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Integrating Sensing and Information Processing
Leslie M. Collins (PI), Professor and Chair
Gary A. Ybarra (Co-PI), Professor of the Practice and Director of Undergraduate Studies
Lisa G. Huettel (Co-PI), Associate Professor of the Practice and Director of Undergraduate Labs
in an ECE Undergraduate Curriculum
ISIP
EOTF 2.0, Olin, 4.1.09
Full-Scale, Full-Scale, ISIPISIP Theme-Based Theme-Based Curriculum RedesignCurriculum Redesign
ISIPISIP Theme provides overarching coherent framework and capitalizes Theme provides overarching coherent framework and capitalizes on individual and collective faculty expertiseon individual and collective faculty expertise
New Cornerstone Freshman Course: Fundamentals of ECENew Cornerstone Freshman Course: Fundamentals of ECE Rigorous, broad scope – holistic introduction to ECE, roadmap for entire Rigorous, broad scope – holistic introduction to ECE, roadmap for entire curriculum, curriculum, ISIPISIP theme-based Integrated Design Challenge theme-based Integrated Design Challenge
Redesigned Core Curriculum: Redesigned Core Curriculum: ISIPISIP examples and applications in every examples and applications in every course provide lateral and vertical integration, course provide lateral and vertical integration, ISIPISIP theme-based theme-based projects in projects in everyevery core course core course
Technical Electives aligned to Technical Electives aligned to ISIPISIP theme theme
New New ISIPISIP Theme-Based Design Courses Theme-Based Design Courses
Funded in part by NSF Departmental-Level ReformFunded in part by NSF Departmental-Level Reform
grant EEC0431812grant EEC0431812
G.A. Ybarra, L.M. Collins, L.G. Huettel EOTF 2.0, Olin, 4.1.09
Circuits
Signals & Systems
Digital Logic
ElectromagneticsDevices
Integrated Circuits
Old Core Curriculum
Fundamentals of ECE
Digital Logic & Computer
Architecture
ElectromagneticsCircuits & Devices
New Core Curriculum
Restructuring of Core CurriculumRestructuring of Core Curriculum
New ECE curriculum features:New ECE curriculum features:
Early, broad introduction to ECE Early, broad introduction to ECE
More balanced topical coverage More balanced topical coverage
Overarching frameworkOverarching framework
Integrated Sensing & Information Integrated Sensing & Information Processing (ISIP) themeProcessing (ISIP) theme
Greater integration of topicsGreater integration of topics
EOTF 2.0, Olin, 4.1.09
Signals & Systems
G.A. Ybarra, L.M. Collins, L.G. Huettel
Computational MethodsEGR 53
Computational MethodsEGR 53
Fundamentals of ECEECE 27L
Fundamentals of ECEECE 27L
Digital SystemsECE 52L
Digital SystemsECE 52L
Signals and SystemsECE 54L
Signals and SystemsECE 54L
ElectromagneticsECE 53L
ElectromagneticsECE 53L
Microelectronic Devices and
CircuitsECE 51L
Microelectronic Devices and
CircuitsECE 51L
Computer Engin150’s
Computer Engin150’s
Emag170’s
Emag170’s
SP, Comm, Controls140’s, 180’s
SP, Comm, Controls140’s, 180’s
Microelectronics116, 210’s
Microelectronics116, 210’s
Photonics120’s
Photonics120’s
2 ECE Technical Electives2 ECE Technical Electives ISIP Theme-Based Design ElectiveISIP Theme-Based Design Elective
7 Technical Electives: 4 Concentration Electives (2+2, 2+1+1, or 3+1) + 2 ECE Technical Electives + 1 Design Course
New ECE
Program Design/Analysis IICOMPSCI 100E
Program Design/Analysis IICOMPSCI 100E
Curriculum
Laboratory Philosophy I: Laboratory Philosophy I: Experimentation and ExplorationExperimentation and Exploration
Experimental ExercisesExperimental Exercises– Guided discoveryGuided discovery– Verify fundamental theoriesVerify fundamental theories– Introduction to new Introduction to new
capabilities of the robotcapabilities of the robot
Exploration ProjectsExploration Projects– Open-ended, not fully specified Open-ended, not fully specified
– Requires students to apply what they Requires students to apply what they have learned in Experimental have learned in Experimental Exercises to a more realistic problemExercises to a more realistic problem
Huettel et al., ASEE 2007
Laboratory Philosophy II: DesignLaboratory Philosophy II: DesignMulti-phase challengeMulti-phase challengeRequires integration of knowledgeRequires integration of knowledgeRequires assimilation of new knowledgeRequires assimilation of new knowledgeCompetition and cooperationCompetition and cooperationProject and team management, system Project and team management, system integration, budgeting, technical integration, budgeting, technical communicationcommunication
Huettel et al., ASEE 2007
Integrated Design ChallengeIntegrated Design Challenge
Huettel et al., ASEE 2007
Semester
Course
Instructor
Which Factors Predict Outcome Measures?Which Factors Predict Outcome Measures?
p<0.0002
p<1e-6
p<0.001
p<0.001
p<0.0001
a) Apply knowledge of math, science, and engineering
b) Design and conduct experiments, and analyze and interpret data
c) Design a system, component, or process to meet desired needs
d) Function on a team
e) Identify, formulate, and solve engineering problems
f) Understand professional and ethical responsibility
g) Communicate persuasively, in writing and orally
h) Understand the impact of engineering solutions in global and societal context
i) Recognize the need for engaging in life-long learning
j) Know and understand contemporary issues
k) Use techniques, skills, and modern engineering tools necessary for engineering practice
ECE 61L Circuits vs. ECE 27L Fundamentals of ECEECE 61L Circuits vs. ECE 27L Fundamentals of ECE
Sensor System DesignSensor System Design – True multidisciplinary design True multidisciplinary design
teams (e.g. ECE, Env. Eng.) teams (e.g. ECE, Env. Eng.) – Subsystem designs integrated Subsystem designs integrated – Design to standardsDesign to standards– Device, integrated system, Device, integrated system,
information processinginformation processing– Student drivenStudent driven
ECE 136L Sensors and Sensor System DesignECE 136L Sensors and Sensor System Design
(Jokerst, Brooke, faculty from other Depts)(Jokerst, Brooke, faculty from other Depts)
New Design Course (under construction)New Design Course (under construction)
Design and Project Course Issues
TA Support: TA’s must be committed, knowledgeable, good comm.
Cost: $50-$75 per student
Faculty Time (creating new projects, guiding projects, lab manuals)
Subjective Grading: Students have difficulty w/ qualitative assessment
Specific Course-Faculty Dependencies: Course champion
Scalability Issues: Number of students reduces flexibility
Project Management: Teaching these skills can take precious time!
Limited Time: Difficult to teach all aspects in one semester
SummarySummaryWe have developed a set of five core ECE coursesWe have developed a set of five core ECE courses
Technical electives have been modified to reflect curricular Technical electives have been modified to reflect curricular theme, capitalize on new skills developed in coretheme, capitalize on new skills developed in core
We are in the process of developing new design coursesWe are in the process of developing new design courses
Assessment: Regression analyses that compared Assessment: Regression analyses that compared Fundamentals Fundamentals and previous introductory courses on ABET and previous introductory courses on ABET criteriacriteria– Fundamentals Fundamentals students reported significant improvements in problem-students reported significant improvements in problem-
solving, design, and team-building criteriasolving, design, and team-building criteria– These improvements directly reflect the pedagogical changes These improvements directly reflect the pedagogical changes
associated with this new course and laboratory associated with this new course and laboratory
Assessment Plan: Comprehensive analysis of impact of Assessment Plan: Comprehensive analysis of impact of curricular changes on student retention, appeal of ECE to curricular changes on student retention, appeal of ECE to women and underrepresented groups, and empower students to women and underrepresented groups, and empower students to take a leadership role in solving global and societal problems.take a leadership role in solving global and societal problems.
EOTF 2.0, Olin, 4.1.09G.A. Ybarra, L.M. Collins, L.G. Huettel