An integrated first-year curriculum for computer science and computer engineering

Cordes, David; Parrish, Allen; Dixon, Brandon; Borie, Richard B.; Jackson, J.R.; Gaughan, P.

doi:10.1109/fie.1997.632674

Cited by 10 publications

(8 citation statements)

References 1 publication

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Section: Previous Workmentioning

confidence: 99%

“…Historically, DC and DC theory have been taught to electrical and computer engineering (ECE) students late in the engineering curriculum [13]- [15]. An early exposure to these discrete mathematics-based engineering concepts could promote a better understanding of fundamental computer science and engineering concepts [15]. Identifying this opportunity, some institutions have offered DC in the FY engineering curriculum [16]- [18] and reported positive student outcomes such as deeper insight into the functioning of electrical and computer systems and increased self-confidence [16], [17].…”

Section: Previous Workmentioning

confidence: 99%

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A Flipped First-Year Digital Circuits Course for Engineering and Technology Students

Yelamarthi

Drake

2015

IEEE Trans. Educ.

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This paper describes a flipped and improved first-year digital circuits (DC) course that incorporates several active learning strategies. With the primary objective of increasing student interest and learning, an integrated instructional design framework is proposed to provide first-year engineering and technology students with practical knowledge of DC. The research presented here compares the effectiveness of the flipped course to the previous traditional course through a controlled experimental study. The improved effectiveness of the flipped course is confirmed through the significant increase in course content and significant improvements in students' performance and their perceptions of their learning experience. Preliminary results suggest that students' academic success, and their engagement and interest in engineering, can be enhanced by refinement of an integrated instructional design framework. The authors believe that this positive outcome is a result of alignment of online preview of lectures, face-to-face student/instructor and peer interactions, discussions, hands-on activities, combined with several active learning strategies infused into the class.Index Terms-Active learning, digital circuits, engineering and technology, flipped classroom, student learning.

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Section: Previous Workmentioning

confidence: 99%

Section: Previous Workmentioning

confidence: 99%

A Flipped First-Year Digital Circuits Course for Engineering and Technology Students

Yelamarthi

Drake

2015

IEEE Trans. Educ.

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“…Now that students are taking Calculus I and the first physics course simultaneously, the General Engineering faculty are working to create linkages between those courses and the ENGR 120 curriculum. There would certainly be a benefit to achieving a just-in-time delivery of calculus and physics topics [6,7].…”

Section: Identifying and Removing A Calculus Prerequisite As A Bottlementioning

confidence: 99%

Identifying and Removing a Calculus Prerequisite as a Bottleneck in Clemson's General Engineering Curriculum

Ohland

Yuhasz

Sill

2004

J of Engineering Edu

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A review of prerequisites often reveals that reasons for requiring a prerequisite may no longer prevail due to curriculum or course changes. Based on a study of a curriculum bottleneck unrelated to required mastery, the prerequisite structure in Clemson University's General Engineering curriculum (the common firstyear curriculum for all engineering students) was changed so that Calculus I could be taken in the second semester. Student record analysis shows both the magnitude of the bottleneck prior to the policy change and the effect on student enrollment practices after the policy change. Longitudinal studies show a statistically significant improvement in retention in engineering adding to the body of evidence that indicates that it is important to retention that students start college mathematics at a level for which they are prepared.

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“…Our philosophy behind active learning involves students actively taking responsibility for their own learning, as opposed to being in the position of a mere "recipient" of instruction. We utilize two techniques in this area: discovery learning and cooperative learning [3] . Programming experiments provide opportunities for students to realize active learning.…”

Section: After-class Programming Experimentsmentioning

confidence: 99%

Program of After-Class Learning in Teaching Discrete Mathematics

Cheng

2009

2009 First International Conference on Information Science and Engineering

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As one of the major classes in the computer science and technology, the most important part of studying Discrete Mathematics is self-study after class. This article provides a method of great validity for students to review after class, to finish assignments and programs, as well as a bilingual assignment for improving the students' English. Students can study with great interest and high efficiency, as well as receiving twice the result with half the effort with the help of correcting the assignments and the new form of the exercise class.

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An integrated first-year curriculum for computer science and computer engineering

Cited by 10 publications

References 1 publication

A Flipped First-Year Digital Circuits Course for Engineering and Technology Students

A Flipped First-Year Digital Circuits Course for Engineering and Technology Students

Identifying and Removing a Calculus Prerequisite as a Bottleneck in Clemson's General Engineering Curriculum

Program of After-Class Learning in Teaching Discrete Mathematics

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