Observations and Reflections on Teaching Electrical and Computer Engineering Courses

Abstract

In this article, the authors make a number of observations and reflections based their experiences over many years of teaching courses in electrical and computer engineering bachelor programmes. We present important aspects of attendance, lectures, group work, and compulsory coursework, and how these can be addressed to improve student learning. Moreover, we discuss how to facilitate active learning activities, focussing on simple in-classroom activities and larger problem-based activities such as assignments, projects, and laboratory work, and highlight solving real-world problems by means of practical application of relevant theory as key to achieving intended learning outcomes. Our observations and reflections are then put into a theoretical context, including students' approaches of learning, constructive alignment, active learning, and problem-based versus problem-solving learning. Next, we present and discuss the results from two recent student evaluation surveys, one for senior (final-year) students and one for junior (first-and second-year students), and draw some conclusions. Finally, we add some remarks regarding our findings and point to future work.

Integration of different assessment approaches: application to a project-based learning engineering course

“…In contrast with more rigid assignments, where there often is only one correct answer to each problem that may limit deep learning and creativity (Osen and Bye, 2018), the project-based learning designed as an open-ended project, working with limited information and where many different approaches can lead to successful completion is strongly recommended to a Chemical Process Design course.…”

On the Development of Laboratory Projects in Modern Engineering Education

“…2) Constructive Alignment: There has been a dramatic change in higher education worldwide for the last decades, with more students enrolling, from a wider diversity of background, and with a broader range of approaches to learning [37]. At our own department, about 50% of our students have a background from vocational school [17]. Often, these students have strong practical skills and good self-discipline, for example due to work experience but it also means that their academic skills are sometimes lacking.…”