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

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A New Pedagogy in Electrical and Computer
Engineering A Conceptual Approach

• Neil Goldsman1, Zeynep Dilli
• Janet A. Schmidt, Lee Harper and
• Steven I. Marcus
• University of Maryland, College Park
• Dept. of Electrical and Computer Engineering
• (1)neil_at_eng.umd.edu

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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.

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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

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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

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Syllabus Design

• Distillation of freshman, sophomore junior
  level college courses
• Topics introduced
• Overview of ECE
• Basic analog electronics signal concepts
• Components PN-junction diodes, operational
  amplifiers, 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

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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

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

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Experiment Design Example
Summing amplifier experiment
BJT basics experiment bottom circuit, right
lab sheet
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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

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Program Outcomes

• Focus groups, exam, student comments, survey
• Exam results six students got 90 or higher
• Example questions

(Sophomore level)
(Junior level)
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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

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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

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Some Scenes
Hit indicators
Target indicators
LaserAim game
Targets
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Some Scenes
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Advanced Student Project
FSK Transmitter