Improving Collaborative Project Based Learning In Digital Engineering Based On Program Assessment

Abstract

This paper presents the assessment results and findings of the National Science Foundation (NSF) sponsored CCLI project, entitled "Collaborative Project-based Learning to Enhance Freshman Design Experience in Digital Engineering." During the first year of the project, a series of interactive in-class projects using a Tablet PC based platform have been developed and implemented in our Introduction to Digital Engineering classes taught in Fall 2008, Winter 2009, and Spring 2009. So far over 100 students were impacted by our proposed Collaborative Project-Based Learning (CPBL) model. To quantify the effect of the course redesign on student learning, comprehensive evaluation using both direct and indirect assessment instruments was conducted. The assessment efforts were led by an expert from the College of Education, and the evaluation was based on class observation, comparison study of student performance, pre and post student surveys, as well as focus groups. While both quantitative and qualitative assessment results will be presented and analyzed, the focus of the paper will be the lessons learned through the first year experience from both the student and faculty perspectives. Overall, the students' feedback on CPBL has been very positive. Most students considered the in-class projects the most valuable and helpful parts in their learning. Through the in-class projects, they not only gained better understanding of the course material and the design process, but also developed stronger interest in engineering careers. Nevertheless, the assessment findings also indicated a few challenges to be addressed. In this paper, we will describe how to continuously improve the implementation of CPBL, how to adjust the teaching strategy and plans to revise in-class projects to be implemented in academic year 2009-2010.

Effective Collaborative Inquiry-based Learning in Undergraduate Computer Networking Curriculum

“…Since 2010, we have been redesigning our undergraduate computer networking curriculum in both Electrical Engineering and Computer Science departments by incorporating Collaborative Project-Based Learning (CPBL). This work is supported by NSF CCLI project, and it is a direct extension to our previous effort of flipping the classroom of EE244, a freshman level digital design class [7][8][9][10]. One unique feature of our current work is the creation of a sequence of scalable remote labs that integrate project-based and inquiry-based learning [11].…”