Ybarra Eotf4.1.09slides

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