Project-Based Learning for Electrical Engineering Lower-Level Courses

Jiahui Song; Douglas E. Dow

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Conference: 2016 ASEE Annual Conference & Exposition
Location: New Orleans, Louisiana
Publication Date: June 26, 2016
Start Date: June 26, 2016
End Date: June 29, 2016
ISBN: 978-0-692-68565-5
ISSN: 2153-5965
Conference Session: Electrical and Computer Division Poster Session
Tagged Division: Electrical and Computer
Tagged Topic: Diversity
Page Count: 10
DOI: 10.18260/p.25978
Permanent URL: https://peer.asee.org/25978
Download Count: 1838

Paper Authors

biography

Jiahui Song Wentworth Institute of Technology

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Jiahui Song is an Assistant Professor in the Department of Electrical Engineering and Technology at Wentworth Institute of Technology. She received her B.S. in Automation and M.S. in Pattern Recognition & Intelligent Systems from Southeast University. She received her Ph.D. in Electrical and Computer Engineering from Old Dominion University.

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Douglas E. Dow Wentworth Institute of Technology

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Douglas Dow is an Associate Professor in the department of Electrical Engineering and Technology, starting at Wentworth Institute of Technology (Boston, MA) in 2008. He obtained a Ph.D. and M.S. in Biomedical Engineering from University of Michigan (Ann Arbor, MI), an M.S. in Computer Science from University of Colorado (Colorado Springs, CO), and a B.S. in Electrical Engineering from Texas A&M University (College Station, TX) and a B.A. in Liberal Arts Engineering from Wheaton College (Wheaton, IL). He worked in industry for over 8 years as a new products test engineer at Ampex Corporation (the company that invented the video tape recorder) in Colorado, Panasonic’s Central Research labs in Osaka, Japan, and the Institute for Systems Science at the National University of Singapore, in Singapore. He has also done biomedical research during post doctorate research positions at the University of Michigan (Ann Arbor, MI), Tohoku University (Sendai, Japan), and Mayo Clinic (Rochester, MN). He has taught classes for and been an advisor on capstone senior design projects for Wentworth students in the programs of electrical engineering, computer engineering, electromechanical engineering, and biomedical engineering.

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Abstract

Project-based learning is a dynamic method to inspire students to obtain a deeper understanding of the subjects, apply and integrate knowledge they are studying. It is often used in higher level courses. This study presents examples and effectiveness of this approach for Electrical Engineering lower level courses. Project based learning helps prevent students from getting bored with theory in lower level course classrooms. It teaches students to explore and solve real-world problems and to encourage students’ desire to learn. Students who are curious and interested in the subject are easy to teach. They will be active participants in the learning process, and improve their self-directed learning skills which will guide them toward becoming lifetime self-instructors.

Traditionally freshman Logic Circuits class introduced students to number systems, Boolean logic, Boolean algebra, and K-maps with limited emphasis on real world problem projects. Projects including synchronous counter design and 7-segnment display by using Altera Quartus II software and DE2 board have been added to the class. The evaluations were based on student surveys (course evaluations) and student work (assigned homework, exams and labs). When Logic Circuits was recently taught in the traditional way, only 62% of the students received a “B-” or higher grade for the course. In the first iteration of project-based learning, that number of students who received a “B-” or better jumped to 86%. 96% of students “agree” or “strongly agree” that projects helped them better to learn course content. While teaching Introduction to Engineering—Electrical module, the fundamentals may be well covered. The ability to apply the knowledge to solve engineering problems is frequently lacking. Freshman may lose interest in Electrical Engineering due to the disconnection between concepts and real-world applications. Adding Arduino microcontroller offers an opportunity to increase student engagement by fun projects, for example, autonomous vehicle with sensors. The projects include both of software and hardware—coding (loops, conditionals, and debugging), wiring, oscilloscope, DMM, function generator, and DC power supply use. 75% of students “agree” or “strongly agree” that projects helped them better to learn Electrical Engineering fundamentals. Future directions include assessing whether the students who have benefited from project-based learning will continue to be successful in their future courses.

Citation
Format

Song, J., & Dow, D. E. (2016, June), Project-Based Learning for Electrical Engineering Lower-Level Courses Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25978

TY - CPAPER
AB - Project-based learning is a dynamic method to inspire students to obtain a deeper understanding of the subjects, apply and integrate knowledge they are studying. It is often used in higher level courses. This study presents examples and effectiveness of this approach for Electrical Engineering lower level courses. Project based learning helps prevent students from getting bored with theory in lower level course classrooms. It teaches students to explore and solve real-world problems and to encourage students’ desire to learn. Students who are curious and interested in the subject are easy to teach. They will be active participants in the learning process, and improve their self-directed learning skills which will guide them toward becoming lifetime self-instructors.

Traditionally freshman Logic Circuits class introduced students to number systems, Boolean logic, Boolean algebra, and K-maps with limited emphasis on real world problem projects. Projects including synchronous counter design and 7-segnment display by using Altera Quartus II software and DE2 board have been added to the class. The evaluations were based on student surveys (course evaluations) and student work (assigned homework, exams and labs). When Logic Circuits was recently taught in the traditional way, only 62% of the students received a “B-” or higher grade for the course. In the first iteration of project-based learning, that number of students who received a “B-” or better jumped to 86%. 96% of students “agree” or “strongly agree” that projects helped them better to learn course content. While teaching Introduction to Engineering—Electrical module, the fundamentals may be well covered. The ability to apply the knowledge to solve engineering problems is frequently lacking. Freshman may lose interest in Electrical Engineering due to the disconnection between concepts and real-world applications. Adding Arduino microcontroller offers an opportunity to increase student engagement by fun projects, for example, autonomous vehicle with sensors. The projects include both of software and hardware—coding (loops, conditionals, and debugging), wiring, oscilloscope, DMM, function generator, and DC power supply use. 75% of students “agree” or “strongly agree” that projects helped them better to learn Electrical Engineering fundamentals. Future directions include assessing whether the students who have benefited from project-based learning will continue to be successful in their future courses.

AU - Jiahui Song
AU - Douglas E. Dow
CY - New Orleans, Louisiana
DA - 2016/06/26
PB - ASEE Conferences
TI - Project-Based Learning for Electrical Engineering Lower-Level Courses
UR - https://peer.asee.org/25978
DO - 10.18260/p.25978
ER -