A New Pedagogy in Electrical A New Pedagogy in Electrical and Computer Engineering: and Computer Engineering: A Conceptual Approach A Conceptual Approach Zeynep Dilli Zeynep Dilli 1 , Neil Goldsman, , Neil Goldsman, Janet A. Schmidt, Lee Harper Janet A. Schmidt, Lee Harper and and Steven I. Marcus Steven I. Marcus University of Maryland, College University of Maryland, College Park Park Dept. of Electrical and Computer Engineering Dept. of Electrical and Computer Engineering
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A New Pedagogy in Electrical and Computer Engineering: A Conceptual Approach Zeynep Dilli 1, Neil Goldsman, Zeynep Dilli 1, Neil Goldsman, Janet A. Schmidt,
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A New Pedagogy in Electrical A New Pedagogy in Electrical and Computer Engineering: and Computer Engineering:
A Conceptual ApproachA Conceptual Approach
Zeynep DilliZeynep Dilli11, Neil Goldsman, , Neil Goldsman, Janet A. Schmidt, Lee Harper and Janet A. Schmidt, Lee Harper and
Steven I. MarcusSteven I. Marcus
University of Maryland, College ParkUniversity of Maryland, College ParkDept. of Electrical and Computer EngineeringDept. of Electrical and Computer Engineering
We can teach We can teach college-level electronicscollege-level electronics with applications to with applications to high-school high-school students students by emphasizingby emphasizing concepts. concepts.
Research ProblemResearch Problem
Can we teach elements of advanced Can we teach elements of advanced technology at an early level on a technology at an early level on a conceptual Basis?conceptual Basis?
• Developed an experimental Developed an experimental program for high-school studentsprogram for high-school students
• Covers fundamental ECE areasCovers fundamental ECE areas• Lecture and laboratory componentsLecture and laboratory components• Uses concepts and experience Uses concepts and experience
rather than mathematics and rather than mathematics and theorytheory
• Teach college-level electronics with the following Teach college-level electronics with the following features in mind:features in mind:– Enjoyable experiential introduction to ECEEnjoyable experiential introduction to ECE– Teach within context of a specific project or applicationTeach within context of a specific project or application– Hands-on laboratory experienceHands-on laboratory experience– Conceptual background for later analytical studyConceptual background for later analytical study
• ProvidingProviding– Early exposure to ECE material Early exposure to ECE material – Relevance and contribution of ECE to daily lifeRelevance and contribution of ECE to daily life– Assistance for an informed career choiceAssistance for an informed career choice
• Evaluate the conceptual vs. mathematical approachEvaluate the conceptual vs. mathematical approach
Program GoalsProgram Goals
• Distillation of sophomore & junior level college Distillation of sophomore & junior level college coursescourses
• Topics introduced:Topics introduced:– Overview of ECEOverview of ECE– Basic electronics & signal conceptsBasic electronics & signal concepts– PN-junction diodes, operational amplifiers, filtering, PN-junction diodes, operational amplifiers, filtering,
bipolar junction transistorsbipolar junction transistors– Basic hi-fi amplifier design, implementation and Basic hi-fi amplifier design, implementation and
fabricationfabrication– Digital logic & digital circuits, computer technologyDigital logic & digital circuits, computer technology– Opto-electronicsOpto-electronics
• Immediate links to the real world for every Immediate links to the real world for every syllabus pointsyllabus point– Electric field concept Electric field concept cathode ray tubes cathode ray tubes– Frequency/amplitude of signals Frequency/amplitude of signals pitch and loudness pitch and loudness
of musical notesof musical notes– Rectification Rectification AC-DC conversion, power supplies AC-DC conversion, power supplies– Operational amplifiers Operational amplifiers summing, subtracting, summing, subtracting,
differentiating amplifiersdifferentiating amplifiers– Filtering Filtering Stereo equalizers Stereo equalizers– Hi-fi audio amplifier: Students fabricated their ownHi-fi audio amplifier: Students fabricated their own– Digital logic design Digital logic design Vending machine algorithm Vending machine algorithm– Photonics Photonics Arcade game LaserAim Arcade game LaserAim
• Getting students to identify the fruits of Getting students to identify the fruits of technology in daily life; contributing to self-technology in daily life; contributing to self-motivationmotivation
• Every subject had accompanying Every subject had accompanying experimentsexperiments
• Designed for immediate sensory Designed for immediate sensory feedbackfeedback– LEDs as current or level indicatorsLEDs as current or level indicators– LEDs as 1/0 indicatorsLEDs as 1/0 indicators– Computer interface keeping score for the Computer interface keeping score for the
arcade gamearcade game
• Physical reinforcement to the more Physical reinforcement to the more abstract concepts abstract concepts
• Morning lecture, afternoon lab, five Morning lecture, afternoon lab, five days a weekdays a week
• Standard lab setup, working in pairs Standard lab setup, working in pairs except for individual hi-fi amp fabexcept for individual hi-fi amp fab
• Empty lab templates provided to Empty lab templates provided to indicate what should be observedindicate what should be observed
• Co-curricular modules: Biotechnology Co-curricular modules: Biotechnology and artificial intelligence discussions; and artificial intelligence discussions; laser sensor lab tourlaser sensor lab tour
ImplementationImplementation
• Focus groups, exam, student comments, surveyFocus groups, exam, student comments, survey• Exam results: six students got Exam results: six students got 90%90% or higher or higher• Example questions:Example questions:
Program OutcomesProgram Outcomes
(Sophomore level)
(Junior level)
• Focus groups & end-of-semester surveys Focus groups & end-of-semester surveys identify benefits for students and identify benefits for students and educatorseducators
• Student gains:Student gains:– Ability of identifying ECE in daily lifeAbility of identifying ECE in daily life– Hands-on experience: lab equipment and Hands-on experience: lab equipment and
procedure, debugging experienceprocedure, debugging experience– ““It works!”It works!”– High-average in mid-program exam; working, High-average in mid-program exam; working,
practical, packaged audio amplifierspractical, packaged audio amplifiers– Informed career decisionInformed career decision
Program OutcomesProgram Outcomes
• Educator gains:Educator gains:– Early exposure to ECE materialEarly exposure to ECE material– Early experience of lab work and problemsEarly experience of lab work and problems– Students appreciate:Students appreciate:
• conceptual focusconceptual focus• immediate feedback in experimentsimmediate feedback in experiments
– Kolb Learning Styles: Convergers and Kolb Learning Styles: Convergers and Assimilators benefited likewiseAssimilators benefited likewise
– Appeal to self-motivation effectiveAppeal to self-motivation effective
Program OutcomesProgram Outcomes
Some ScenesSome Scenes
Hi-fi audio amp
Some ScenesSome Scenes
LaserAim game Targets
Target indicators
Hit indicators
Some ScenesSome Scenes
Some ScenesSome Scenes
• Basic appreciation of technology for Basic appreciation of technology for every student; early exposureevery student; early exposure
• Practical rather than mathematical Practical rather than mathematical approachapproach