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Experiment-centric Pedagogy in Circuits and Electronics Courses

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Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Electrical and Computer Division Technical Session 3

Tagged Division

Electrical and Computer

Page Count

15

Permanent URL

https://peer.asee.org/30476

Download Count

42

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Paper Authors

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Kenneth A. Connor Rensselaer Polytechnic Institute

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Kenneth Connor is a professor in the Department of Electrical, Computer, and Systems Engineering (ECSE) at Rensselaer Polytechnic Institute (RPI) where he teaches courses on electromagnetics, electronics and instrumentation, plasma physics, electric power, and general engineering. His research involves plasma physics, electromagnetics, photonics, biomedical sensors, engineering education, diversity in the engineering workforce, and technology enhanced learning. He learned problem solving from his father (who ran a gray iron foundry), his mother (a nurse) and grandparents (dairy farmers). He has had the great good fortune to always work with amazing people, most recently professors teaching circuits and electronics from 13 HBCU ECE programs and the faculty, staff and students of the Lighting Enabled Systems and Applications (LESA) ERC, where he is Education Director. He was RPI ECSE Department Head from 2001 to 2008 and served on the board of the ECE Department Heads Association (ECEDHA) from 2003 to 2008. He is a Life Fellow of the IEEE.

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Paul M. Schoch Rensselaer Polytechnic Institute

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Dr. Paul Schoch is an Associate Professor in the Electrical, Computer, and Systems Engineering department at Rensselaer Polytechnic Institute. His teaching includes the circuits and electronics sequence in his home department as well as an instrumentation course for non-electrical majors and an embedded control course available for all engineering majors. His research is in diagnostics for high temperature plasma. He is the director of the Center for Initiatives in Pre-College Education, a K-12 outreach arm at Rensselaer.

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Kathy Ann Gullie Ph.D. Gullie Consultant Services

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Dr. Kathy Gullie has extensive experience as a Senior Evaluator and Research Associate through the Evaluation Consortium at the University at Albany/SUNY and Gullie Cnsultant Services/ZScore. She was the principal investigator in several educational grants including an NSF engineering grant supporting Historically Black University and Colleges; "Building Learning Communities to Improve Student Achievement: Albany City School District” , and “Educational Leadership Program Enhancement Project at Syracuse University” Teacher Leadership Quality Program. She is also the PI on both “Syracuse City School District Title II B Mathematics and Science Partnership: Science Project and Mathematics MSP Grant initiatives. She is currently the principle investigator on a number of grants including a 21st century grant and an NSF Transformong Undergraduate Education in STEM grant.

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Dianna Newman University at Albany-SUNY

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Dr. Dianna Newman is a research professor at the University at Albany/SUNY. Her major areas of study are program evaluation with an emphasis in STEM related programs. She has numerous chapters, articles, and papers on technology-supported teaching and learning as well as systems-change stages pertaining to technology adoption.

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Shayla Sawyer Armand Rensselaer Polytechnic Institute

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Jeffrey Braunstein Rensselaer Polytechnic Institute

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Abstract

Beginning in the late 1990s, the Electrical, Computer, and Systems Engineering (ECSE) Department at XXXX implemented hands-on studio-based pedagogy by building and equipping special purpose classrooms supporting lectures, experimentation, and computer simulation. While learning outcomes were excellent, very high costs and limited space access made it impossible to realize the full potential of the approach. Both of these barriers were removed by the development of the Mobile Studio which put highly capable personal instrumentation in the hands of students for application any time and any place enabling the implementation of Experiment Centric Pedagogy (ECP) throughout the Electrical and Computer Engineering programs and in a service course for other engineering disciplines. With the recent addition of a new first year ECSE course, a sequence covering all four undergraduate years now exists which includes courses in Circuits and Electronics and capstone design. This combination of multiple courses provides many opportunities to study the impact of ECP on transfer of learning from one course to another and several other research questions including whether or not personal instrumentation makes it easier for students to learn the fundamentals of measurement. Possibly the most powerful outcome of ECP is that learning experiences can be significantly more authentic. In the intro Circuits course, for example, students are offered the option of either doing traditional, step-by-step procedural labs or a new type of design-based lab, with both sequences addressing all course content. Finally, the general engineering electronics course provides a compressed version of the ECSE sequence which permits transfer to be addressed quickly for comparison purposes. In this paper, results from internal and external evaluation of student and instructor feedback via observation, interviews, survey and content assessment will be addressed.

Connor, K. A., & Schoch, P. M., & Gullie, K. A., & Newman, D., & Armand, S. S., & Braunstein, J. (2018, June), Experiment-centric Pedagogy in Circuits and Electronics Courses Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30476

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