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

电气工程（55）本建议旨在提高电气工程（EE）学生在系统领域的体验：信号处理，通信和控制。目标是加强学生的理论学习和与实践的联系，提高学生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。一般的方法包括引入基于实际应用的协作实验室经验和团队项目，并包括跨学科和远程协作。由于今天的大学生越来越熟悉日常生活中的数字音乐、摄影和视频等技术，早期和普遍的技术联系可以帮助理解基本的理论概念。因此，无论是在学生接触应用程序方面，还是在教学中使用这些技术方面，该项目都将采用尖端技术。具体计划在三个层面上影响本科课程：开发新的大一电子电气入门课程，修订现有的电子电气信号和系统核心课程，以及扩大高级顶点设计机会。当然，课程的发展将包括改进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。建议的课程发展建立在其他地方开发的特定课程材料的基础上，以及协作学习的文献结果。关于学习目标和多样性目标的建议工作的评估将包括形成性和总结性的努力，包括标准课程评估表格，焦点小组，态度调查，学生对特定考试问题的反应分析，以及学生间课堂互动的定量分析，由学院的学习和教学中心协助进行。传播工作正在通过提供课程单元的“联系”网站以及在教育和技术会议上的演讲和论文来完成。

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.