Today's graduating students in engineering disciplines face an increasing number of nonacademic challenges after graduation. These challenges require students to acquire skills ranging from early financial panning to dealing with the effects of globalization on the employment market.The Milwaukee School of Engineering (MSOE) has implemented a professional development course in the core curriculum for students in its Electrical Engineering and Electrical Engineering Technology programs, which addresses these challenges. Students are exposed to a variety of topics in a multitude of fashions.
is the Pieper Family Endowed Chair in Servant-Leadership and Distinguished Lecturer in General Studies at the Milwaukee School of Engineering. He received a doctorate degree from Biola University in 1991 and has degrees in cultural anthropology and church history as well as theology and intercultural communications. He has books and articles on topics ranging from German folk customs to international business ethics, and has served as a consultant to the United Nations, the World Trade Organization, the Walt Disney Company, the International Olympic Committee, US government, and eight foreign nations.
and received the Ph.D. degree from the University of Kaiserslautern, Germany. He has extensive industrial experience and teaches courses in analog and digital circuits, microprocessors, and computer programming.
The Electrical Engineering program at the Milwaukee School of Engineering (MSOE) has implemented a major revision of its curriculum for the purpose of assuring course content consistent with both present technological changes and long-term technology trends. In addition, the curriculum places an increased emphasis on developing the professional skills of our graduates.Curriculum modifications include a greater focus on microprocessor based systems, interfacing, signal processing, and material science. Core electrical engineering topics are introduced during the freshman year and include both lecture and laboratory experiences. The curriculum has retained its broad range of content topics and its traditional strong design and laboratory focus.The curriculum changes are intended to provide the breadth and depth of technical knowledge and the professional skills that will enable our graduates to: enter industry with immediate productivity, pursue changing career opportunities, adjust to life-long technological changes, and pursue graduate school studies.
In this work, we propose a framework for teaching nonlinear operational amplifier (opamp) circuits. This course would be for junior electrical engineering students who have a working knowledge of linear circuit theory and are starting the study of op-amp circuits. The framework involves mathematically understanding a nonlinear op-amp circuit, simulating the circuit and implementing the circuit in the laboratory. The students compare and study the results from all three approaches. The goal of this framework is to teach a few basic but very powerful concepts which can be used to analyze practical nonlinear op-amp circuits. This paper describes the framework followed by an application to the design, simulation and implementation of a negative impedance converter.
Impact of a First and Second Year Culminating Experience on Student Learning in an Electrical Engineering Curriculum AbstractThis paper presents findings from an impact study of a lower division student experience within an undergraduate electrical engineering curriculum. This experience, culminating in the second year of the curriculum, is integrated across multiple first and second year courses and includes elements commonly found in senior-level capstone project courses. An introductory programming course utilizing an embedded platform is the first course in the sequence. The final course in the sequence requires students to design, build, and test an autonomous mobile robot. Through a series of milestones, students systematically complete both the hardware and embedded software tasks required for the project. The final milestone involves an industrysponsored event where the entire student cohort participates in a robot competition.For a number of years, anecdotal evidence has suggested that the course sequence has significant positive impacts on student experience throughout the curriculum. It has been postulated that this experience results in significant knowledge gain, reinforces their decision to pursue a career in electrical engineering, and builds camaraderie amongst the student cohort. A study was conducted to better understand these potential impacts. Part 1 of the study analyzed grades in the project course sequence and compared them to another course sequence that also occurs in the first and second year of the curriculum. Part 2 was a survey in which students and recent graduates were asked a variety of questions regarding the impact of the experience on other courses, on their competency in curricular outcomes, and on their overall experience within the academic program. This paper describes the course structure, the current implementation which has evolved over many years of offerings, and presents results indicating its impact on student performance and learning in the remainder of the curriculum.
He did graduate studies at Michigan State University and received the Ph.D. degree from the University of Kaiserslautern, Germany. He has extensive industrial experience and teaches courses in analog and digital circuits, microprocessors, and computer programming.
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