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Integrating Feedback Technology Into The Electrical And Computer Engineering Classroom

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2006 Annual Conference & Exposition


Chicago, Illinois

Publication Date

June 18, 2006

Start Date

June 18, 2006

End Date

June 21, 2006



Conference Session

ECE Poster Session

Tagged Division

Electrical and Computer

Page Count


Page Numbers

11.785.1 - 11.785.5



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Paper Authors


Neetika Kohli Purdue University

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Neetika Kohli is a senior Electrical Engineering major at Purdue University. She is a Discovery Park Undergraduate Research Intern working on "Integrating Technology into the Electrical and Computer Engineering Curriculum" project.

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Cordelia Brown Purdue University

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Cordelia M. Brown is a Visiting Assistant Professor in Electrical and Computer Engineering, and Engineering Education. She received her Ph.D. in Electrical Engineering at Vanderbilt University, her M.S. in Electrical Engineering at Vanderbilt University, and her B.S. in Electrical Engineering at Tuskegee University. Her research interests include assessment of instructional methods, laboratory design, collaborative learning, and retention and recruitment issues in engineering education.

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Monica Cox Purdue University

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Monica Farmer Cox is an Assistant Professor of Engineering Education at Purdue University. She received her Ph.D. in Higher Education Administration at Peabody College of Vanderbilt University, her M.S. in Industrial Engineering at the University of Alabama, and her B.S. in
Mathematics at Spelman College. Her research interests include teaching and learning in engineering education; engineering faculty and student development; and assessment and evaluation of engineering curricula, faculty pedagogy, student learning, student retention, and student engagement within engineering courses.

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David Meyer Purdue University

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Integrating Feedback Technology into the Electrical and Computer Engineering Classroom


Wireless Response Units have been used in the classroom in a variety of ways. This paper describes a preliminary study that notes the quality of wireless response unit use within an introductory Electrical and Computer Engineering (ECE) course at a large Midwestern research university. The initial focus of the study will concentrate on the Introduction to Digital System Design course, a course within the first year of the ECE professional program. The course is taught by two ECE faculty - a new faculty member who uses wireless response units and is teaching the course for the first time at this university, and a “seasoned" faculty member who uses traditional classroom technology and has taught the course for several years. Information about how the new faculty member integrates the wireless response units into instruction (e.g., to take attendance, to review exam questions, to supplement other technology) will be collected. Data from this study will be used to observe the impact wireless response use upon variables such as engagement, learning, and retention. From this data, future wireless response unit studies will be developed for other ECE courses.


Technology properly integrated into the traditional classroom and laboratory community has provided instructors with the flexibility to implement innovative and effective methods of instruction and assessment. These methods have led instructors to utilize varied instructional methods that incorporate many activities that cater to many different learning style preferences. Students have a greater opportunity to interact with peers and the instructor in a technology enhanced environment.

The Introduction to Digital System Design course serves as one of the first engineering courses for many Electrical and Computer Engineering students. During this important point in a students’ academic career, it is critical that the students’ initial exposure to engineering is learner centered, knowledge centered, assessment centered, and community centered1. Wireless response units can serve as the catalyst to stimulate these interactions.

The Introduction to Digital System Design course2 is offered by the School of Electrical and Computer Engineering. Students majoring in Electrical Engineering and Computer Engineering are required to take the course. A number of Computer Science students take the course as well to fulfill degree requirements. This four credit hour course has a weekly three hour lab that is tightly integrated with the course material covered during the three hour a week lecture.

There have been a number of studies in engineering3 and other disciplines4 that have reported an increase in participation when posing in-class questions via a classroom feedback system. Instructors and students report that classroom feedback systems are useful in identifying

Kohli, N., & Brown, C., & Cox, M., & Meyer, D. (2006, June), Integrating Feedback Technology Into The Electrical And Computer Engineering Classroom Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--1190

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2006 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015