We introduce the Logic Foundry, a system for the rapid creation and integration of FPGA-based digital signal processing systems. Recognizing that some of the greatest challenges in creating FPGA-based systems occur in the integration of the various components, we have proposed a system that targets the following four areas of integration: design flow integration, component integration, platform integration, and software integration. Using the Logic Foundry, a system can be easily specified, and then automatically constructed and integrated with system level software
George Fox University has a strong service mentality. As the result of the university's "Serve Day" at the Oregon School for the Blind, faculty members developed a passion to connect engineering students with service opportunities that require a technical solution. In the spring of 2010, the engineering department initiated a course sequence required for all engineering students. The program affiliated with the EPICS program (started at Purdue University) and utilized much of their course material for documenting the design process. Students' initial excitement for the course waned as they began to feel burdened by the large documentation requirements; the instructors agreed with their assessment. In this servicelearning context, the intention was to emphasize service, however academic demands dominated. Because of the hands-on design-and-build curriculum, the instructors felt that students could perform effectively as engineers without additional "academic" material overhead. Thus, much of the documentation requirements were curtailed. When the requirements eased, student passion returned; yet, the instructors soon discovered that with this excitement came reduced project performance. Though the faculty was teaching the design process and engaged students with multiple projects throughout the curriculum, students had not effectively learned how to develop project requirements and specifications. Therefore, the instructors revamped the approach and implemented a detailed design-cycle template with a weekly assessment form using Google Apps. The students were not enthusiastic about the added documentation requirements, but they recognized that these processes enabled them to achieve their goal of providing service to others. In this paper the authors detail the development of a service-learning course, recounting the various changes in the approach. They suggest that this learning is a prerequisite for effective engineering service and emphasize that if students are to serve, they must first learn.
George Fox University has a service-learning course required of all engineering program graduates. The course began in 2010 as a one-credit per semester, four-semester sequence starting in the spring of the sophomore year. This structure provided an overlap of students in their first and second year in the course. All student teams met concurrently one evening per week to work on faculty-provided projects. Each faculty member was responsible for approximately four teams. Faculty and students began each year of the program with excitement, but over time, a number of significant challenges emerged, among these the explosive growth of the George Fox University engineering program and its potential effect on the sustainability of the program. Therefore, in this paper we follow-up on our published review of the first few years of the program. Here we discuss the mechanics of these changes and their continuing effect on the overall program.An increasing number of students necessarily required an increasing number of projects. Faculty had already expressed difficulty in managing four projects and in finding clients with appropriate engineering challenges. Faculty had also recognized that some students lacked motivation to participate in some of the provided projects, especially during their second year of the course. To meet these challenges, the course was restructured as a two-credit per semester, two semester sequence in the junior year. This cut the number of students (and therefore projects) in half. Faculty were generally assigned to oversee one team. Finally, the task of finding projects was given to the incoming juniors who became responsible to propose and present projects for instructor approval.In addition to describing the evolution of the program, statistical analyses of student perceptions of the design process and the influence of service experiences will be presented. These longitudinal data are used in the evaluation of the program as well as the overall presentation of the design process in the engineering curriculum.The details of this paper will provide information to other programs in their development of similar courses. Through the discussion of ongoing areas of concern, those implementing similar programs will gain exposure to issues that are sure to arise.
This paper presents EP3, an extensible preprocessor written in Perl. Included are directives that extend the power of Perl to the language being processed. This paper focuses on the Verilog Hardware Description language and provides a set of extended directives for Verilog in addition to the Standard EP3 directives. The EP3 engine is explained and example Verilog code is presented in both its pre and postprocessed forms.
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