The paper documents the first year process and product evaluation of the NSF-sponsored Foundation Coalition (FC) project at Texas A&M University designed to integrate five courses taken by most freshman engineering students: physics, engineering design, calculus, English, and chemistry. In addition to the curriculum integration, the project emphasized cooperative learning, teaming, technology applied to learning, and active learning. One hundred students of the entering freshman engineering students who were calculus-ready were invited on a first-come, first-served basis to participate; all qualified women and minorities who applied were accepted, and others were accepted on a waiting list in order of application. Entry characteristics indicated that the students did not differ from the freshman class. FC student achievement in physics and calculus and attitudes toward coalition engineering goals were assessed both fall and spring. Separate comparison groups were selected fall and spring. Results indicated that the FC group scored almost identically to the comparison group on the initial testing. For the spring testing the FC group outscored the comparison group statistically on the physics and calculus tests, and all scales of the California Critical Thinking Test except Analysis (no difference). Student attitudes improved for the value of homework, lifelong learning, and decreased in their overall evaluation of engineering.
{"title":"First year comparative evaluation of the Texas A&M freshman integrated engineering program","authors":"V. Willson, T. Monogue, C. Malavé","doi":"10.1109/FIE.1995.483114","DOIUrl":"https://doi.org/10.1109/FIE.1995.483114","url":null,"abstract":"The paper documents the first year process and product evaluation of the NSF-sponsored Foundation Coalition (FC) project at Texas A&M University designed to integrate five courses taken by most freshman engineering students: physics, engineering design, calculus, English, and chemistry. In addition to the curriculum integration, the project emphasized cooperative learning, teaming, technology applied to learning, and active learning. One hundred students of the entering freshman engineering students who were calculus-ready were invited on a first-come, first-served basis to participate; all qualified women and minorities who applied were accepted, and others were accepted on a waiting list in order of application. Entry characteristics indicated that the students did not differ from the freshman class. FC student achievement in physics and calculus and attitudes toward coalition engineering goals were assessed both fall and spring. Separate comparison groups were selected fall and spring. Results indicated that the FC group scored almost identically to the comparison group on the initial testing. For the spring testing the FC group outscored the comparison group statistically on the physics and calculus tests, and all scales of the California Critical Thinking Test except Analysis (no difference). Student attitudes improved for the value of homework, lifelong learning, and decreased in their overall evaluation of engineering.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"195 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116393027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Alonso, M. Bollain, C. Cuvillo, M.C. Fernandez, A. Garcia, E. Santos
Describes what the ERASMUS project is, our experiences of it, and a brief statistical survey related to our participation as a host and home institution. The ERASMUS program started in June 1987 and it aims at supporting, promoting and stimulating cooperation among European universities. The universities participating in ERASMUS are financed to exchange teaching staff, exchange students and develop joint curricula. This program awards grants to students who wish to fulfil part of the requirements for obtaining their degree in a university other than that which they are currently attending. European universities are encouraged to form groups called ICPs (Inter-university Cooperation Programmes) in order to facilitate the coordination and organization job. Each institution is member of a group in which all the members are of the same kind (referred to the study orientation). In the University School of Computer Science of the Universidad Politecnica de Madrid, we consider that ERASMUS brings an excellent opportunity for students to get to know other cultures, work with different groups of people and learn how a "professional" job is done in another country. This is why we try to focus our participation on these three points and why we have chosen the final dissertation project as the subject that students must attend.
{"title":"Experiences about ERASMUS: an interchange project","authors":"S. Alonso, M. Bollain, C. Cuvillo, M.C. Fernandez, A. Garcia, E. Santos","doi":"10.1109/FIE.1995.483220","DOIUrl":"https://doi.org/10.1109/FIE.1995.483220","url":null,"abstract":"Describes what the ERASMUS project is, our experiences of it, and a brief statistical survey related to our participation as a host and home institution. The ERASMUS program started in June 1987 and it aims at supporting, promoting and stimulating cooperation among European universities. The universities participating in ERASMUS are financed to exchange teaching staff, exchange students and develop joint curricula. This program awards grants to students who wish to fulfil part of the requirements for obtaining their degree in a university other than that which they are currently attending. European universities are encouraged to form groups called ICPs (Inter-university Cooperation Programmes) in order to facilitate the coordination and organization job. Each institution is member of a group in which all the members are of the same kind (referred to the study orientation). In the University School of Computer Science of the Universidad Politecnica de Madrid, we consider that ERASMUS brings an excellent opportunity for students to get to know other cultures, work with different groups of people and learn how a \"professional\" job is done in another country. This is why we try to focus our participation on these three points and why we have chosen the final dissertation project as the subject that students must attend.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134454566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Summary form only given. The Massachusetts Pre-Engineering Program, Inc. (MassPEP) works with urban teachers and students to design integrated mathematics, science and technology curriculum modules that focus on the practical applications of math/science in applied technology disciplines and include career awareness activities. Hands-on activities, teamwork and student competitions are key success factors in the program. Urban systemic change in math/science succeeds when students, teachers, parents and industry/community partners work together to provide financial resources, input to program planning, career counseling and mentoring. MassPEP was awarded a grant in 1994 to expand program outreach to include teachers and students in grades K-12. New curriculum modules for 1995-96 are described. MassPEP works with the targeted groups to produce activities tying exciting career/college prospects to math/science. An electronic component ties participants to peers and colleagues nationwide and facilitate student research, competition and information exchanges. Techno Teacher/Techno Kid is designed to build leadership skills, academic achievement, confidence and self-esteem. Parents gain confidence in their ability to help their children with school work. Teachers learn to break down tough math/science concepts with activities that are student-centered, inexpensive and fun. Students begin to enjoy learning and believe in their ability to succeed in school. All participants acquire the leadership skills needed to share their newly acquired skills with others, which increases the program's impact.
{"title":"Techno Teacher/Techno Kid","authors":"K. G. Spirer","doi":"10.1109/FIE.1995.483194","DOIUrl":"https://doi.org/10.1109/FIE.1995.483194","url":null,"abstract":"Summary form only given. The Massachusetts Pre-Engineering Program, Inc. (MassPEP) works with urban teachers and students to design integrated mathematics, science and technology curriculum modules that focus on the practical applications of math/science in applied technology disciplines and include career awareness activities. Hands-on activities, teamwork and student competitions are key success factors in the program. Urban systemic change in math/science succeeds when students, teachers, parents and industry/community partners work together to provide financial resources, input to program planning, career counseling and mentoring. MassPEP was awarded a grant in 1994 to expand program outreach to include teachers and students in grades K-12. New curriculum modules for 1995-96 are described. MassPEP works with the targeted groups to produce activities tying exciting career/college prospects to math/science. An electronic component ties participants to peers and colleagues nationwide and facilitate student research, competition and information exchanges. Techno Teacher/Techno Kid is designed to build leadership skills, academic achievement, confidence and self-esteem. Parents gain confidence in their ability to help their children with school work. Teachers learn to break down tough math/science concepts with activities that are student-centered, inexpensive and fun. Students begin to enjoy learning and believe in their ability to succeed in school. All participants acquire the leadership skills needed to share their newly acquired skills with others, which increases the program's impact.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133729693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
David Cordes, J. Parker, D. Nikles, A. Hopenwasser, C. Laurie, Joseph A. Izatt
As a result of the University of Alabama participating in the Foundation Coalition, the 1994-1995 academic year saw a completely new curriculum being prototyped for a class of 36 volunteer students within the college. The curriculum in question provides an integrated 13-hour sequence of calculus, physics, chemistry and engineering design for the students. One of the central themes to this sequence is the concept of teams and teaming. Students work in teams of four students throughout this course sequence. These teams operate as a unit for all classes, mathematics recitations, physics and chemistry laboratories, and all engineering design projects. A number of strategies for how to proceed were identified. Concern was placed on ensuring that students gain both the ability to function effectively within a team environment and also demonstrate their own individual ability to perform the task in question. This paper examines the processes by which teaming is performed within the integrated freshman year of the Foundation Coalition. It looks at successes that have been realized and also point out techniques that should not be repeated. The authors summarize their opinions about the strengths and weaknesses of the process, as well as identifying the principal lessons learned for both future semesters of this curriculum and other individuals interested in incorporating teaming into their own courses. In addition, the authors comment on the similarities and differences between freshmen students and upper-level engineering students with respect to teams and teaming.
{"title":"Teaming in technical courses","authors":"David Cordes, J. Parker, D. Nikles, A. Hopenwasser, C. Laurie, Joseph A. Izatt","doi":"10.1109/FIE.1995.483218","DOIUrl":"https://doi.org/10.1109/FIE.1995.483218","url":null,"abstract":"As a result of the University of Alabama participating in the Foundation Coalition, the 1994-1995 academic year saw a completely new curriculum being prototyped for a class of 36 volunteer students within the college. The curriculum in question provides an integrated 13-hour sequence of calculus, physics, chemistry and engineering design for the students. One of the central themes to this sequence is the concept of teams and teaming. Students work in teams of four students throughout this course sequence. These teams operate as a unit for all classes, mathematics recitations, physics and chemistry laboratories, and all engineering design projects. A number of strategies for how to proceed were identified. Concern was placed on ensuring that students gain both the ability to function effectively within a team environment and also demonstrate their own individual ability to perform the task in question. This paper examines the processes by which teaming is performed within the integrated freshman year of the Foundation Coalition. It looks at successes that have been realized and also point out techniques that should not be repeated. The authors summarize their opinions about the strengths and weaknesses of the process, as well as identifying the principal lessons learned for both future semesters of this curriculum and other individuals interested in incorporating teaming into their own courses. In addition, the authors comment on the similarities and differences between freshmen students and upper-level engineering students with respect to teams and teaming.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"146 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134010395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Problems based on material already familiar to students have some advantage in allowing depth of coverage of computer programming topics. However it is sometimes necessary to force students to cover a wide variety of topics in programming, and it may be necessary or expedient to introduce a problem topic that is unfamiliar to the students to accomplish this. To that end, a problem was utilized in a freshman engineering honors course at Purdue University with applications to printing and robot vision, with a title designed to grab the attention of the students in the classes-"Image Analysis: Halftoning by Grayscale Histogram Thresholding and Edge Detection by Laplacian Convolution". Students were expected to learn a great deal of material, all of which was needed for timely project completion, with coverage provided through regular lectures or supplemental class meetings. The problem to be solved was sufficiently complex that the four-person teams reported little difficulty in splitting up the work so that every team member had sufficient work to do. In spite of the complexity of the assignment, the overwhelming voice heard from the students at semester's end was that they developed incredible amounts of programming skill from the project, and that it definitely should be kept in the course in the future. However, the project may be just a bit ambitious.
{"title":"Image analysis: a group assignment in programming with breadth","authors":"R. Montgomery","doi":"10.1109/FIE.1995.483240","DOIUrl":"https://doi.org/10.1109/FIE.1995.483240","url":null,"abstract":"Problems based on material already familiar to students have some advantage in allowing depth of coverage of computer programming topics. However it is sometimes necessary to force students to cover a wide variety of topics in programming, and it may be necessary or expedient to introduce a problem topic that is unfamiliar to the students to accomplish this. To that end, a problem was utilized in a freshman engineering honors course at Purdue University with applications to printing and robot vision, with a title designed to grab the attention of the students in the classes-\"Image Analysis: Halftoning by Grayscale Histogram Thresholding and Edge Detection by Laplacian Convolution\". Students were expected to learn a great deal of material, all of which was needed for timely project completion, with coverage provided through regular lectures or supplemental class meetings. The problem to be solved was sufficiently complex that the four-person teams reported little difficulty in splitting up the work so that every team member had sufficient work to do. In spite of the complexity of the assignment, the overwhelming voice heard from the students at semester's end was that they developed incredible amounts of programming skill from the project, and that it definitely should be kept in the course in the future. However, the project may be just a bit ambitious.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133255573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The complexity of modern engineering systems calls for an integrated design approach in the industry today. A careful review of the educational approach to design indicates that there is not enough design integration in the engineering curriculum, resulting in intensive retraining of graduates once they enter the work force. It is advantageous to start integration of design into the engineering curriculum at the freshman level, where engineering creativity can be effectively introduced. The second course of a two-semester freshmen Creative Engineering sequence is the focus of the freshmen design plans presented in this paper. This course sequence was the result of a NSF funded project on "Development of a Freshman Engineering Curriculum" at Prairie View A&M University. A successfully tested innovative approach for teaching design at the freshmen level is discussed. The ability of freshmen to design, fabricate and test simple engineering systems is also discussed and demonstrated. The result of this strategy is that the students are able to work in teams on integrated projects (such as the Sunrayce, FutureCar Challenge and Hybrid Vehicle projects) required in the senior year. This experience makes the student highly successful in the modern design environment.
{"title":"Innovations in teaching creative engineering at the freshmen level","authors":"A. Warsame, P. Biney, J. Morgan","doi":"10.1109/FIE.1995.483078","DOIUrl":"https://doi.org/10.1109/FIE.1995.483078","url":null,"abstract":"The complexity of modern engineering systems calls for an integrated design approach in the industry today. A careful review of the educational approach to design indicates that there is not enough design integration in the engineering curriculum, resulting in intensive retraining of graduates once they enter the work force. It is advantageous to start integration of design into the engineering curriculum at the freshman level, where engineering creativity can be effectively introduced. The second course of a two-semester freshmen Creative Engineering sequence is the focus of the freshmen design plans presented in this paper. This course sequence was the result of a NSF funded project on \"Development of a Freshman Engineering Curriculum\" at Prairie View A&M University. A successfully tested innovative approach for teaching design at the freshmen level is discussed. The ability of freshmen to design, fabricate and test simple engineering systems is also discussed and demonstrated. The result of this strategy is that the students are able to work in teams on integrated projects (such as the Sunrayce, FutureCar Challenge and Hybrid Vehicle projects) required in the senior year. This experience makes the student highly successful in the modern design environment.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133258125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
An instructional feedback model is presented to incorporate such elements as the course objectives, classroom lectures, course materials, and student written responses with the extra instruction obtained during out of class interactions. The value of each phase is described and costs which accompany the benefits of implementing the model are identified. The primary advantage of the instructional feedback model is that the professor can combine in a classroom setting both a technical curiosity among students about specific problems and an encouragement for productive discussions during office visits. Related to the more subjective components of the model, data are collected from several students at two different institutions. Out of class interactions with students are shown to yield extensive benefits and thereby justify the costs. The focus of the paper is to provide insights for beginning instructors who have never taught before and for research professors needing to improve teaching skills. Recommendations are made to enhance these valuable interactions with students.
{"title":"An instructional feedback model for improved learning and mentoring","authors":"D. Vines, J. Rowland","doi":"10.1109/FIE.1995.483145","DOIUrl":"https://doi.org/10.1109/FIE.1995.483145","url":null,"abstract":"An instructional feedback model is presented to incorporate such elements as the course objectives, classroom lectures, course materials, and student written responses with the extra instruction obtained during out of class interactions. The value of each phase is described and costs which accompany the benefits of implementing the model are identified. The primary advantage of the instructional feedback model is that the professor can combine in a classroom setting both a technical curiosity among students about specific problems and an encouragement for productive discussions during office visits. Related to the more subjective components of the model, data are collected from several students at two different institutions. Out of class interactions with students are shown to yield extensive benefits and thereby justify the costs. The focus of the paper is to provide insights for beginning instructors who have never taught before and for research professors needing to improve teaching skills. Recommendations are made to enhance these valuable interactions with students.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133179497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The design and engineering professions are characterized by multifaceted, interdisciplinary problems requiring teams comprised of architects, engineers, and constructors. The unique attributes of individual locations, regulatory requirements, and owner preferences require interdisciplinary teams to cooperate throughout the design and building process to ensure that all requirements are satisfied. In contrast to this professional environment, engineering and design educational environments are characterized by strict disciplinary boundaries. Minimal interaction occurs within the educational framework of the engineering or design curriculum. This paper introduces one approach to reducing these boundaries and introducing interdisciplinary tools into design education. The paper introduces an interdisciplinary research effort being conducted at Georgia Tech to create comprehensive, interdisciplinary case studies highlighting the diverse participants required to complete a complex building project. Complementing this effort is the development of a computer-based environment with the capability to both present case histories to interdisciplinary teams of students in multiple formats and provide the flexibility to support individual student exploration. Finally, the paper addresses the challenges and issues facing the design and engineering education community in the process of integrating interdisciplinary educational experiences into a traditionally segregated educational curriculum.
{"title":"Facilitating interdisciplinary design education through case histories","authors":"P. Chinowsky, Jeffrey A. Robinson","doi":"10.1109/FIE.1995.483170","DOIUrl":"https://doi.org/10.1109/FIE.1995.483170","url":null,"abstract":"The design and engineering professions are characterized by multifaceted, interdisciplinary problems requiring teams comprised of architects, engineers, and constructors. The unique attributes of individual locations, regulatory requirements, and owner preferences require interdisciplinary teams to cooperate throughout the design and building process to ensure that all requirements are satisfied. In contrast to this professional environment, engineering and design educational environments are characterized by strict disciplinary boundaries. Minimal interaction occurs within the educational framework of the engineering or design curriculum. This paper introduces one approach to reducing these boundaries and introducing interdisciplinary tools into design education. The paper introduces an interdisciplinary research effort being conducted at Georgia Tech to create comprehensive, interdisciplinary case studies highlighting the diverse participants required to complete a complex building project. Complementing this effort is the development of a computer-based environment with the capability to both present case histories to interdisciplinary teams of students in multiple formats and provide the flexibility to support individual student exploration. Finally, the paper addresses the challenges and issues facing the design and engineering education community in the process of integrating interdisciplinary educational experiences into a traditionally segregated educational curriculum.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"251 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123676576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A semester-long group project course is described. This course teaches design and project management to prepare students for a senior-level design course sequence carried out individually. The rationale for using groups (teams) and a Socratic design approach is discussed. The paper discusses the sequence of topics and activities over the semester including team-building exercises, group in-class exercises, group lab exercises, design review sessions and lectures. The final product evaluation time is discussed. Group dynamics and personality problems as well as final evaluations are also presented. The students' performance relative to others not having taken the course cannot be evaluated at this time since this group of students has not completed the senior design courses. The teachers' assessments are given as well as plans for future changes.
{"title":"Guiding team projects for juniors","authors":"T. W. Schultz, J. Jacob","doi":"10.1109/FIE.1995.483040","DOIUrl":"https://doi.org/10.1109/FIE.1995.483040","url":null,"abstract":"A semester-long group project course is described. This course teaches design and project management to prepare students for a senior-level design course sequence carried out individually. The rationale for using groups (teams) and a Socratic design approach is discussed. The paper discusses the sequence of topics and activities over the semester including team-building exercises, group in-class exercises, group lab exercises, design review sessions and lectures. The final product evaluation time is discussed. Group dynamics and personality problems as well as final evaluations are also presented. The students' performance relative to others not having taken the course cannot be evaluated at this time since this group of students has not completed the senior design courses. The teachers' assessments are given as well as plans for future changes.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121754712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Control system design packages like MATLAB, MATRIX/sub X/, Control C, SIMNON, etc. have become essential ingredients of both undergraduate and graduate courses in the systems and controls area. This work describes our experience, at the University of Arkansas and Pennsylvania State University, with the use of one of these packages, namely MATLAB with its control systems and signal processing toolboxes in stochastic systems and linear control systems courses, both of which are offered to advanced undergraduate and graduate students. This paper also presents the MATLAB features that are found most useful in these two courses in enhancing students' understanding of the material. A discussion of how MATLAB helps in reducing the amount of time spent in performing computational homework assignments follows. Finally, the general positive student reaction to incorporating this software package into these courses is reported.
{"title":"Utilizing MATLAB in two graduate electrical engineering courses","authors":"E. Yaz, A. Azemi","doi":"10.1109/FIE.1995.483084","DOIUrl":"https://doi.org/10.1109/FIE.1995.483084","url":null,"abstract":"Control system design packages like MATLAB, MATRIX/sub X/, Control C, SIMNON, etc. have become essential ingredients of both undergraduate and graduate courses in the systems and controls area. This work describes our experience, at the University of Arkansas and Pennsylvania State University, with the use of one of these packages, namely MATLAB with its control systems and signal processing toolboxes in stochastic systems and linear control systems courses, both of which are offered to advanced undergraduate and graduate students. This paper also presents the MATLAB features that are found most useful in these two courses in enhancing students' understanding of the material. A discussion of how MATLAB helps in reducing the amount of time spent in performing computational homework assignments follows. Finally, the general positive student reaction to incorporating this software package into these courses is reported.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122296610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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