Nagel, J. K., & Holland, S. K., & Groener, B. (2015, June), Embedding Engineering Design in a Circuits and Instrumentation Course  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23932

\bibitem{asee_peer_23932}
  Nagel, J. K., \& Holland, S. K., \& Groener, B. (2015, June), \emph{Embedding Engineering Design in a Circuits and Instrumentation Course}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.23932

Jacquelyn Kay Nagel, Stephen Keith Holland, and Brian Groener.  "Embedding Engineering Design in a Circuits and Instrumentation Course".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/23932 Internet.  20 Jan, 2025

\bibitem{asee_peer_23932}
  Jacquelyn Kay Nagel, Stephen Keith Holland, and Brian Groener.
  "Embedding Engineering Design in a Circuits and Instrumentation Course".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/23932 Internet.  20 Jan, 2025

@INPROCEEDINGS{asee_peer_23932
author = "Jacquelyn Kay Nagel, Stephen Keith Holland, and Brian Groener"
title = "Embedding Engineering Design in a Circuits and Instrumentation Course"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23932}
number = {10.18260/p.23932}
}

TY  - CPAPER
AB  -         Embedding Engineering Design in a Circuits and Instrumentation CourseThe junior level circuits and instrumentation course at _______ University is a 4-creditcourse with three lectures and one laboratory each week. Fundamentals of DC and ACcircuit analysis are covered along with instrumentation topics. The laboratory portion ofthe course reinforces the concepts learned in lecture and assignments while buildingskills in circuit prototyping and measurement. Lab exercises have traditionally been atime when students follow a given procedure, collect data, and interpret the data. Thehighly structured experience often leads to students focusing on the procedure and notfully thinking through the concepts being covered. To encourage a deeperunderstanding of course concepts and how they translate to physical systems, twoopen-ended design projects were offered in place of structured labs in the most recentoffering the circuits and instrumentation course.The design projects are undirected experiences that build on the directed experiences inthe lecture and lab. Students are challenged to work in teams of four to design, build,test a specific type of circuit. Project one focused on a calibrated instrument thatreported the weight of a sample using a strain gage. Project two focused on a filtercircuit that allowed a signal to be decoded from an AM transmission. No instruction isprovided for the projects, rather, a set of design requirements, timetable, andsupplemental materials (e.g., data sheets, vendor design briefs, past labs relevant tothe design requirements) are given. Students must synthesize multiple weeks of coursecontent into a single design project.This paper reports on our observations and findings for embedding design experiencesinto a circuits and instrumentation course, as well as descriptions of the design projects.Quantitative assessment of learning through both design projects is performed throughsurveys and by student grades in both projects and the course, while qualitativeassessment is through reflection questions.
AU  - Jacquelyn Kay Nagel
AU  - Stephen Keith Holland
AU  - Brian Groener
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Embedding Engineering Design in a Circuits and Instrumentation Course
UR  - https://peer.asee.org/23932
DO  - 10.18260/p.23932
ER  -