theywill summarize the new and refactored areas, discuss the additional focus on learning outcomes,and engage participants on ways of improving the report so that it reflects the state-of-the-art ofcomputer engineering education and practice that is relevant for the coming decade.GoalsThe goals of this session are to present the work of the CE2016 steering committee, to solicitsuggestions for improvement through audience participation, and to share results with theprofessional community.Session
communication systems • Calculate signal attenuation, dispersion, and optical reflection loss through a fiber span; • Carry out Fiber-Optic measurements; • Design fiber-optic communication systems.Course Contents The topics are grouped into three main sections: transmission medium (optical fiber), opticaldevices, and fiber optic communication systems. The outline of the course is listed below4. • Fundamentals of Fiber Optics • Optical Fibers • Optical Sources o Light-emitting diode o Semiconductor lasers • Transmitters • Receivers • Optical Amplifiers, Repeaters and Regenerators • Passive Optical Components • Fiber Optic Measurements: o power loss, OTDR, CD, PMD, BERT
relevant to their interests.13 Each of these successes enhances learners’perceptions of self-competence, content self-efficacy, and motivation to learn more.Educational research has expanded the concept of scaffolding to encompass “surface” and“deep” learning as part of instructional design and development.14, 15 A consistent finding amongthe research studies is that higher quantity and quality of learning outcomes are related to thepresence of deeper supports for learning and instruction.16 When the instructional methodincludes self-directed learning, group discussion and reflection to promote and/or challenge idea,students were more likely to adopt a deep approach to learning, to take responsibility fordetermining their learning goals, and to
there must be a forward transmitted and backward reflected wave at adiscontinuity in the characteristic impedance in order to conserve energy. We exploit thisconsequence to calculate the attributes of the transmission line. This project can be conductedunder the pretext of a power company or communications company who want to locate faults intheir transmission lines.CharacteristicsStudents are asked to find: 1. velocity of propagation in the transmission line, 2. length of the transmission line, 3. attenuation coefficient of the transmission line, 4. impedance of an unknown termination.Initial ConditionsThis project is best presented a laboratory project. In other words, the only equipment need is anoscilloscope, function generator
domain-general intellectual development models. Descriptions of each model are givenbelow.A. Reflective Judgment Model For almost 30 years, Dr. Karen Kitchener and Dr. Patricia King have been researchingthe development of epistemic cognition and its relationship to the ability for students to solveopen-ended problems[22]. Their research produced seven sets of assumptions on knowledge andhow to obtain it. These sets became the stages in their Reflective Judgment (RJ) model[23]. Theseven stages are divided into three group described below. • Pre-reflective (Stages 1-3) – In these stages, knowledge is obtained only from authorities or firsthand experience and that knowledge is “known” to be correct. • Quasi-reflective (Stages 4
emission free power generation. Dr Cosoroaba’s current research interest is engineering education with focus on mastery learning, the effect of social networks in the classroom on student learning and efficient implementation of active learning. c American Society for Engineering Education, 2020 Helping Students Write it Right: Instilling Good Report Writing Habits in a Linear Circuit Lab Course I. IntroductionWriting is often not on the top of student’s priority list when it comes to their laboratoryexperience. This is reflected in the quality of the lab reports they submit. While grading andproviding feedback to students on these reports, the instructor often gets
to introduce the device and the motivation for its design,state the objectives of the design, and present the final design using diagrams, tables, and text.One or more CSR considerations needed to be explicitly and clearly accounted for and integratedinto their design. Then, in their draft CSR report, the students were tasked with summarizing –for a broad audience—how they accounted for CSR in their design. They were also expected towrite a 1-2 paragraph reflection of how incorporating CSR influenced their design process andfinal design, because reflection is another suggested component of PBL [9]. Finally, they had togive a short in-class presentation to Peach’s Board of directors justifying their design and theincorporation of CSR. Over
Mindset (EM)which are curiosity, connections, and value creation. This student-centered pedagogical approachpresents the students the opportunity to not just master technical content but also to identifyopportunities, integrate knowledge and create value for themselves and others.This paper discusses the results of a concurrent investigation on the effect of incorporating EMLinto the 9-week, group-based, customer-focused, and open-ended game design project in aFreshmen level programming course in the Electrical and Computer Engineering curriculum.The course was first taught with the new project model in Spring 2020 but due to COVID-19,certain aspects of the project were not implemented. Based on the student responses to theproject reflection
destructively interfere with one another.In designing the first section of the large antenna, we followed the design guidelines ofthe standard cantenna2. With the exception of the first section (smallest of sections), allother sections carry multiple modes and the number of modes in any section isproportional to the diameter. The large number of modes in the last section allows a fielddistribution that permits highly directive radiation patterns. Our version consists of sixdifferent cylindrical sections connected together by six 3-inch 34˚ flared or conical Page 13.270.3sections (Figure 2). Flared sections were used to minimize reflections at the junctions.The
education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, liberatory maker spaces, and a RED grant to increase pathways in ECE for the professional formation of engineers. c American Society for Engineering Education, 2019 Work in Progress: Creating a Climate of Increased Motivation and Persistence for Electrical and Computer Engineering Students: A Project-Based Learning Approach to Integrated LabsAbstractThis work in progress studies the impact on students and faculty and their perceived value ofintegrating project-based labs with lectures on student learning in a
and watching the pre-lecture videos, andstudents who took the tests and/or watched the videos. The final exam grades and the surveyresults were used as the assessment tools for analyzing the effectiveness of the new componentsadded to the course and the revised structure of the course in the Spring quarter. Additionally,instructor reflections on the process of revising the course from Winter to Spring quarter areprovided in this paper.Literature ReviewThere has been an ongoing effort to improve engineering instruction and create learningexperiences that echo practical skill-sets in the field (Felder et al., 2000). Accordingly, there hasbeen a breadth of research that examines various teaching methodologies in the discipline. Toframe this