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Experimental Centered Pedagogy Approach to Learning in Engineering: An HBCU's Experience

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2016 ASEE Annual Conference & Exposition


New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

June 29, 2016





Conference Session

NSF Grantees Poster Session I

Tagged Topics

Diversity and NSF Grantees Poster Session

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Paper Authors


Mohamed F. Chouikha Howard University

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Dr. Mohamed Chouikha is a professor and chair of the Department of Electrical and Computer Engineering at Howard University. He received his M.S. and Ph.D. in Electrical Engineering from the University of Colorado–Boulder. Dr. Chouikha’s research interests include machine learning, intelligent control, and multimedia signal processing communications for secure networks, among other areas. He also focuses on enhancing recruitment and retention of underrepresented minorities in the STEM areas in general, engineering in particular.

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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) 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 (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 SMART LIGHTING ERC, where he is Education Director. He was ECSE Department Head from 2001 to 2008 and served on the board of the ECE Department Heads Association from 2003 to 2008.

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Dianna Newman University at Albany-SUNY

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Dr. Dianna Newman is a research professor at the Evaluation Consortium 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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As it has been reported in many research reports, increased participation by the underrepresented minority sector of our population can substantially address the workforce needs if proportionate numbers of minority, and college bound STEM majors can be recruited, retained and graduated. Although Historically Black Colleges and Universities (HBCUs) represent only 3% of the academic institutions in the U.S., they enroll 12% of all students, and produce 23% of all African American college graduates. This paper describes the progress to date of an NSF TUES grant aiming at retaining more and graduating better prepared electrical and computer engineers from 13 Historically Black Colleges and Universities (HBCUs) . The project consists of two components: 1. The implementation and expansion of Experimental Centered Pedagogy with H and On Learning Tool among the 13 HBCUs. 2. The establishment of an HBCU Engineering Network (HBCU-EngNet) with a strong Industrial Affiliate Board support that will be maintained and sustained even after the end of the grant period. This paper presents the results of the first two years of the project. The paper is mainly about the first component which focuses on the development, implementation, and expansion of an "Experimental Centric Pedagogy" (ECP) that is adaptive to a wide variety of fields and that will engage and stimulate interest by a large population of under-served minority students enrolled in 13 engineering programs that formed a newly HBCU Engineering Network (HBCU-EngNet). The ECP is being implemented at the various HBCUs to allow students of varying learning styles the opportunity to learn at their own pace and in their own environments, by providing them an alternative way to acquire technical skills and knowledge both in the classroom and outside. The various learning modules used in the ECP have already been developed, evaluated, and adopted at two HBCU universities. They cover the following Electrical and Computer Engineering (ECE) courses in the first two years: Intro to Electrical Engineering, Electric Circuits and Lab, Electronic Circuits and Lab. In the third year, the ECP learning modules will also be expanded to non-engineering courses such as Circuits and Electronic for non-majors etc…The paper will also describe both the internal and external assessment findings including lessons learned and ideas for improvement

Chouikha, M. F., & Connor, K. A., & Newman, D. (2016, June), Experimental Centered Pedagogy Approach to Learning in Engineering: An HBCU's Experience Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26828

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