New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Electrical and Computer
13 HBCU electrical and computer engineering programs are cooperating on a project to implement and expand experimental centric based instructional pedagogy (ECP) in engineering curricula. The key goal of the project is the production of a larger number of better prepared African American engineers, as well as other students who have a better public understanding of technology and its role in STEM education and policy. What is ECP and why should it lead to more and better educated African American engineers? The guiding hypothesis is that engineering education works best in a learning environment in which experimentation plays a central role rather than existing on the periphery as is too often the case at too many engineering schools. The cost of building, maintaining, supporting and using expensive, limited-access experimental facilities has historically made it difficult to fully integrate hands-on, hardware-based learning experiences into our classrooms. The recent availability of personal instrumentation (e.g. Mobile Studio, Analog Discovery, myDAQ and others) has so lowered the traditional barriers to implementation that ECP is now feasible just about anywhere and anytime. In this paper, we explore the remaining barriers to making ECP a reality in required ECE circuits and electronics sequences. All of the partner schools have successfully changed their courses to incorporate experiments and other activities built around Analog Discovery. These courses were generally the first to be impacted by personal instrumentation at other institutions, so there was a lot of existing content available to be adapted/adopted by project partners in either lab courses or lecture course that previously had no hands-on component. The most significant source of content has been from project partner schools that were part of previous collaborations supported by NSF. One of the real strengths of the present collaboration is that the institutions involved serve similar student communities. The present status of ECP in circuits and electronics courses will be discussed along with results from student and instructor assessment, an effort that has benefitted greatly from the use of shared resources and tools. Results at this point in the project are very good with both students and instructors very positive about their experiences. Key open issues will also be addressed including the most efficient and effective methodologies for training students and instructors in the use of the new measurement tools, the impact of the new pedagogy on elective and other required courses taken after circuits and electronics, especially design courses.
Connor, K. A., & Astatke, Y., & Kim, C. J., & Chouikha, M. F., & Newman, D., & Gullie, K. A., & Eldek, A. A., & Devgan, S. S., & Osareh, A. R., & Attia, J. O., & Zein-Sabatto, S., & Geddis, D. L. (2016, June), Experimental Centric Pedagogy in Circuits and Electronics Courses at 13 Universities Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26830
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