Developing and Assessing Impact of Problem-Based Learning Approaches in a Course on Microprocessor-Based System Design

奥克兰大学的教师们将基于问题的学习（PBL）引入到基于微处理器的系统设计课程中，这门课程是计算机工程和电气工程本科课程的必修课。先前的研究表明，PBL方法显著提高了重要技能，如评估和使用适当的学习资源；分析和解决开放式的现实问题；在团队中合作；以及有效的沟通。新结构的设计课程正在用PBL和基于讲座的混合教学方法取代讲座部分。这种混合教学方法已经成功地应用于其他学科；例子包括北达科他州立大学机械工程的工程测量课程（NSF DUE Award #0126671）和特拉华大学的荣誉普通化学课程。下半学期，学生将学习四个PBL模块。已经确定了一套可衡量的结果，并正在制定评估标准，以评估PBL方法在课程中的影响。

Computer Science (31)Faculty members at Oakland University are introducing problem-based learning (PBL) in the Microprocessor-Based Systems Design course required in the Computer Engineering and Electrical Engineering undergraduate programs. Previous studies have shown that the PBL method significantly improves important skills such as evaluating and using appropriate learning resources; analyzing and solving open-ended, real-world problems; working cooperatively in teams; and communicating effectively. The newly structured design course is replacing the lecture component with a mixed PBL and lecture-based method of instruction. This mixed approach of instruction has been successfully used in other disciplines; examples include the Engineering Measurement course in Mechanical Engineering at the North Dakota State University (NSF DUE Award #0126671) and the Honors General Chemistry courses at the University of Delaware. In the second half of the semester, students are being engaged through four PBL modules. A set of measurable outcomes has been identified and an evaluation criterion is being developed to assess the impact of the PBL method in the course.