Work In Progress: Computer Design for Intermediate-Level Digital Systems Course

Mealy, Bryan

doi:10.1109/fie.2006.322443

Cited by 2 publications

(2 citation statements)

References 2 publications

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“…We conducted the experiment on two sections of the CPE 233, our second course in digital design. CPE 233 covers aspects of computer architecture, intermediate digital design, and assembly language programming 4 . The course requires students to model the RAT microcontroller (MCU) using VHDL and then use it to help them learn assembly language programming.…”

Section: Course Descriptionmentioning

confidence: 99%

Assessing Student Assessment in a Flipped Classroom

mealy

2018 ASEE Zone IV Conference Proceedings

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One of the many advantages of a flipped classroom is that it provides more time for instructors to work directly with students. Assessing students with in-class quizzes and/or exams effectively mitigates this advantage by replacing time spent on direct student/instructor interaction with noninteractive assessment. While assessment using quizzes and exams do not provide a direct learning experience, many students place a high value on such assessment techniques distributed throughout the course as opposed to having them concentrated at the end of the course. This paper describes a novel implementation of an intermediate digital design course taught in a flipped-type classroom using a studio-type format. The overall goal of this approach was to determine the efficacy of dedicating a portion of class time to student assessment distributed throughout the course. At the beginning of the course, students chose whether they wanted their course grade weighted on distributed assessment or have their assessment more heavily weighted on final exams. This approach effectively gave students who chose their assessment concentrated on final exams a potential advantage in that it allowed them a greater opportunity for instructor interaction compared to the other students since they could obtain help with course material while other students were taking exams and quizzes. This paper compares the overall performance of both sets of students in order to determine which assessment approach was more effective in helping the students learn the course material. This paper also addresses the question of whether distributed assessment provided true "academic" benefits or whether it simply acted as a mechanism to encourage students to remain current with the course's subject matter.

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Section: Course Descriptionmentioning

confidence: 99%

Assessing Student Assessment in a Flipped Classroom

mealy

2018 ASEE Zone IV Conference Proceedings

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“…The actual learning takes place not so much by reading boring textbooks, but by designing circuits that utilize the modules they are studying. Additionally, we do have a more in-depth description of this material based on the fact that we previously authored a digital design textbook 5 .…”

Section: Practical Course Implementation Detailsmentioning

confidence: 99%

An Inverted Approach to Introductory Digital Design

mealy

2017 Pacific Southwest Section Meeting Proceedings

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Work In Progress: Computer Design for Intermediate-Level Digital Systems Course

Cited by 2 publications

References 2 publications

Assessing Student Assessment in a Flipped Classroom

Assessing Student Assessment in a Flipped Classroom

An Inverted Approach to Introductory Digital Design

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