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Implementation of a Common Content-Based Assessment for Experiment-Centric Pedagogy in Three HBCU ECE Programs

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Conference

2017 ASEE Annual Conference & Exposition

Location

Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

Electrical and Computer Division Technical Session 12

Tagged Division

Electrical and Computer

Tagged Topic

Diversity

Page Count

29

Permanent URL

https://peer.asee.org/28475

Download Count

24

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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) 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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Yacob Astatke Morgan State University

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Dr. Yacob Astatke completed both his Doctor of Engineering and B.S.E.E. degrees from Morgan State University (MSU) and his M.S.E.E. from Johns Hopkins University. He has been a full time faculty member in the Electrical and Computer Engineering (ECE) department at MSU since August 1994 and currently serves as the Interim Associate Dean for Undergraduate Studies in the School of Engineering. Dr. Astatke is the winner of the 2013 American Society for Engineering Education (ASEE) “National Outstanding Teaching Award," and the 2012 ASEE Mid-Atlantic Region "Distinguished Teacher" Award. He teaches courses in both analog and digital electronic circuit design and instrumentation, with a focus on wireless communication. He has more than 15 years experience in the development and delivery of synchronous and asynchronous web-based course supplements for electrical engineering courses. Dr. Astatke played a leading role in the development and implementation of the first completely online undergraduate ECE program in the State of Maryland. He has published over 50 papers and presented his research work at regional, national and international conferences. He also runs several exciting summer camps geared towards middle school, high school, and community college students to expose and increase their interest in pursuing Science Technology Engineering and Mathematics (STEM) fields. Dr. Astatke travels to Ethiopia every summer to provide training and guest lectures related to the use of the mobile laboratory technology and pedagogy to enhance the ECE curriculum at five different universities.

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Dianna Newman University at Albany-SUNY

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Dr. Dianna Newman is a research professor in 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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Kathy Ann Gullie Ph.D. University at Albany/SUNY

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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. She is currently 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.

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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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John Kelly North Carolina A&T State University

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Dr. John C. Kelly, Jr. is chair and associate professor in the Department of Electrical and Computer Engineering at North Carolina A&T State University. He received his Ph.D. in Electrical Engineering from the University of Delaware. Dr. Kelly’s research interests include hardware security in cyber-physical systems and embedded systems security. He also contributes to research on engineering education, enhanced retention of underrepresented minorities in engineering, and hands-on learning techniques.

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Abdelnasser A. Eldek Jackson State University

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Dr. Abdelnasser A. Eldek obtained his Ph.D. in Electrical Engineering in 2004 from the University of Mississippi. Currently, he is Professor with the Department of Electrical and Computer Engineering at Jackson State University. His main research areas include Applied Electromagnetics, Antennas, Phased Arrays, RF/Microwave Circuits, Metamaterial, and Numerical Methods.

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Otsebele E. Nare Hampton University

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Otsebele Nare is an Associate Professor of Electrical Engineering at Hampton University, VA. He received his electrical engineering doctorate from Morgan State University, Baltimore, MD, in 2005. His research interests include System_Level Synthesis Techniques and K-16 Integrative STEM education.

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Abstract

This paper presents findings from a new phase of a multi-year project that is initiating technology supported experimental centric approaches to learning in electrical and computer engineering courses at 13 Historically Black Colleges and Universities. During this new phase, a series of content surveys were developed and piloted to document immediate student gains in knowledge. Three sites implemented similar modules of instruction and, utilizing variations of experimental studies and similar content quizzes, investigated evidence based student learning of module content. Data were collected over the course of one academic semester (Spring 2016); all instructors were experienced in content, use of the Analog Discovery personal instrumentation, and experiential learning. In this paper, the authors present the validated modules which integrated the Experiment Centric Pedagogy (ECP) into selected experiential teaching and learning settings, their use in the specific site studies, and student outcomes. The first site used a modified (non-random) Solomon Four experimental design with half the students using the ECP approach and half not receiving this support. Within each of these groups half the students participated in a post-test only design while half participated in a pre-post-test design (to rule out impact of pre-test). At the second site, a post-hoc, causal comparative design was implemented; students from two different classes with different instructors taught the content; one class of students utilized ECP, the other class did not. At this site, a second study, pre-post only, was conducted within the experimental class to investigate carryover in learning. At the third site, a pre-test post-test pre-experimental design was used to document standard gains in learning when experimental approaches were implemented. Findings from these studies, as well as others from previous implementation, will be discussed as well as replicability and transferability of these studies to other sites and their implications for future use. The study will conclude with suggestions for refined studies and the need for continued documentations of student and faculty outcomes.

Connor, K. A., & Astatke, Y., & Newman, D., & Gullie, K. A., & Chouikha, M. F., & Kelly, J., & Eldek, A. A., & Nare, O. E. (2017, June), Implementation of a Common Content-Based Assessment for Experiment-Centric Pedagogy in Three HBCU ECE Programs Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28475

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