A Computing Lab for Integrated Teaching of Systems Courses in Electrical Engineering

电气工程(55)这项建议旨在改善电气工程(EE)学生在系统领域的经验：信号处理、通信和控制。目标是加强学生对理论和实践的学习，提高对电子工程和系统领域的兴趣，促进学生群体的多样性，并扩大学生对跨学科项目的参与。一般方法包括引入基于实际应用的协作实验室体验和团队项目，并包括跨学科和远程协作。由于今天的本科生越来越熟悉日常生活中的数字音乐、摄影和视频等技术，早期和普遍地与这些技术建立联系可以帮助理解基本的理论概念。因此，该计划将拥抱尖端技术，无论是在学生接触应用程序方面，还是在教学中使用这种技术方面。具体计划在三个层面上影响本科课程：开发一门新的大一新生电子工程入门课程，修改现有的信号与系统电子工程核心课程，以及扩大高级顶峰设计机会。课程的发展必然包括改善教学中使用的实验室设备，以及开发新的课程材料和教学策略。拟议的课程开发以其他地方编写的具体课程材料为基础，并在协作学习文献中取得了成果。关于学习目标和多样性目标的拟议工作的评估将包括形成性和终结性工作，包括标准课程评估表、焦点小组、态度调查、学生对特定考试问题的反应分析，以及在学院学习和教学中心的协助下进行的学生间课堂互动的量化分析。正在通过Connections网站以及教育和技术会议上的演讲和论文进行传播，该网站提供课程单元。

Electrical Engineering (55)This proposal aims to improve the electrical engineering (EE) student experience in the systems area: signal processing, communications and control. The goals are to enhance student learning of theory and connections to practice, to increase interest in EE and in the systems area and foster diversity in the student body, and to expand student participation in cross-disciplinary projects. The general approach involves introducing collaborative lab experiences and team projects based on realistic applications, and to include cross-disciplinary and remote collaboration. Since today's undergraduates are increasingly familiar with technologies such as digital music, photography, and video from everyday life, early and pervasive connection to the technology can aid in understanding of fundamental theoretical concepts. Thus, the program will embrace cutting-edge technology, both in terms of exposure of students to applications and in the use of this technology in teaching. The specific plans impact the undergraduate curriculum at three levels: development of a new freshman introductory EE course, revision of an existing EE core course in signals and systems, and expansion of senior capstone design opportunities. Necessarily, the course developments will involve improvements to laboratory equipment used in teaching, as well as development of new course materials and teaching strategies. The proposed curriculum developments build on specific course material developed elsewhere, as well as results in the literature on collaborative learning. The evaluation of the proposed work with respect to the learning objectives and diversity goals will include both formative and summative efforts, including standard course evaluation forms, focus groups, attitude surveys, analysis of students' responses to specific exam questions, and quantitative analysis of inter-student classroom interactions, being conducted with assistance form the college's center for learning and teaching. Dissemination is being accomplished through the Connections website, a site that hosts course modules, and through presentations and papers at both education and technical conferences.