A New Pedagogy in Electrical and Computer Engineering: A Conceptual Approach Zeynep Dilli 1, Neil Goldsman, Zeynep Dilli 1, Neil Goldsman, Janet A. Schmidt, Lee Harper and Janet A. Schmidt, Lee Harper and Steven I. Marcus Steven I. Marcus University of Maryland, College Park Dept. of Electrical and Computer Engineering (1)

Hypothesis: Hypothesis: We can teach college-level electronics with applications to high-school students by emphasizing concepts. Research Problem Can we teach elements of advanced technology at an early level on a conceptual basis?

Developed an experimental program for high-school studentsDeveloped an experimental program for high-school students Covers fundamental ECE areasCovers fundamental ECE areas Lecture and laboratory componentsLecture and laboratory components Uses concepts and experience rather than higher mathematics and theoryUses concepts and experience rather than higher mathematics and theory Enthusiastic student response: Successful lab experiments, good exam results, survey answersEnthusiastic student response: Successful lab experiments, good exam results, survey answers Introduction

Teach college-level electronics with the following features in mind: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 ProvidingProviding –Early exposure to ECE material –Relevance and contribution of ECE to daily life –Assistance for an informed career choice Evaluate the conceptual vs. mathematical approachEvaluate the conceptual vs. mathematical approach Program Goals

Distillation of sophomore & junior level college coursesDistillation of sophomore & junior level college courses Topics introduced:Topics introduced: –Overview of ECE –Basic electronics & signal concepts –PN-junction diodes, operational amplifiers, filtering, 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 AssimilatorsKolb Learning Styles represented: Convergers and Assimilators Syllabus Design

Immediate links to the real world for every syllabus pointImmediate 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- motivationGetting students to identify the fruits of technology in daily life; contributing to self- motivation Syllabus Features--- Practical Links

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

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.

Hi-fi Amp Project

Every subject had accompanying experimentsEvery subject had accompanying experiments Designed for immediate sensory feedbackDesigned 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 conceptsPhysical reinforcement to the more abstract concepts Syllabus Features--- Experiment Rewards

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

Sensory Feedback Example LaserAim game Targets Target indicators Hit indicators Shows connection: photonics, electronics, computers & optical communications

Morning lecture, afternoon lab, five days a weekMorning lecture, afternoon lab, five days a week Standard lab setup, working in pairs except for individual hi-fi amp fabStandard lab setup, working in pairs except for individual hi-fi amp fab Empty lab templates provided to indicate what should be observedEmpty lab templates provided to indicate what should be observed Co-curricular modules: Biotechnology and artificial intelligence discussions; laser sensor lab tourCo-curricular modules: Biotechnology and artificial intelligence discussions; laser sensor lab tour Implementation

Focus groups, exam, student comments, surveyFocus groups, exam, student comments, survey Exam results: six students got 90% or higherExam results: six students got 90% or higher Example questions:Example questions: Program Outcomes (Sophomore level) (Junior level)

Focus groups & end-of-semester surveys identify benefits for students and educatorsFocus groups & end-of-semester surveys identify benefits for students and educators Student gains: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 Program Outcomes

Educator gains:Educator gains: –Early exposure to ECE material –Early experience of lab work and problems –Students appreciate: conceptual focusconceptual focus immediate feedback in experimentsimmediate feedback in experiments –Kolb Learning Styles: Convergers and Assimilators benefited likewise –Appeal to self-motivation effective Program Outcomes

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