Karan Watson

Utilization of active and cooperative learning in EE courses: three classes and the results

Educational researchers confirmed that active learning strategies will result in more retention of subject matter and a deeper comprehension of the concepts covered in a class. In part this is due to the fact that these strategies require that the learner assume more responsibility, during class, for the learning environment. In conjunction with active learning, much interest has been focused on cooperative learning strategies, which require that the students operate in a more cooperative, or team, mode versus the more traditional competitive modes. In this paper three electrical engineering courses at Texas A&M University which incorporated various active and cooperative learning strategies are presented. The information does not deepen the already present research on these strategies. However, it does present detailed examples of the assignments made which utilized active and cooperative learning, the adaptations in student grading procedures which were made, the attitudes of the students during the courses, and a brief follow-up on the students a year after the courses.

LFSR based deterministic hardware for at-speed BIST

A deterministic test pattern generator for BIST, based on linear feedback shift registers is discussed. A method of designing the test pattern generator in order that it generates deterministic as well as pseudo random patterns is presented. One application of this method is illustrated where deterministic at-speed testing of C-testable ILAs, covering all possible single and multiple combinational faults is achieved. Response analysers are discussed including one with zero aliasing probability. The algorithms for synthesizing the small amount of BIST hardware are explained.<<ETX>>

Good educational experiments are not necessarily good change processes

Design, problem solving, and scientific discovery are examples of important processes for which engineers and scientists have developed exemplary process models, i.e., a set of widely accepted procedures by which these functions may best be accomplished. However, undergraduate curriculum transformation in engineering, that is, systemic change in pedagogy, content, and/or course structure, lacks a widely recognized process model. In other words, engineering faculty members do not widely and explicitly agree upon a set of assumptions and flow diagrams for initiating, sustaining and integrating curriculum improvement. The two-loop model that is described in conjunction with the EC2000 criterion (http://www.abet.org/eac/two_loops.htm) provides a flow diagram that integrates assessment, evaluation and feedback processes. However the two-loop model does not provide a set of assumptions and flow diagrams for quantum actual change or improvement. To initiate discussion of models for the curriculum change process, referred to as change models, this paper examines three change models and advocates the organizational change model.

Parallel algorithms for the static dictionary compression

Studies parallel algorithms for two static dictionary compression strategies. One is the optimal dictionary compression with dictionaries that have the prefix property, for which our algorithm requires O(L+log n) time and O(n) processors, where L is the maximum allowable length of the dictionary entries, while previous results run in O(L+log n) time using O(n/sup 2/) processors, or in O(L+log/sup 2/n) time using O(n) processors. The other algorithm is the longest-fragment-first (LFF) dictionary compression, for which our algorithm requires O(L+log n) time and O(nL) processors, while the previous result has O(L log n) time performance on O(n/log n) processors. We also show that the sequential LFF dictionary compression can be computed online with a lookahead of length O(L/sup 2/).

Expert System Applications to Protection, Substation Control and Related Monitoring Functions

Abstract Application of expert systems to power system problems has become an area of strong research interest in the past few years. A number of papers have been published on the subject with an emphasis on applications that relate to the overall power system monitoring, operation and planning. However, less emphasis was placed on protective relaying, substation control and related monitoring functions. This paper is primarily concerned with the applications that are focused on power system protection, substation operation, and monitoring. It gives both a survey of the present research efforts and a discussion of future possibilities and trends in this area.

The NSF foundation coalition-past, present, and future

The Foundation Coalition (FC) was funded in 1993 as the fifth coalition in the National Science Foundations Engineering Education Coalitions Program. The FC has as its vision a new culture of engineering education: students and faculty working in partnership to create an enduring foundation for student development and life-long learning. The member institutions-Arizona State University (ASU), Maricopa Community College District (MCCD), Rose-Hulman Institute of Technology (RHTT), Texas A&M University (TAMU), Texas A&M University-Kingsville (TAMUK), Texas Womans University (TWU), and the University of Alabama (UA)-are developing improved curricula and learning environment models that are based on four primary thrusts: integration of subject matter within the curriculum, improvement of the human interfaces that affect educational environments, technology-enabled learning, and continuous improvement through assessment and evaluation. The Foundation Coalition partners draw on their diverse strengths and mutual support to construct improved curricula and learning environments; to attract and retain a more demographically diverse student body, and to graduate a new generation of engineers who can more effectively solve the increasingly complex, rapidly changing societal problems.

Issues Regarding Change in Engineering Education

As the scholarship of engineering education has advanced, it has confronted a number of challenges that come with working for change. As curriculum development is being addressed more systematically, the process of curricular change also needs to be addressed systematically in future initiatives in order to continue positive progress in student learning. The paper offers a seven-element framework for the process of curricular change: goals for change, objects for change, barriers to change, change mechanisms, models of change, change agents, and the role of faculty development. This paper examines what has been learned through engineering education initiatives and other related research

Interfaces between the Foundation Coalition integrated curriculum and programs for honors, minority, women, and transfer students

The Foundation Coalition includes seven institutions, all of which are in the process of developing an engineering curriculum that incorporates the integration of courses, the utilization of active and cooperative learning in the classroom, and the use of technology in the classroom to enhance the level and sophistication of content and problems approached. During the 1994-1995 academic year, all of these institutions piloted a freshman curriculum that involved various levels of integration of the courses that students take. Typically, this involved the integration of physics, calculus, English, engineering design graphics, chemistry and engineering problem solving over both semesters of the freshman year. In addition, the students took humanities or social science electives. One of the goals of this Coalition is to increase the enrolment and support of women and underrepresented minorities. This paper describes several conflicts which the integrated approach created for students in special programs in the College of Engineering. Most of these programs have existed for many years in the College, and have activities with proven records for enhancing the educational experience and retention in engineering. These conflicts are described, and some of the initial strategies for resolving the conflicts are presented, as well as plans for assuring that these programs work together effectively as the integrated program expands and becomes institutionalized. Resolving these conflicts is a challenge the integrated curriculum must meet in order to be effective for a large number of students.

Linear finite state machine for lD ILAs

Linear Finite State Machine for One Dimensional (1D) Iterative Logic Arrays (ILAs) is described. The technique for modifying the Linear Feedback Shift Register (LFSR) based test generator called Linear Finite State Machine (LFSM) for deterministic test pattern generation is discussed and extended for generating the test vectors for 1D unilateral ILAs. One Repetition Length (ORL) of C-testable ILAs and unique characteristics of the C-testable test patterns are used for the compact design of the LFSM based at-speed Built-in Self Test (BIST). Such LFSM based BIST occupies small silicon area, simplifies the design of the controller and does at-speed testing of the ILAs. This results in reduced time and cost of testing. In addition, the exact probability distribution equations are developed for additional bits needed to map a Finite State Machine (FSM) into an LFSM. The distribution clearly shows that the expected number of additional bits is very small, often zero. The probability distribution equations are equally valid for any LFSR based test generator for other circuits.<<ETX>>

A parallel unification machine

A parallel unification machine (PUM) that speeds up the unification algorithm is proposed. The PUM partitions unification into a match step and a consistency-check step, conducts these two steps concurrently, and takes advantage of the match parallelism. The machine architecture, algorithms, data formats, and processor organization are described. The machine has been simulated at the register-transfer level with the ISPS computer description language. The simulated performance is compared with that of two serial unification coprocessors. Significant speedup is observed.<<ETX>>