June 24, 2017
June 24, 2017
June 28, 2017
Electrical and Computer
This paper continues the investigation of findings from 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. The personal instrumentation tool supporting experimental student-centered learning at these institutions was an Analog Discovery Board (ADB). The content or setting of use reflect introductory, circuits, and supporting electrical and computer engineering courses. The students consisted of undergraduates enrolled in engineering courses; the unique audience represents students enrolled in HBCU colleges. In this paper, the authors present validated modules which integrate the ADB into experimental teaching and learning settings. Data were collected for two semesters (Academic Year ’15-16) with a cadre of instructors experienced in the use of both the ADB and experimental approaches. Variables of interest in the longitudinal study included effect on pre-requisites of learning (attitude, motivation, interest in learning engineering), immediate affective outcomes of learning (impact on recall, use for in-course problem solving, and module specific knowledge), and potential impact on long-term outcomes (transfer of skills to new content, new settings, and retention of problem solving skills. In addition, a series of selected ABET indicators were tracked, via self-report, pre to post. The authors will begin with an overview of learning theories that support experiential learning, followed by brief overviews of selected validated instructional modules that utilize experiential learning in engineering classes (modules will range from introductory to senior project use). Evidence based outcomes related to student use will then be presented that will document the impact on the selected student outcomes. The findings also discuss facilitators and barriers to implementation and potential needs for sustainability.
Connor, K. A., & Kelly, J. C., & Chouikha, M. F., & Astatke, Y., & Andrei, P., & Ndoye, M., & Eldek, A. A., & Attia, J. O., & Newman, D., & Gullie, K. A., & Osareh, A. R., & Hobson, L. D. (2017, June), Matched Assessment Data Set for Experiment-Centric Pedagogy Implementation in 13 HBCU ECE Programs Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28652
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