Experiences In Updating The Ece Curriculum With Signal Processing First And Kolb/4 Mat Pedagogy

Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Experiences in Updating the ECE Curriculum with Signal Processing First and Kolb/4MAT Pedagogy Introduction In the Electrical and Computer Engineering (ECE) Department at the University of Colorado at Colorado Springs (UCCS) we have successfully implemented key features of the Kolb/4MAT learning paradigm in a freshman-level course Introduction to Robotics1 and have recently propa- gated these features to a new sophomore-level course Introduction to Signals and Systems, taught for the first time in the fall of 2005, and the sophomore-level Circuits and Systems I, taught for the first time in the spring of 2006. We are planning to implement features of this learning para- digm into one additional newly designed course: junior-level Circuits and Systems II, to be taught for the first time in the fall of 2006. We expect to completely redesign the systems core classes within the next several years. Our goals for this updated curriculum and pedagogy are to enhance the appeal of electrical and computer engineering to a wider spectrum of potential students, instill skills to encourage life- long learning, develop improved communication abilities, better prepare our graduates for a vari- ety of job opportunities, enhance their creative aptitudes, and promote the meaning and impor- tance of research to a wider segment of our graduates. This paper discusses in more detail our rationale for changing a traditional approach to the early systems-area courses (Circuits I & II followed by Linear Systems Theory) to the new format us- ing the Georgia-Tech approach that introduces signal processing as the first course, followed by additional circuits and systems course(s). We also give preliminary results from adopting this approach, including anecdotal evidence, data from student survey responses, and from student achievement in the courses. We further discuss the instructional balance achieved via the Kolb/4MAT learning paradigm, and describe some additional features we set forth to implement in these courses, including em- phasis on the interdisciplinary nature of modern engineering, more hands-on learning experi- ences, integrated labs, more opportunities to develop communication skills, and earlier exposure to the importance and necessity of research. We conclude the paper with our vision for continued curriculum change comprising “weaving” unifying content “threads” through courses comprising a cross-section of the EE program. These threads will include robotics, software/wireless defined radio, and core electronics. Theoretical, hands-on and open-ended team-based project elements of each thread will appear in multiple courses, tying the curriculum together, thereby adding coherence. From the freshman to senior years, they will expand in both breadth and depth, culminating in an enhanced two-semester cap- stone senior design course. Rationale for a Change Based on our positive experiences with a new-to-us freshman-level course Introduction to Robot- ics1 we set out to perform a comprehensive curriculum review of core courses in our ECE pro-