Problem-based learning in an introductory computer engineering course

As systems increase in complexity and technology advances, curriculum and laboratories are challenged to keep pace. This is especially true in computer engineering, which has seen dramatic growth in the scope and diversity of computer-based systems. One of the key challenges is developing the educational context for the new technologies, which are being encountered earlier and earlier in a student's program of study. Problem-based learning has been central to engineering education, and it is particularly relevant to the integration of new system design concepts and technologies into introductory courses. In this paper, we describe steps taken at Iowa State University to revitalize a sophomore level course in embedded systems by addressing the type and extent of problem-based learning used in the course. Our goal was to develop a more interesting and relevant integrated classroom/laboratory experience for the students. We present the revisions in terms of the "3C5I" model, which creates an educational context based on Concepts within Courses within a Curriculum (3C), and in each, progressing along the five "Is" of Introduction, Illustration, Instruction, Investigation, and Implementation. Problem-based learning may extend through to either Investigation or Implementation, and in each case, to differing degrees, depending on the scope of the problem. In the revised class, we use both, with a real-world theme guiding weekly labs that culminate as parts of a final project. We examine student learning and experiences with the thematic labs as well as the effects of several other changes such as competitive programming exercises and alternative evaluation methods.