Ybarra Eotf4.1.09slides

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Full-Scale Redesign of ECE Undergraduate Curriculum at Duke University based on the theme of Integrated Sensing and Information Processing

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  • Ybarra Eotf4.1.09slides

    1. 1. 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
    2. 2. Full-Scale, ISIP Theme-Based Curriculum Redesign <ul><li>ISIP Theme provides overarching coherent framework and capitalizes on individual and collective faculty expertise </li></ul><ul><li>New Cornerstone Freshman Course: Fundamentals of ECE Rigorous, broad scope – holistic introduction to ECE, roadmap for entire curriculum, ISIP theme-based Integrated Design Challenge </li></ul><ul><li>Redesigned Core Curriculum: ISIP examples and applications in every course provide lateral and vertical integration, ISIP theme-based projects in every core course </li></ul><ul><li>Technical Electives aligned to ISIP theme </li></ul><ul><li>New ISIP Theme-Based Design Courses </li></ul><ul><li>Funded in part by NSF Departmental-Level Reform </li></ul><ul><li>grant EEC0431812 </li></ul>G.A. Ybarra, L.M. Collins, L.G. Huettel EOTF 2.0, Olin, 4.1.09
    3. 3. Fundamentals of ECE Electromagnetics Circuits & Devices New Core Curriculum Restructuring of Core Curriculum <ul><li>New ECE curriculum features: </li></ul><ul><ul><li>Early, broad introduction to ECE </li></ul></ul><ul><ul><li>More balanced topical coverage </li></ul></ul><ul><ul><li>Overarching framework </li></ul></ul><ul><ul><li>Integrated Sensing & Information Processing (ISIP) theme </li></ul></ul><ul><ul><li>Greater integration of topics </li></ul></ul>EOTF 2.0, Olin, 4.1.09 G.A. Ybarra, L.M. Collins, L.G. Huettel Circuits Signals & Systems Digital Logic Electromagnetics Devices Integrated Circuits Old Core Curriculum Digital Logic & Computer Architecture Signals & Systems
    4. 4. Computational Methods EGR 53 Fundamentals of ECE ECE 27L Digital Systems ECE 52L Signals and Systems ECE 54L Electromagnetics ECE 53L Microelectronic Devices and Circuits ECE 51L Computer Engin 150’s Emag 170’s SP, Comm, Controls 140’s, 180’s Microelectronics 116, 210’s Photonics 120’s 2 ECE Technical Electives ISIP 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 II COMPSCI 100E Curriculum
    5. 5. Laboratory Philosophy I: Experimentation and Exploration <ul><li>Experimental Exercises </li></ul><ul><ul><li>Guided discovery </li></ul></ul><ul><ul><li>Verify fundamental theories </li></ul></ul><ul><ul><li>Introduction to new capabilities of the robot </li></ul></ul><ul><li>Exploration Projects </li></ul><ul><ul><li>Open-ended, not fully specified </li></ul></ul><ul><ul><li>Requires students to apply what they have learned in Experimental Exercises to a more realistic problem </li></ul></ul>Huettel et al., ASEE 2007
    6. 6. Laboratory Philosophy II: Design <ul><li>Multi-phase challenge </li></ul><ul><li>Requires integration of knowledge </li></ul><ul><li>Requires assimilation of new knowledge </li></ul><ul><li>Competition and cooperation </li></ul><ul><li>Project and team management, system integration, budgeting, technical communication </li></ul>Huettel et al., ASEE 2007
    7. 7. Integrated Design Challenge Huettel et al., ASEE 2007
    8. 8. Semester Course Instructor Which Factors Predict Outcome Measures? p<0.0002 p<1e-6 p<0.001 p<0.001 p<0.0001 <ul><li>Apply knowledge of math, science, and engineering </li></ul><ul><li>Design and conduct experiments, and analyze and interpret data </li></ul><ul><li>Design a system, component, or process to meet desired needs </li></ul><ul><li>Function on a team </li></ul><ul><li>Identify, formulate, and solve engineering problems </li></ul><ul><li>Understand professional and ethical responsibility </li></ul><ul><li>Communicate persuasively, in writing and orally </li></ul><ul><li>Understand the impact of engineering solutions in global and societal context </li></ul><ul><li>Recognize the need for engaging in life-long learning </li></ul><ul><li>Know and understand contemporary issues </li></ul><ul><li>Use techniques, skills, and modern engineering tools necessary for engineering practice </li></ul>ECE 61L Circuits vs. ECE 27L Fundamentals of ECE
    9. 9. <ul><li>Sensor System Design </li></ul><ul><ul><li>True multidisciplinary design teams (e.g. ECE, Env. Eng.) </li></ul></ul><ul><ul><li>Subsystem designs integrated </li></ul></ul><ul><ul><li>Design to standards </li></ul></ul><ul><ul><li>Device, integrated system, information processing </li></ul></ul><ul><ul><li>Student driven </li></ul></ul>ECE 136L Sensors and Sensor System Design (Jokerst, Brooke, faculty from other Depts) New Design Course (under construction)
    10. 10. 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
    11. 11. Summary <ul><li>We have developed a set of five core ECE courses </li></ul><ul><li>Technical electives have been modified to reflect curricular theme, capitalize on new skills developed in core </li></ul><ul><li>We are in the process of developing new design courses </li></ul><ul><li>Assessment: Regression analyses that compared Fundamentals and previous introductory courses on ABET criteria </li></ul><ul><ul><li>Fundamentals students reported significant improvements in problem-solving, design, and team-building criteria </li></ul></ul><ul><ul><li>These improvements directly reflect the pedagogical changes associated with this new course and laboratory </li></ul></ul><ul><li>Assessment Plan: Comprehensive analysis of impact of curricular changes on student retention, appeal of ECE to women and underrepresented groups, and empower students to take a leadership role in solving global and societal problems. </li></ul>EOTF 2.0, Olin, 4.1.09 G.A. Ybarra, L.M. Collins, L.G. Huettel

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