Collection

2019 ASEE Zone I Conference & Workshop

Authors

Stephen Wilkerson; Joe Cerreta; Andrew D Gadsden

crop cycles currently dominatingMaryland and Pennsylvania farms. This program is formulated as a project-based learning(PBL) initiative. In particular, the program is a Capstone Design 2-semester course thatadditionally has design and build criteria as a requirement. Completion of this project is arequirement for graduation, and students usually take the capstone design course in their senioryear. Because this course is within the Engineering and Computer Science curriculum of thecollege, however, many of the topics that the students are required to learn are well outside oftheir typical course requirements. In this paper, we detail the approach to having undergraduatestudents research and master multiple technology areas and then apply them

Collection

2019 ASEE Zone I Conference & Workshop

Authors

Pong P Chu

, Inc. and the diagrams inFigures 5 and 6 are courtesy of Digilent, Inc.Bibliography[1]. Altera, Thermal Management for FPGAs, Application Note AN358, Altera, 2012.[2]. P. Chu, FPGA prototyping by VHDL examples, 2nd edition, John Wiley & Sons, Inc., 2017.[3]. P. Chu, “A Cost-Effective Way to Expand the Scope of FPGA Based Projects,” IEEE International Conference on Microelectronics Systems Education, 2015.[4]. P. Chu, Chansu Yu, and Karla Mansour, “Integrating Computer Engineering Lab Using Spiral Model,” Proceedings of ASEE Annual Conference, 2017.[5]. Digilent, Arty FPGA Board Reference Manual, Digilent, 2017.[6]. Digilent, Pmod TMP2 Reference Manual, Digilent, 2017.[7]. M. Happe et al., “Eight Ways to Put Your FPGA on Fire—A

Collection

2019 ASEE Zone I Conference & Workshop

Authors

Lisa Greenwood; Mark Indelicato; Miguel Bazdresch; Mike Eastman

taken place. Early PBL wastightly structured with few implementation alternatives. More recently, the notion of problembased learning has become “… diverse, complex and contested” (Savin-Baden, 2008, p. 101).Researchers acknowledge that PBL is not a panacea for all teaching and learning environments(Jonassen & Hung, 2008), and educators face new challenges when deciding to delve into PBLtechniques. Potential concerns include vague learning expectations or outcomes, changes inteaching and learning approach (Maudsley, 1999), and requirements for “instantaneouschanges in curriculum, instruction, and assessment practices…” (Barron et al., 1998, p. 271). Engineering educators face many challenges and potential pitfalls associated