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A New Pedagogy in Electrical and Computer Engineering: A Conceptual Approach

A New Pedagogy in Electrical and Computer Engineering: A Conceptual Approach. Zeynep Dilli 1 , Neil Goldsman, Janet A. Schmidt, Lee Harper and Steven I. Marcus University of Maryland, College Park Dept. of Electrical and Computer Engineering (1) dilli@eng.umd.edu. Research Problem.

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A New Pedagogy in Electrical and Computer Engineering: A Conceptual Approach

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  1. A New Pedagogy in Electrical and Computer Engineering: A Conceptual Approach Zeynep Dilli1, Neil Goldsman, Janet A. Schmidt, Lee Harper and Steven I. Marcus University of Maryland, College Park Dept. of Electrical and Computer Engineering (1) dilli@eng.umd.edu

  2. Research Problem Can we teach elements of advanced technology at an early level on a conceptual basis? Hypothesis: We can teach college-level electronics with applications to high-school students by emphasizing concepts.

  3. Introduction • Developed an experimental program for high-school students • Covers fundamental ECE areas • Lecture and laboratory components • Uses concepts and experience rather than higher mathematics and theory • Enthusiastic student response: Successful lab experiments, good exam results, survey answers

  4. Program Goals • Teach college-level electronics with the following features in mind: • Enjoyable experiential introduction to ECE • Teach within context of a specific project or application • Hands-on laboratory experience • Conceptual background for later analytical study • Providing • Early exposure to ECE material • Relevance and contribution of ECE to daily life • Assistance for an informed career choice • Evaluate the conceptual vs. mathematical approach

  5. Syllabus Design • Distillation of sophomore & junior level college courses • Topics introduced: • Overview of ECE • Basic electronics & signal concepts • PN-junction diodes, operational amplifiers, filtering, bipolar junction transistors • Basic hi-fi amplifier design, implementation and fabrication • Digital logic & digital circuits, computer technology • Opto-electronics • Kolb Learning Styles represented: Convergers and Assimilators

  6. Syllabus Features---Practical Links • Immediate links to the real world for every syllabus point • Electric field concept  cathode ray tubes • Frequency/amplitude of signals  pitch and loudness of musical notes • Rectification  AC-DC conversion, power supplies • Operational amplifiers  summing, subtracting, differentiating amplifiers • Filtering  Stereo equalizers • Hi-fi audio amplifier: Students fabricated their own • Digital logic design  Vending machine algorithm • Photonics  Arcade game LaserAim • Getting students to identify the fruits of technology in daily life; contributing to self-motivation

  7. Practical Link Example: Hi-fi Amp Project Two-channel amp schematic Optional tone control circuit

  8. Hi-fi Amp Project Students built their own amplifiers, taking home working electronics of their own handiwork and experience… …a piece of electronics that concretely illustrates the first ¾ of the course using sound (and vision, and solder scent), as well as intellect.

  9. Hi-fi Amp Project

  10. Syllabus Features---Experiment Rewards • Every subject had accompanying experiments • Designed for immediate sensory feedback • LEDs as current or level indicators • LEDs as 1/0 indicators • Computer interface keeping score for the arcade game • Physical reinforcement to the more abstract concepts

  11. Experiment Design Example Summing amplifier experiment BJT basics experiment; bottom: circuit, right: lab sheet

  12. Sensory Feedback Example Hit indicators Target indicators LaserAim game Targets Shows connection: photonics, electronics, computers & optical communications

  13. Implementation • Morning lecture, afternoon lab, five days a week • Standard lab setup, working in pairs except for individual hi-fi amp fab • Empty lab templates provided to indicate what should be observed • Co-curricular modules: Biotechnology and artificial intelligence discussions; laser sensor lab tour

  14. Program Outcomes • Focus groups, exam, student comments, survey • Exam results: six students got 90% or higher • Example questions: (Sophomore level) (Junior level)

  15. Program Outcomes • Focus groups & end-of-semester surveys identify benefits for students and educators • Student gains: • Ability of identifying ECE in daily life • Hands-on experience: lab equipment and procedure, debugging experience • “It works!” • High-average in mid-program exam; working, practical, packaged audio amplifiers • Informed career decision

  16. Program Outcomes • Educator gains: • Early exposure to ECE material • Early experience of lab work and problems • Students appreciate: • conceptual focus • immediate feedback in experiments • Kolb Learning Styles: Convergers and Assimilators benefited likewise • Appeal to self-motivation effective

  17. Some Scenes

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