Yilmazer, N., & Yilmaz, M., & Seker, R. (2011, June), A Project-Based Hands-On Digital Logic Course  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17371

\bibitem{asee_peer_17371}
  Yilmazer, N., \& Yilmaz, M., \& Seker, R. (2011, June), \emph{A Project-Based Hands-On Digital Logic Course}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--17371

Nuri Yilmazer, Muhittin Yilmaz, and Remzi Seker.  "A Project-Based Hands-On Digital Logic Course".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/17371 Internet.  04 Dec, 2024

\bibitem{asee_peer_17371}
  Nuri Yilmazer, Muhittin Yilmaz, and Remzi Seker.
  "A Project-Based Hands-On Digital Logic Course".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/17371 Internet.  04 Dec, 2024

@INPROCEEDINGS{asee_peer_17371
author = "Nuri Yilmazer, Muhittin Yilmaz, and Remzi Seker"
title = "A Project-Based Hands-On Digital Logic Course"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/17371}
number = {10.18260/1-2--17371}
}

TY  - CPAPER
AB  -         A PROJECT BASED HANDS-ON DIGITAL LOGIC COURSEA number of teaching methodologies have been utilized to increase the student learningeffectiveness for advanced and complex engineering problems. An interactive and visualcomputerized teaching tool was developed and shown to improve student understanding of thedigital logic circuit concepts [1]. Also, a hybrid software/hardware approach was proveneffective to promote the understanding of the theoretical concepts by integrating the theory withhands-on computer simulations [2]. In addition, this study presents a project-based designapproach in a Digital Logic Design (DLD) course, a sophomore-level core course offered at theElectrical Engineering Department of _____, and evaluates its effectiveness. The goal was tooffer hands-on laboratory learning opportunities for a course currently taught in traditionallecture style, to implement a problem-driven system synthesis approach to enhance studenteducational experiences such as critical and creative thinking as well as system design skills andto quantify the effectiveness of the proposed methodology.The project-based DLD course was implemented during the Fall-2009 semester and includedtwenty students, fourteen of whom were Hispanics. Each student studied the basic laboratoryequipments and components such as breadboards, function generators and standard digitalintegrated circuits during the first five laboratory sessions with the close supervision of thelaboratory assistant. Then, the two-student teams ensuring diversity were formed and wereassigned three short week-long projects involving the analysis, design, and practical applicationsof digital logic design concepts. Finally, the course instructor developed and assigned a commoncomprehensive semester project to all teams in the second part of the semester. The semesterproject required extensive research on theory and practical applications, time and projectmanagement, good communication and teamwork skills, critical thinking, and a complete systemdesign and technical documentation. The teams conducted research, elaborated on various designalternatives and designed their own logic circuits. Weekly faculty-team meetings ensuredsatisfactory and timely project progress and allowed a steady feedback on design alternatives.The teams also documented their scientific findings of the design and project development stepsin a technical report format. The teams were evaluated based on their design performance andreport preparations while the project effectiveness was measured via two project surveys.The project surveys have demonstrated the effectiveness of the problem-driven design projects inthe hands-on laboratory environment to improve the student learning experience. In the finalsurvey, when compared to other courses on a 1-5 scale with 1 indicating ‘much smaller effect’and 5 indicating ‘much greater effect’, the students average rating was 4.53 for the improvementson both critical thinking skills and ability to apply scientific knowledge. Also, the improvementof a student system, component, or process design ability was verified via the rating of 4.47. Thestudents also stated that they tend to apply theories or concepts to practical problems or in newsituations in about 85% of the times. Additionally, a supplementary survey included the studenttestimonials about their educational achievements and long-lasting effects of the modifiedcourse.REFERENCES:[1] Charles Hacker, Renate Sitte, 'Inter active Teaching of Elementary Digital Logic Design withWinLogiLab', IEEE Transactions on Education, vol. 47, no.2, pp 196-203, May 2004.[2] Mahmoud K Quweider, Anna Hernandez, 'A Hybrid Software/Hardware Approach forTeaching Digital Logic Design for Computer Science Undergraduates', Proceedings of the 2004American Society for Engineering Education Annual Conference & Exposition, 2004-327.
AU  - Nuri Yilmazer
AU  - Muhittin Yilmaz
AU  - Remzi Seker
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - A Project-Based Hands-On Digital Logic Course
UR  - https://peer.asee.org/17371
DO  - 10.18260/1-2--17371
ER  -