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In this paper, we study two forms of in-class assessments, group exercises and individual exams, assigned in a junior level signals and systems course. We examine both the assessments themselves and students' work in response to these assignments. Our goals are to better understand how students apply mathematical foundations to signals and systems concepts, how in-class assessments are used, and how...
Nowadays, the widespread adoption of the Bologna Process in Spanish universities, is demanding to put into practice innovative proposals. There is no doubt that methodologies must move from traditional style and concept-based teaching to student-centred and competency-based instruction. A novel approach to design interactive classroom environments supported by mobile Tablet PC technology is presented...
There are two compelling constraints on the delivery of effective engineering mathematics education at university: Decline in the mathematical preparedness i.e. confidence and ability of engineering students, and the predominance of the passive learning-leaning traditional lecture mode of instruction. In this paper, we present a formative teaching paradigm, consisting of the use of specific question...
The signals and systems concept inventory (SSCI) is a 25 question multiple choice exam designed to assess studentspsila conceptual understanding in signals and systems (S&S), a common core course in electrical and computer engineering curricula. The SSCI provides both formative assessment to instructors looking to improve studentspsila conceptual understanding in their courses, and summative assessment...
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