Brown, C. M., & Peroulis, D., & Lammers, G. (2013, June), Sophomore-Level Curriculum Innovation in Electrical and Computer Engineering   Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22463

\bibitem{asee_peer_22463}
  Brown, C. M., \& Peroulis, D., \& Lammers, G. (2013, June), \emph{Sophomore-Level Curriculum Innovation in Electrical and Computer Engineering }
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--22463

Cordelia M Brown, Dimitrios Peroulis, and Greg Lammers.  "Sophomore-Level Curriculum Innovation in Electrical and Computer Engineering ".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/22463 Internet.  16 Dec, 2024

\bibitem{asee_peer_22463}
  Cordelia M Brown, Dimitrios Peroulis, and Greg Lammers.
  "Sophomore-Level Curriculum Innovation in Electrical and Computer Engineering ".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/22463 Internet.  16 Dec, 2024

@INPROCEEDINGS{asee_peer_22463
author = "Cordelia M Brown, Dimitrios Peroulis, and Greg Lammers"
title = "Sophomore-Level Curriculum Innovation in Electrical and Computer Engineering "
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22463}
number = {10.18260/1-2--22463}
}

TY  - CPAPER
AB  -                              Sophomore-Level Curriculum Innovation in                                 Electrical and Computer EngineeringAbstractHistorically, the early years within an electrical and computer engineering (ECE) curriculum have largelyfocused on electrical circuits. A new sophomore level ECE course and laboratory which providesstudents with a breadth of foundational ECE concepts, frequent opportunities to engage with theinstructor and peers in a problem solving learning environment, and both formative and summativeassessment approaches was introduced at a large Midwestern university. This paper focuses onunderstanding the impacts of introducing such a course into the curriculum. The course covers threepillars: electromagnetic fields and waves, circuit theory and linear systems, and semiconductors andmicro/nano-technology. A goal of this approach is to expose students to foundational concepts in criticalECE areas including wireless communications, micro/nano-technology, computer chips, biotechnology,robotics, power, signal processing, and photonics earlier in the ECE curriculum. The curriculuminnovation captures the primary focus of assisting students in understanding and realizing the broaderscope of ECE. The laboratory component of the course emphasizes the creation of a context thatintegrates the societal and environmental impact of the concepts.This quasi-experimental design involves two groups: participants in the sophomore curriculuminnovation course and students that have not taken the sophomore curriculum innovation course. Therehave been four cohorts of students that have matriculated through this innovative ECE sophomore levelcourse. The study seeks to measure the level of conceptual understanding of key concepts throughconcept inventories in each of the pillar areas by both groups. The learning experiences of students arealso captured in focus groups and interviews.
AU  - Cordelia M Brown
AU  - Dimitrios Peroulis
AU  - Greg Lammers
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Sophomore-Level Curriculum Innovation in Electrical and Computer Engineering 
UR  - https://peer.asee.org/22463
DO  - 10.18260/1-2--22463
ER  -