Dudeck, K. E. (2017, April), Assessing ABET Outcome E in a Junior Level Circuit Analysis Course Using a TPN Design Problem.  Paper presented at 2017 ASEE Mid Atlantic Section Spring Conference, Morgan State University, Baltimore, Maryland. 10.18260/1-2--29249

\bibitem{asee_peer_29249}
  Dudeck, K. E. (2017, April), \emph{Assessing ABET Outcome E in a Junior Level Circuit Analysis Course Using a TPN Design Problem.}
  Paper presented at 2017 ASEE Mid Atlantic Section Spring Conference, Morgan State University, Baltimore, Maryland.
  10.18260/1-2--29249

Kenneth E. Dudeck P.E..  "Assessing ABET Outcome E in a Junior Level Circuit Analysis Course Using a TPN Design Problem.".  2017 ASEE Mid Atlantic Section Spring Conference, Morgan State University, Baltimore, Maryland, 2017, April.  ASEE Conferences, 2017.  https://peer.asee.org/29249 Internet.  15 Apr, 2024

\bibitem{asee_peer_29249}
  Kenneth E. Dudeck P.E..
  "Assessing ABET Outcome E in a Junior Level Circuit Analysis Course Using a TPN Design Problem.".
  \emph{2017 ASEE Mid Atlantic Section Spring Conference, Morgan State University, Baltimore, Maryland, 2017, April}.
  ASEE Conferences, 2017.
  https://peer.asee.org/29249 Internet.  15 Apr, 2024

@INPROCEEDINGS{asee_peer_29249
author = "Kenneth E. Dudeck P.E."
title = "Assessing ABET Outcome E in a Junior Level Circuit Analysis Course Using a TPN Design Problem."
booktitle = "2017 ASEE Mid Atlantic Section Spring Conference"
year = "2017"
month = "April"
address = "Morgan State University, Baltimore, Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/29249}
number = {10.18260/1-2--29249}
}

TY  - CPAPER
AB  - Abstract

A major challenge in the education of engineers is to get them to develop critical thinking skills.  ABET outcome E states that students should be able to “identify, formulate, and solve engineering problems”.   Although a major amount of time in class is usually devoted to the process of solving engineering problems, not as much is allotted to the identification of a problem or the formulation of a unique solution to that problem.  Students routinely can assess an engineering problem and identify a procedure, similar to one shown in class, to find a solution but they may struggle formulating their own strategy to yield a solution.  Thus, the opportunity to develop critically thinking skills is lost.

This paper outlines the procedure followed to collect and demonstrate ABET outcome E in a junior level Electrical Circuits course.  The paper describes a multi-step design of a two-port network used to achieve a bi-directional match of an arbitrary complex load to an arbitrary complex source.   Additionally, it provides the details of the problem, the assessment method implemented to demonstrate Outcome E, and the results obtained.


AU  - Kenneth E. Dudeck P.E.
CY  - Morgan State University, Baltimore, Maryland
DA  - 2017/04/07
PB  - ASEE Conferences
TI  - Assessing ABET Outcome E in a Junior Level Circuit Analysis Course Using a TPN Design Problem.
UR  - https://peer.asee.org/29249
DO  - 10.18260/1-2--29249
ER  -