Assessment of an Introduction to Electrical Engineering Laboratory Course
- Conference
- Location
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Columbus, Ohio
- Publication Date
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June 24, 2017
- Start Date
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June 24, 2017
- End Date
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June 28, 2017
- Conference Session
- Tagged Division
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Electrical and Computer
- Page Count
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15
- DOI
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10.18260/1-2--27632
- Permanent URL
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https://peer.asee.org/27632
- Download Count
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949
Paper Authors
Gary H. Bernstein
University of Notre Dame
orcid.org/0000-0002-7555-2956
Ph.D. in Electrical Engineering, Arizona State University, 1987. University of Notre Dame, 1988-present. Frank M. Freimann Professor of Electrical Engineering. Research in nanotechnology. Co-founded Indiana Integrated Circuits, LLC (www.indianaic.com).
Kerry Meyers University of Notre Dame
Dr. Kerry Meyers holds a Ph.D. in Engineering Education (B.S. & M.S. Mechanical Engineering) and is specifically focused on programs that influence student’s experience, affect retention rates, and the factors that determine the overall long term success of students entering an engineering program. She is the Assistant Dean for Student Development in the College of Engineering at the University of Notre Dame. She is committed to the betterment of the undergraduate curriculum and is still actively involved in the classroom, teaching students in the First-Year Engineering Program.
Abstract
A new Sophomore-level “Introduction to Electrical Engineering laboratory” course was developed at a medium-sized, Midwestern, private institution. The course was taught for the first time in the Fall semester of 2015, and again in the Fall of 2016. It is a required course for students majoring in both Electrical Engineering and Computer Engineering. The second offering incorporated a pre- and post- course assessment of the content and student perceptions of their knowledge of the content areas. This two-credit course comprises one 50-minute lecture and one three-hour laboratory session per week. There are eleven laboratory sessions incorporating nine separate topics of interest to engineers and scientists, with an emphasis on topics to be seen in later EE courses. The goals of the course are to a) foster an appreciation for the importance of Electrical Engineering at the level of modern civilization, b) have students understand simple circuits and be able to reason through electrical systems, c) introduce students to conceptually advanced material, such as frequency domain, in preparation for future courses, and d) develop a strong foundation in electronic lab bench skills. The results of the pre-and post-survey assessment tool will be reported at the conference; however, preliminary pre assessment data indicates the course material is all new for most students. Student evaluations at the end of the first offering indicate a very high level of acceptance of the material and methods of the course.
Bernstein, G. H., & Meyers, K. (2017, June), Assessment of an Introduction to Electrical Engineering Laboratory Course Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--27632
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