Wang, C. (2024, June), Board 96: Work in Progress: Incorporating Active Learning into a Random Signal Analysis Course  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--48397

\bibitem{asee_peer_48397}
  Wang, C. (2024, June), \emph{Board 96: Work in Progress: Incorporating Active Learning into a Random Signal Analysis Course}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  10.18260/1-2--48397

Chao Wang.  "Board 96: Work in Progress: Incorporating Active Learning into a Random Signal Analysis Course".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/48397 Internet.  14 Oct, 2024

\bibitem{asee_peer_48397}
  Chao Wang.
  "Board 96: Work in Progress: Incorporating Active Learning into a Random Signal Analysis Course".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/48397 Internet.  14 Oct, 2024

@INPROCEEDINGS{asee_peer_48397
author = "Chao Wang"
title = "Board 96: Work in Progress: Incorporating Active Learning into a Random Signal Analysis Course"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/48397}
number = {10.18260/1-2--48397}
}

TY  - CPAPER
AB  - This Works-in-progress Paper presents the experience and evaluation of piloting interactive and active problem solving sessions to engage students in a highly theoretical Random Signal Analysis course.

Research has shown that when students are in constructive and interactive modes of engagement, they gain deeper understanding of knowledge. To help students learn better, six interactive and active problem solving sessions are incorporated in the Random Signal Analysis course. In each problem solving session, students are presented with one or multiple non-trivial problem(s). They work in teams of two while interacting with a table of eight students. While students are engaging with problem solving, the instructor and teaching assistants walk around the classroom answering questions and giving feedback. 

At the end of each problem solving session, students complete a Critical Incident Questionnaire (CIQ) survey. Survey results show that students engage more when they interact more with other students and with the teaching staff. 

AU  - Chao Wang
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Board 96: Work in Progress: Incorporating Active Learning into a Random Signal Analysis Course
UR  - https://peer.asee.org/48397
DO  - 10.18260/1-2--48397
ER  -