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Delores Etter, University of of Colorado (U.S.A.)
Geoffrey C. Orsak, George Mason University (U.S.A.)
Since practicing engineers work in multidisciplinary teams, it is important that universities provide as many teaming experiences as possible. In this paper, we present some of the advantages and disadvantages of traditional teaming approaches. We then present issues related to virtual teaming - the teaming of students from geographically distributed locations. Virtual teaming adds a new dimension to the teaming experiences that universities can provide to students to better equip them for the environment in which they will work in research positions and in industry. Experiences with a three-year program in virtual teaming between the University of Colorado and George Mason University will be presented.
ic970011.pdf
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Hüseyin Abut, School of Applied Science (Singapore)
Yusuf Öztürk, San Diego State University (U.S.A.)
In this study, we present a new classroom environment to conduct digital signal processing and communication systems courses. Key features of the model are the collaborating instructor embracing students, a smart classroom equipped with a `Whiteboard` and advanced telecommunication networks, electronic textbook, and other resources, World Wide Web (WWW), Matlab, and other on-line tools. The underlying assumptions of the educational process are teambuilding instead of independent learning, collaborating/ supervising instructor, lateral curriculum instead of a vertical curriculum, and idea-to-product design concept. We will present a sample lecture in the proposed interactive classroom, where the concept of eye diagrams in regenerative repeaters will be presented from the first author`s text using matlab and WWW.
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James H. McClellan, Georgia Institute of Technology (U.S.A.)
Ronald W. Schafer, Georgia Institute of Technology (U.S.A.)
Mark A. Yoder, Rose-Hulman Institute of Technology (U.S.A.)
In this paper we describe experiences gained from teaching an introductory electrical engineering course based on digital signal processing rather than the traditional first course in analog circuit theory. We will discuss our motivation for teaching DSP first, before covering analog circuits and systems. We will describe the style of the course and point out difficulties, as well as advantages, in this organization of basic material. Finally, we will make some comments about extending this approach to encompass a wider range of students from other disciplines.
ic970019.pdf ic970019.pdf TOPDavid C. Munson, University of Illinois (U.S.A.)
A new undergraduate curriculum in electrical engineering has been adopted by the Department of Electrical and Computer Engineering at the University of Illinois. Major changes have been incorporated, including a redistribution of the circuits and signal processing topics within the curriculum. After giving an overview of the new curriculum, this paper focuses on a new, required sophomore-level course on analog signal processing. This course combines material from the traditional course on circuit analysis with material on continuous-time signals and systems. Students completing this course can study digital signal processing as first-semester juniors, which leaves ample time for more advanced signal and image processing courses in future semesters.
ic970023.pdf ic970023.pdf TOPSanjit K. Mitra, University of California (U.S.A.)
Three specific programs are suggested to modify the electrical engineering curriculum to keep up with the dramatic technological developments of recent years. One of the programs is a five-year combined BS/MS program which permits the student to specialize in more than one field. The second proposal is to restructure the BS program into a multi-track program. The third one is an internship-in-industry program to provide the student with a meaningful and valuable real-world design experience before graduation.
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