Enhancing the Quality of Student Research by an On-going Multiple-Project-Based Course

Chaomin Luo

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Conference: 2015 ASEE Annual Conference & Exposition
Location: Seattle, Washington
Publication Date: June 14, 2015
Start Date: June 14, 2015
End Date: June 17, 2015
ISBN: 978-0-692-50180-1
ISSN: 2153-5965
Conference Session: Potpourri
Tagged Division: Computing & Information Technology
Page Count: 16
Page Numbers: 26.669.1 - 26.669.16
DOI: 10.18260/p.24007
Permanent URL: https://peer.asee.org/24007
Download Count: 429

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Paper Authors

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Chaomin Luo University of Detroit Mercy orcid.org/0000-0002-7578-3631

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Dr. Chaomin Luo received his Ph.D. degree in Dept of Electrical and Computer Engineering at University of Waterloo, in 2008, his M.Sc. degree in Engineering Systems and Computing at University of Guelph, Canada, and his B.Eng. degree in Electrical Engineering from Southeast University, Nanjing, China. He was an Assistant Professor in Electrical Engineering, National Taipei University in 2008. He is currently Associate Professor in the Dept of Electrical Engineering, at University of Detroit Mercy. He was the Publicity Chair in 2011 IEEE International Conference on Automation and Logistics. He was on the Conference Committee in 2012 International Conference on Information and Automation and International Symposium on Biomedical Engineering and Publicity Chair in 2012 IEEE International Conference on Automation and Logistics. He is currently a Chair of IEEE SEM - Computational Intelligence Chapter a Vice Chair of IEEE SEM- Robotics and Automation and Chair of Education Committee of IEEE SEM. He has extensively published in reputed journal and conference proceedings, such as IEEE Transactions on Neural Networks, IEEE Transactions on SMC, IEEE-ICRA, and IEEE-IROS, etc.

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Abstract

Enhancing the Quality of Student Research by an On-going Multiple-Project-Based Course Chaomin Luo Department of Electrical and Computer Engineering University of Detroit Mercy, MI 48221-3038, USAAbstract Project-based learning has been recently discovered as the most effective pedagogy forteaching and learning science process skills and content. However, on-going multiple-project-basedpedagogy for enhancement of student research has not drawn sufficient attention. This paperaddressed on-going multiple-project-based teaching and learning for student research enhancement,especially, for undergraduate student, is a pedagogic innovation. This paper describes a new coursecurriculum development that dedicates to enhancing the quality of student research by project-based pedagogy. This paper describes preliminary evidence that a project-based methodology caneffectively improve student learning in the senior-level and graduate level semester-longComputational Intelligence Technique course by comparison study of several years of teaching. A series of well-prepared projects were assigned to students to cover various topics in thiscourse assist in student learning enhancement of research. Teaching and learning strategies by theproject-based methodology were associated with learning outcomes of this course by analysis ofprojects. Satisfactory performance was evaluated by various milestone assignments, projects,presentation and other activities. The new curriculum is mainly focused on applications of some computational intelligencemodels by assignments of on-going projects. Students learn various intelligent system models suchas artificial neural networks, simulated annealing, genetic algorithms, and swarm intelligence in theclass, while corresponding project assignments were assigned to students to apply the models theyhave learned to solve electrical engineering problems. For evolution of outcomes, on-goingmultiple-project pedagogy was utilized to analyze and interpret results to meet requirements ofapplications of intelligence system models to electrical engineering fields. The teaching qualitywas effectively assessed by student self-assessment and course assessment. Results of learningoutcomes and assessment indicate that the on-going multiple-project-based pedagogy is effectiveand efficient in student learning and enhancing the quality of student research.

Citation
Format

Luo, C. (2015, June), Enhancing the Quality of Student Research by an On-going Multiple-Project-Based Course Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24007

TY  - CPAPER
AB  -              Enhancing the Quality of Student Research by an On-going                          Multiple-Project-Based Course                                          Chaomin Luo                        Department of Electrical and Computer Engineering                        University of Detroit Mercy, MI 48221-3038, USAAbstract       Project-based learning has been recently discovered as the most effective pedagogy forteaching and learning science process skills and content. However, on-going multiple-project-basedpedagogy for enhancement of student research has not drawn sufficient attention. This paperaddressed on-going multiple-project-based teaching and learning for student research enhancement,especially, for undergraduate student, is a pedagogic innovation. This paper describes a new coursecurriculum development that dedicates to enhancing the quality of student research by project-based pedagogy. This paper describes preliminary evidence that a project-based methodology caneffectively improve student learning in the senior-level and graduate level semester-longComputational Intelligence Technique course by comparison study of several years of teaching.       A series of well-prepared projects were assigned to students to cover various topics in thiscourse assist in student learning enhancement of research. Teaching and learning strategies by theproject-based methodology were associated with learning outcomes of this course by analysis ofprojects.    Satisfactory performance was evaluated by various milestone assignments, projects,presentation and other activities.       The new curriculum is mainly focused on applications of some computational intelligencemodels by assignments of on-going projects. Students learn various intelligent system models suchas artificial neural networks, simulated annealing, genetic algorithms, and swarm intelligence in theclass, while corresponding project assignments were assigned to students to apply the models theyhave learned to solve electrical engineering problems.       For evolution of outcomes, on-goingmultiple-project pedagogy was utilized to analyze and interpret results to meet requirements ofapplications of intelligence system models to electrical engineering fields. The teaching qualitywas effectively assessed by student self-assessment and course assessment. Results of learningoutcomes and assessment indicate that the on-going multiple-project-based pedagogy is effectiveand efficient in student learning and enhancing the quality of student research.
AU  - Chaomin Luo
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Enhancing the Quality of Student Research by an On-going Multiple-Project-Based Course
UR  - https://peer.asee.org/24007
DO  - 10.18260/p.24007
ER  -