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ERIC Number: EJ1076097
Record Type: Journal
Publication Date: 2011
Pages: 41
Abstractor: As Provided
ISSN: EISSN-1941-1766
Integrated Sensing and Information Processing Theme-Based Redesign of the Undergraduate Electrical and Computer Engineering Curriculum at Duke University
Ybarra, Gary A.; Collins, Leslie M.; Huettel, Lisa G.; Brown, April S.; Coonley, Kip D.; Massoud, Hisham Z.; Board, John A.; Cummer, Steven A.; Choudhury, Romit Roy; Gustafson, Michael R.; Jokerst, Nan M.; Brooke, Martin A.; Willett, Rebecca M.; Kim, Jungsang; Absher, Martha S.
Advances in Engineering Education, v2 n4 Sum 2011
The field of electrical and computer engineering has evolved significantly in the past two decades. This evolution has broadened the field of ECE, and subfields have seen deep penetration into very specialized areas. Remarkable devices and systems arising from innovative processes, exotic materials, high speed computer simulations, and complex algorithms make ECE an exciting career field. These fascinating developments present greater opportunities for undergraduates to explore the field of ECE as well as greater challenges for them to navigate the curriculum because of the myriad of course and areas of concentration choices they have to make. Reflecting innovations in the field and capitalizing on the collective faculty research expertise, the Department of Electrical and Computer Engineering at Duke University has redesigned its undergraduate curriculum around the theme of "Integrated Sensing and Information Processing." This paper presents details of the ECE curriculum redesign at Duke University including its philosophy and implementation as well as elements of the redesign that are transferable to other universities. Evidence of increased student ability to design a system or component and to work effectively in teams is presented through statistical analyses of student end-of-course course evaluations. Student design project complexity evolution as the curriculum redesign unfolded is also presented, and this provides further evidence that design and teamwork have enhanced student learning throughout the new curriculum.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: North Carolina
Grant or Contract Numbers: EEC-0343168; EEC-0431812