Journal of Engineering Education Transformations

Ravi P. Ramachandran ¹, Kevin D. Dahm ¹, Linda M. Head ¹, John L. Schmalzel ¹

Affiliations
1 College of Engineering, Rowan University, Glassboro, New Jersey, 08012, US

Abstract

Project-based and problem-based learning are widespread and proven pedagogical techniques to achieve a variety of learning outcomes. In this paper, several projects in the circuits, systems, VLSI and signal processing areas are described. The projects can be implemented using both project-based and problem-based learning and as part of an Electrical and Computer Engineering curriculum without the need for additional expensive resources. Learning outcomes in Science, Technology, Engineering and Mathematics (STEM) are emphasized such that students achieve analytical, design, software and communication skills. The VLSI design project also has an entrepreneurship component. Assessment results are provided.

Keywords

Project Based Learning, Problem Based Learning, STEM Outcomes, Laboratory Protocol, Entrepreneurship, Assessment.

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Kevin D. Dahm ¹, Stephanie Farrell ¹, Ravi P. Ramachandran ¹

Affiliations
1 Rowan University College of Engineering, 201 Mullica Hill Road, Glassboro, NJ, 08028, US

Abstract

Good communication skills are vital for practicing engineers, and there is much literature on strategies for developing communication skills in engineering students. For some years there has been a growing trend in engineering education towards treating communication as an inter-disciplinary skill, and seeking meaningful and pedagogically sound ways to integrate communication skills throughout the engineering curriculum. This paper presents a summary of literature related to writing in the engineering curriculum. It is intended to provide practical resources for engineering faculty, presenting both general guiding principles for writing in the curriculum and specific models that have been used successfully in engineering courses and are readily adaptable in a variety of engineering courses and curricula. The two primary considerations examined are (1) strategies for introducing disciplinary writing into engineering courses and (2) strategies for engaging students in reflective writing.

Keywords

Writing, Reflective Writing, Communication, Communication Across Curriculum, Journal.

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