EnTec: School of Engineering + Technology Miami Dade College

EnTec: School of Engineering + Technology
Miami Dade College
Engineering Programs
Focus: BS Electronics Engineering Technology
Dr. Djuradj Babic
Dr. James Poe
School of Engineering + Technology
Miami Dade College

1. Introduction
What characteristics make a great engineer?
Sandia CIESESE Visit / December 12, 2016 / Dr. James Poe 2
1. Good at math
2. Good with computers
3. Good at solving problems

1. Introduction
What characteristics make a great engineer?
1. Creativity
2. Curiosity
3. Analytical Skills

1. Introduction
How does the traditional university model
recruit and retain creative, curious,
problem solvers?
1. Calculus I ( 1 semester)
2. Calculus II ( 1 semester )
3. Differential Equations (1 semester)
-3. Developmental Math (1-4 semesters)
-2. College Algebra (1 semester)
-1. Trigonometry (0.5 – 1 semester)
0. Pre-Calculus (0.5 – 1 semester)
Over 95% of Miami Dade College Associate of Arts students won’t see core
engineering curriculum for at least three years!

2. Motivation
[1] NSF Science and Engineering Indicators 2012, http://www.nsf.gov/statistics/seind12/

2. Motivation
• Undergraduate attrition out of engineering was greater than
transfers into this field
• 10% of engineering majors switched to mathematics or physical
or computer sciences majors
• The number of engineering bachelor’s degrees earned by
underrepresented minorities has remained nearly constant since
1998 (12.4% even though underrepresented minorities account
for 27.6 % of the population)

Presentation Outline
1. Introduction
2. Motivation
3. Theories of Learning
4. Miami Dade College
5. Degree Structure
6. Spiral Course Sequencing
7. Course Structure
8. Benefits

Why is it so difficult to recruit and retain engineers?
• Deep Math Critical Path
– In a typical EE degree, there are four
to six math courses before first core
EE course
– If a student fails a math course, it
completely halts progress
– Issue exacerbated at most community
colleges, who disproportionately serve
underrepresented groups

• Additional Problems with Math Critical Path:
– Projects an inaccurate and often negative view of the
engineering discipline/profession
– May reinforce ‘just plug into equation’ mentality
– Reduces student retention of material
– By separating the math from the application, students
tend to forget the material

• There has been relatively little evolution in basic EE core
curriculum.
• The calculus sequence/differential equations prerequisite for
first year core engineering courses has been static for decades,
and is almost universal.
Does it have to be?

Jerome Bruner’s Spiral Learning Theory [3]
“one of the most important and influential works on education”
– Readiness for learning - any subject can be taught at any stage
of development in a way that fit the person's cognitive abilities
– Spiral curriculum - revisiting basic ideas over and over,
building upon them and elaborating to the level of full
understanding and mastery
Curricula should be designed to foster such early
intuitions and then build on them in increasingly
formal and abstract ways as education progresses.

• Miami Dade College
– Founded as Dade Junior College in 1959
– Eight Campuses, Twenty-one Outreach Centers
– Largest public higher education institute in the
United States

– Over 160,000 students
Hispanic: 68% Black: 19%
White: 9% Other: 4%
– 51% First generation college student
– 52% Work more than 20 hours a week

– Transitioned to a four year college in 2003
– Currently offers ten bachelor degrees

• Engineering Department
– Traditional Associate of Arts (AA) degrees in engineering
– Associate of Science (AS):
– Electronics Engineering Technology (EET)
– Computer Engineering Technology (CET)
– Industrial Engineering Technology (IET) (New 2017!)
– Bachelor of Science (BS):
– Electronics Engineering Technology

5. Degree Structure
Goals during development of EET BS degree:
1. Provide a pathway for AS in CET/EET to transition to BS
in Electronics Engineering Technology (EET)
2. Integrate techniques from Bruner’s Spiral Learning Theory
3. Provide early practical experience, later abstract experience
4. Gradual ramp-up into upper division instead of traditional
step-function
5. Rearrange curriculum based on math progression, not the
other way around!

5. Degree Structure
Degree Structure:
• “Just in Time” mathematics approach
‒ Bring in math as needed, where applied
• Begin with a practical and applied AS
‒ Algebra and trigonometry based
• Transfer into analytical and applied BS
‒ Calculus and differential equations based
BS in
EET
AS EET
AS CET
AA
(not ideal)

5. Degree Structure
Circuit Analysis
Digital Design
Electronics

First Semester
• Direct Current Circuits
• C for Engineers
• (College Algebra)
Circuit Analysis
Digital Design
Electronics

Second Semester
• Digital Circuits
• Alternating Circuits
• (Trigonometry)
Circuit Analysis
Digital Design
Electronics

Third Semester
• Advanced Digital
• Electronics I
• (Pre-Calculus)
Circuit Analysis
Digital Design
Electronics

Fourth Semester
• Digital Communications
• Electronics II
• Microprocessors
Circuit Analysis
Digital Design
Electronics

Fifth Semester
• Analog Communications
• Power Systems
• Engineering Economy
Circuit Analysis
Digital Design
Electronics

Sixth Semester
• ECE Elective
• (e.g. electronic security)
• (Calculus I)
Circuit Analysis
Digital Design
Electronics

Seventh Semester
• Computer Architecture
• Programmable Logic
Controllers
• (Calculus II)
Circuit Analysis
Digital Design
Electronics

Eighth Semester
• Advanced Systems Analysis
• Applied DSP
• (Differential Equations)
Circuit Analysis
Digital Design
Electronics

Ninth Semester
• Linear Integrated Circuits
• Senior Design I
• Signals and Systems
Circuit Analysis
Digital Design
Electronics

Tenth Semester
• Applied Robotics
• Senior Design II
• Feedback Control Systems
Circuit Analysis
Digital Design
Electronics

Circuit Analysis
Digital Design
Electronics

7. Course Structure
• Combined Lecture-Lab
– Same professor as the Lecture portion
– Twice the time with the student
• Focus on Experiential Learning [4]
– 75% of ECE courses are lab based
– Labs are designed by our Full-time Faculty

7. Course Structure
• Active Learning [5]
– Lectures are conducted using active learning techniques
• Heavily Project Based
– Students are challenged with design projects
– Enhanced Discovery Based-Learning – prepare students first
through direct methods, then give students a discovery task [6]

8. Benefits
We believe this approach provides the following benefits:
1. Longer duration of engineering focused education
2. Repetition of curriculum, at increasing depths
3. More inclusive, with better retention
4. Less time spent reviewing prerequisites
5. Improved performance/retention of math courses
6. Reduced time to meeting goals/milestones
7. Better understanding of both theory and application

8. Recent Grads
Our first 3 years of BS graduates can now be found at:

Questions?

References
• [1] NSF Science and Engineering Indicators 2012,
http://www.nsf.gov/statistics/seind12/
• [2] Bureau of Labor Statistics Occupational Outlook Handbook,
http://www.bls.gov/ooh/
• [3] Bruner, J. (1960). The Process of Education. Cambridge, MA: Harvard
University Press
• [4] Itin, C. M. (1999). Reasserting the Philosophy of Experiential Education as
a Vehicle for Change in the 21st Century. The Journal of Experiential
Education,.22(2), 91-98.
• [5] Prince, M. (2004). Does Active Learning Work? A Review of the Research.
Journal of Engineering Education, 93(3), 223-232.
• [6] Marzano Robert J. (2007) The Art and Science of Teaching: A
Comprehensive Framework for Effective Instruction. Alexandria, Va.: ASCD.

EnTec: School of Engineering + Technology Miami Dade College

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