TY - JOUR
T1 - Work in progress
T2 - 126th ASEE Annual Conference and Exposition: Charged Up for the Next 125 Years, ASEE 2019
AU - Sohoni, Sohum A.
AU - Jordan, Shawn S.
AU - Kittur, Javeed
AU - Pereira, Nielsen L.
N1 - Funding Information:
Dr. Sohoni is an Assistant Professor in Engineering at the Polytechnic School at Arizona State University. Prior to joining ASU, he was an Assistant Professor at Oklahoma State University. His research interests are broadly in the areas of computer architecture and performance analysis, and in engineering and computing education. He has published in ACM SIGMETRICS, IEEE Transactions on Computers, the International Journal of Engineering Education, and Advances in Engineering Education. His research is supported through various internal and external funding agencies including the National Science Foundation. He serves as the Chair of the Electrical and Computer Engineering Division in ASEE, and the Co-Editor-in-Chief of the Journal of Engineering Education Transformations. He is also the Associate Director of the Indo-Universal Collaboration for Engineering Education.
Publisher Copyright:
© American Society for Engineering Education, 2019
PY - 2019/6/15
Y1 - 2019/6/15
N2 - Embedded systems, smart electronics, and the Internet of Things (IoT) are topics that are rapidly evolving, not just in research and development laboratories, but in the real world of industrial and consumer products. Because of the fast pace of technological progress, the evolution of standards, and the non-stop growth in the application space, it is impossible to teach our students everything that they need to master. How then, can we best prepare students with a diverse set of needs and abilities to be productive when they join the workforce in this technical area of such high projected need? This paper describes a third-year undergraduate course aimed at teaching students how to design and build embedded systems. The course draws upon two pedagogical concepts: (1) differentiated instruction, where curriculum are designed to help students with a variety of different skill levels and interests to succeed and grow beyond their current level of mastery, and (2) project-based learning, where curriculum relies heavily on hands-on projects such that students learn theory through application in real-world settings. The course walks students through idea generation, requirements specification, design, manufacturing, and testing, ending with a public demonstration of their product. Outcomes for the course are defined not just for technical competence, but also for other areas such as design, critical thinking, teamwork, professionalism and communication. This paper provides details and the rationale behind the choices made by the instructors and describes a study in progress on the effectiveness of a differentiated instruction project-based learning approach to teaching embedded systems.
AB - Embedded systems, smart electronics, and the Internet of Things (IoT) are topics that are rapidly evolving, not just in research and development laboratories, but in the real world of industrial and consumer products. Because of the fast pace of technological progress, the evolution of standards, and the non-stop growth in the application space, it is impossible to teach our students everything that they need to master. How then, can we best prepare students with a diverse set of needs and abilities to be productive when they join the workforce in this technical area of such high projected need? This paper describes a third-year undergraduate course aimed at teaching students how to design and build embedded systems. The course draws upon two pedagogical concepts: (1) differentiated instruction, where curriculum are designed to help students with a variety of different skill levels and interests to succeed and grow beyond their current level of mastery, and (2) project-based learning, where curriculum relies heavily on hands-on projects such that students learn theory through application in real-world settings. The course walks students through idea generation, requirements specification, design, manufacturing, and testing, ending with a public demonstration of their product. Outcomes for the course are defined not just for technical competence, but also for other areas such as design, critical thinking, teamwork, professionalism and communication. This paper provides details and the rationale behind the choices made by the instructors and describes a study in progress on the effectiveness of a differentiated instruction project-based learning approach to teaching embedded systems.
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M3 - Conference article
AN - SCOPUS:85078784271
SN - 2153-5965
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
Y2 - 15 June 2019 through 19 June 2019
ER -