June 22, 2003
June 22, 2003
June 25, 2003
8.208.1 - 8.208.9
An Integrated Signals and Systems Laboratory at the University of Nebraska: Laboratory Philosophy and Study Design
Srilekha Srinivasan, Lance C. Pérez, Robert D. Palmer, Michael F. Anderson, A. John Boye University of Nebraska, Lincoln/Clarke College
The Department of Electrical Engineering at the University of Nebraska, Lincoln (UNL), is implementing an integrated signals and systems laboratory experience in its undergraduate curriculum. The laboratory experience uses a common experimental platform, the Telecommunications Instructional Modeling Systems (TIMS), throughout a sequence of four courses at the junior and senior levels. The four courses are in the systems area with an emphasis on communications systems. This laboratory and the associated study are funded by a Course, Curriculum and Laboratory Improvement (CCLI), Adaptation and Implementation (A&I) track, grant from the Division of Undergraduate Education (DUE) of the National Science Foundation (NSF). An essential component of this grant is a formal study of the effects of this laboratory experience on student learning and teaching efficacy. This paper discusses the philosophy behind the laboratory and the design of the study and presents results from the first semester study.
We begin with a description of the four courses that will use the laboratory and the motivation for the creation of a laboratory that could be used in a sequence of courses. This is followed by a description of the platform chosen for the laboratory and the rationale behind this choice. The study methodology is then described in detail. Finally, results from the study for the course ELEC 304 Signals and Systems are given for the Fall 2002 semester.
Course Descriptions and Laboratory Motivation
The new signals and systems laboratory at UNL will be integrated into four separate three credit hour courses that are taught at the junior and senior levels in the undergraduate curriculum. The laboratory experience will be part of the three credit hours and does not replace any existing laboratory courses. The four courses are: 1. ELEC 304 Signals and Systems: The primary objective of this junior level course is to teach students time domain and transform analysis of continuous and discrete linear systems with the goal of preparing the students for subsequent senior level courses in communications, control and signal processing. 2. ELEC 305 Probability and Random Processes: The primary objective of this junior level course is to teach students the fundamentals of probability and random processes with the goal of preparing the students for subsequent senior level courses in communications, control and signal processing. 3. ELEC 462 Communication Systems: The primary objective of this senior level course is to teach students the theoretical foundations of amplitude and frequency modulation
“Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education”
Srinivasan, S., & Palmer, R., & Anderson, M., & Perez, L., & Boye, A. J. (2003, June), An Integrated Signals And Systems Laboratory At The University Of Nebraska: Lab Philosophy And Study Design Paper presented at 2003 Annual Conference, Nashville, Tennessee. 10.18260/1-2--11852
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