Goal 1: Restructuring the program to be development-based

We proposed that ten courses would form the core of the development-based curriculum. The recommendations of the advisory panel put together by Dr. Teague may change the courses chosen to comprise the developmental core.The ten courses that have been preliminarily identified are listed in the table below with a brief description. They fall into two groups faculty feel are most critical to student development: application of mathematics to engineering problems (MATH), and system integration (S.I.).

Mathematics was chosen since nearly 50% of student engineers made a failing grade or withdrew from the introductory calculus course [71], and our ABET assessment data shows that faculty cite mathematics as the major shortfall of student preparation [72]. This track will develop skills in using computational tools (Matlab) to help visualize problems.

System integration is selected since OSU students spend less time on systems engineering compared to peer universities, and assessment data indicates students perform below peers on nationally normed exams [72]. An additional course in the freshman year will teach students to monitor their own development, function on teams, and create portfolios. This table also identifies the faculty involved, when in the curriculum the course occurs, and what year of the project it will be implemented in as shown in figure 5 (Year 1: , Year 2: ). The course sequence with respect the entire the curriculum is given in appendix D.

  • Taken
  • Year
  • Group
  • Instructor
  • Specialty
  • Course Description
  • Fr.Fall
  • Year 2
  • MATH
  • Guoliang Fan
  • Image Processing
 Visualizing Calculus using MatLab will teach basic numerical methods, using computer-based tools to help visualize calculus. Will be listed as a general education course open to non-majors.
  • Fr.Spr.
  • Year 1
  • NA
  • R.Cheville
  • Photonics
Visualizing your Future will teach students how to prepare portfolios, how to monitor their development, and teach skills in teamwork and peer evaluation.
  • So.Fall
  • Year 1
  • MATH
  • C.Bunting
  • Electromagnetics
Electrical Science: differential equation-based introduction to circuits visualized in Matlab. The only electrical engineering course taken by non-majors, this is a vital feeder to the ECEN program.
  • So.Fall
  • Year 1
  • S.I
  • K.Teague
  • Dept.Head
  • Signal Processing
Introduction to Digital Logic Design was implemented in the planning phase. Students' first introduction to laboratory instrumentation. Engineering systems such as traffic control computers are implemented using Xilinx field programmable gate arrays.
  • So.Spr
  • Year 2
  • MATH
  • T.Wilson
  • Professor Physics
  • Solid State Physics
Semiconductor Device Physics for Engineers covers the physics of semiconductor devices. Students will numerically model devices using Matlab and Femlab, then measure devices in the laboratory.
  • Jr.Fall
  • Year 1
  • Math
  • C.Bunting
  • Electromagnetics
Electromagnetic Fields was implemented in the planning phase. Design of high frequency circuits and antennas by applying basic EM principles using analytic and computational modeling tools.
  • Jr.Fall
  • Year 2
  • S.I
  • R.Fierro
  • Robotics
Embedded Controls will introduce embedded and hybrid system concepts by building a cooperative robotic and sensor network, and letting students participate in a robotic competition (e.g., RoboCup).
  • Jr.Spring
  • Year 3
  • S.I
  • New Hire
  • Computer Arch.
Microcomputer Architecture will revisit processors used in Embedded Controls, relating architecture to functionality. Students will program simple control systems.
  • Sr.Fall
  • Year 1
  • S.I
  • R.Cheville
  • Photonics
Senior Design I has teams made up students from different ECEN sub-disciplines (i.e. computers, controls) build subsystems that are integrated into a large-scale device. Teaches system integration.
  • Sr.Spr
  • Year 1
  • S.I
  • K.Teague
  • Dept.Head
  • Signal Processing
Sr. Design II has teams of students undertake independent design projects. Many project are industry sponsored. Students are required to work independently.

Changes to the department infrastructure will be made to support this project in conjunction with the curriculum revision. Equipment, facilities, and supplies will be moved from the current dedicated lab spaces to a department-wide web-based catalog/inventory system used by student teams to build projects (see section 2.2, 4c). Lab space will be shared by teams from multiple classes, creating interaction among students. Faculty who participate in this project are no longer responsible for maintaining equipment and laboratory space, increasing buy-in. Labs will be open extended hours and teams self-schedule when they work, increasing retention of non-traditional students who have difficulty scheduling laboratories around other obligations. Since teams are financially responsible for equipment they check out, breakage and misuse was nearly non-existent during the first, planning phase of this project. A dedicated technician supported by the ECEN department will manage the inventory and catalog.

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