Incorporating embedded programming skills into an ECE curriculum

Ricks, Kenneth G.; Jackson, David Jeff; Stapleton, William A.

doi:10.1145/1217809.1217813

Cited by 14 publications

(9 citation statements)

References 8 publications

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“…Efforts should be made to make sure students master programming skills in appropriate languages and to educate students when use of a particular language is appropriate. This means that specific embedded programming skills must be presented above and beyond the commonplace general programming concepts presented to all ECE students [12].…”

Section: Software Toolsmentioning

confidence: 99%

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Incorporating system-level concepts into undergraduate embedded systems curricula

Ricks

Jackson

2009

SIGBED Rev.

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As more and more embedded systems concepts are integrated into academic curricula, the incorporation of system-level concepts must keep pace with lower-level topics. However, there are several challenges faced by educators trying to integrate systemlevel concepts into embedded systems curricula. Four such challenges include: the breadth of the embedded systems field limits opportunities for system-level content; lack of adequate laboratory platforms addressing system-level alternatives; limited student exposure to diverse software tools; and assessment associated with system-level activities. Each of the challenges is described in detail and suggestions for overcoming them are offered.

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Section: Software Toolsmentioning

confidence: 99%

“…Embedded systems education has gained much momentum as embedded systems concepts are being integrated into many undergraduate electrical and computer (ECE) engineering curricula [3,8,12,15,17,19]. To create capable embedded systems engineers, educators must present both low-level material and high-level system concepts.…”

Section: Introductionmentioning

confidence: 99%

Incorporating system-level concepts into undergraduate embedded systems curricula

Ricks

Jackson

2009

SIGBED Rev.

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“…Examples include [1], [7], [10], [11] and previous courses at Carnegie Mellon [3]. Other curriculum proposals include an explicit software engineering courses (e.g., [8]).…”

Section: Related Workmentioning

confidence: 99%

Risk areas in embedded software industry projects

Koopman

2010

Proceedings of the 2010 Workshop on Embedded Systems Education

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A powerful way to understand where gaps are in the expertise of embedded system designers is to look at what goes wrong in real industry projects. This paper summarizes the "red flag" issues found in approximately 90 design reviews of embedded system products conducted over a ten year period across a variety of embedded system industries. The problems found can be roughly categorized into the areas of process, requirements, architecture, design, implementation, verification/validation, dependability, project management, and people. A few problem areas, such as watchdog timers and real time scheduling, are standard embedded education topics. But many areas, such as peer reviews, requirements, SQA, and user interface design seem worthy of increased attention in texts and education programs.

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“…The impression of studying microcontroller system is globally increasing in various branches of science, engineering and technology department of Universities and Polytechnics [1][2]. The use of microcontroller chips for controlling the embedded system functions are increasing exponentially in everyday technology design activities in colleges and technological research institutes [3].…”

Section: Introductionmentioning

confidence: 99%