Washington, District of Columbia
April 6, 2018
April 6, 2018
April 7, 2018
An introductory course to digital logic design is a requirement for most electrical and computer engineering (ECE) programs. It is also one of the first technical courses that ECE students are exposed to. Field Programmable Gate Arrays (FPGAs) is a versatile and adaptable technology with many applications ranging from medical image processing to cryptography. Colleges and universities struggle to maintain a feasible four-year program for students due to advances in technology and the need to incorporate new concepts. By combining an FPGA course and a digital logic design course, the number of required credits may be reduced. This paper describes a number of academic approaches to incorporate FPGA design in digital design courses. One approach is the “flipped classroom”, a teaching method wherein students are encouraged to independently learn concepts outside of the classroom and interact heavily in the classroom to solve problems and complete projects. Other methods include online tutorials and take-home experiments, which build onto to this notion of independent and involved learning. In this paper we will describe two laboratory experiments that pave the path to designing a sophomore-level four semester credit hour (SCH) course. The paper will also include the results of a survey used to evaluate student interest in taking such a course and its advantages over traditional courses.
Bachnak, B., & Elaraby, N. (2018, April), Developing Lab Exercises for Logic Circuit Design using FPGAs Paper presented at 2018 ASEE Mid-Atlantic Section Spring Conference, Washington, District of Columbia. https://peer.asee.org/33891
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