A Survey of Digital Systems Curriculum and Pedagogy in Electrical and Computer Engineering Programs

Digital Systems is one of the basic foundational courses in Electrical and Computer Engineering. One of the challenges in designing and modifying the curriculum for the course is the fast pace of technology change in the area. TTL chips that were in vogue with students building physical circuits, have given way to new paradigms like FPGA based synthesis with hardware description languages such as VHDL. However, updating a course is not as simple as just changing the book, and changing the syllabus. A large amount of work needs to be done in terms of selecting the book that will accommodate the course, the device that should be used, the laboratory content, and even how much time needs to be dedicated for every topic. All these issues, and many more makes it hard to take the decision of updating the course. For that reason, this paper surveys the pedagogy and methodology that is used to teach the digital systems curriculum at different universities. The goal is that it will serve as a resource for faculty looking to update or revamp their digital systems curricula. Within the document they will find a comparative study by electrical and computer engineering program, a list of textbooks, and the devices most commonly used.Cockrell School of Engineerin

A Project-based Approach to FPGA-aided Teaching of Digital Systems

This article shares experience and lessons learned in teaching course on programmable logic design at Universitas Muhammadiyah Surakarta, Indonesia This course is part of bachelor of engineering (electrical) degree program. Project- based approach is chosen to strengthen these students’ un- derstanding and practical skills. Each year’s project involves challenges for the students to solve by implementing digital system on an FPGA design board. Here, background and curriculum context of the course will be presented. The projects and their challenges will be discussed. Finally, lessons learned and future improvement on the student projects will be discussed. Index Terms—project-based learning, field programmable gate arrays, education, programmable logic design, hardware design languages, laboratories    

The Megaprocessor as an Educational Tool Making the Abstract Concrete

Computer architecture courses can be difficult for students to engage with and learn from. This is because, unlike most core courses for a computer science student, learning architecture is an abstract process. To address this, universities have implemented methods for teaching course material other than purely descriptive methods. This typically means using simulations to model some aspect of a CPU or FPGA (fieldprogrammable gate array) boards for hands-on experimentation in CPU design. However, there are issues with these tools. Simulations can only cover a few topics well, are prone to being abandoned, and introduce additional abstraction layers. FPGAs, while great for advanced topics and long class projects, are often best suited for senior and graduate level students. Both methods are useful, but neither offers a tangible learning experience, which is what the Megaprocessor can provide. The Megaprocessor is a room sized, general-purpose computer made from discrete components, whose architecture is comprised of primitive logic gates with LEDs on every input and output. The entire circuitry of the Megaprocessor is transparent to the users, with its entire state visible and unabstracted. Because of these properties, it is a great learning mechanism for computer architecture education. The Megaprocessor is a tool for hands on and project-based learning that can be used to span the learning gap between simulations and FPGAs

Undergraduate curriculum to teach and provide research skills on hardware design for SDR applications in FPGA technology

Software Defined Radio (SDR) technologies play today an important role in modern wireless networks due to their flexibility to implement re-configurable hardware designs. In light of the importance to operate and develop such technologies, academic programs in the communications engineering field demand an introduction to Digital Signal Processing (DSP) and SDR communication schemes accordingly. Typically, the teaching of this subject is afforded through projects and hands-on activities in classrooms. However, provided their relevance in the current state-of-the-art, this topic also provides a framework to teach soft skills concerning research abilities in students. This paper introduces an academic program to the development of SDR functionality as well as research skills based on exposure to state-of-the-art research. Through projects, hands-on activities are conducted to teach digital signal processing designs using Field Programmable Gate Array (FPGA) technology. The course aims to develop technical skills to implement communication system blocks. Besides, workshops and seminars are prepared to support the development of research and communication skills. The proposed course is flexible to incorporate on a given academic program as an elective subject to further support topics related to communication theory and discrete-time signals. Learning outcomes are designed to develop enhanced technical skills in SDR design and simultaneously a critical discussion of the devised solutions in light of the state-of-the-art. Also, skills related to identifying, formulating, and discussing engineering problems are further reinforced. Results from supported projects developed in the classroom exhibit completed assignments superior to 90% of participant students. Learning objectives concerning the technical skills were successfully covered (90%) in comparison to research and communicating skills (80%). Additionally, research skills and the ability to disseminate knowledge gradually improved in seminars. Finally, results of the current course exhibit improvements of 25% regarding the acquired skills in digital signal processing in comparison to previous courses.This work was supported in part by the Spanish National Project Hybrid Terrestrial/Satellite Air Interface for 5G and Beyond-Areas of Diffcult Access (TERESA-ADA) through the [Ministerio de Economía, Industria y Competitividad (MINECO)/Agencia Estatal de Investigación (AEI)/Fondo Europeo de Desarrollo Regional (FEDER), Unión Europea (UE)] under Grant TEC2017-90093-C3-2-R.Publicad

Teaching Hardware Design of Fixed-Point Digital Signal Processing Systems

Signal processing theory and practice are enabling and driving forces behind multimedia devices, communications systems, and even such diverse fields as automotive and medical systems. Over 90 % of the signal processing systems on the market used fixed-point arithmetic because of the cost, power, and area savings that fixed-point systems provide. However, most colleges and universities do not teach or teach only a very little fixed-point signal processing. This issue is being addressed slowly around the country but now a new challenge or opportunity presents itself. As reconfigurable logic technology matures, field-programmable gate arrays (FPGAs) are increasingly used for signal processing systems. They have the advantage of tremendous throughput, great flexibility, and system integration. The challenge is that signal processing in FPGAs is a much less constrained problem than signal processing in special purpose microprocessors. The opportunity arises in that it is now possible to explore more options and, more especially, to take a more systems-level approach to signal processing systems. In short, designing a signal processing system using FPGAs provides opportunities to look at many system design issues and trade-offs in a classroom setting. We have developed a course to teach signal processing in FPGAs at Georgia Institute of Technology and in this paper we consider the challenges and methods of teaching fixedpoint system design in this course. We discuss the topics chosen and how they differ from traditional microprocessor-based courses. We also discuss how systems engineering concepts are woven into the course.

Teaching electronics-ICT : from focus and structure to practical realizations

We present a four-year electronics-ICT educational master program at Ghent University in Belgium. The students develop knowledge and skills from novice to experienced electronic circuit designers. In the corresponding topics, the immersion into engineering problems is deepened. The horizontal and vertical alignment of courses in the four-year master program at our university is discussed. The curriculum of the four-year master program is highly projectoriented and all topics are clustered around a well-considered set of standards. This clustering supports the logical structure of the program, with students gradually acquiring the necessary competences. All standards and their mutual interaction are extensively discussed in the paper. We also focus on four design-implement projects included in the electronics-ICT program, explicitly following CDIO-guidelines. Whereas the first-year project has a limited level of difficulty, the challenges increase significantly in the course of the next years. Students learn that product design is an iterative process on different levels, where the design strategy can be changed continuously based on important and crucial feedback. Different evaluations have demonstrated that our students are not only aware of CDIO-principles, but are also convinced of the quality of the results obtained by following the standards

From specialized to core course in Telecommunications degree: Experiences from digital electronic design and verification

[EN] The European Higher Education Area (EHEA) defines the competences for professional practice of a Telecommunications Engineer. The School of Telecommunication Engineering of the Universitat Politècnica de València (Valencia, Spain) provides an integrated education program consisting of a Graduate (GITST) + Master (MUIT). The GITST course offers four specialization tracks: Electronics, Telematics, Communication Systems and Multimedia for the proper acquisition of knowledge and competences of the future Telecommunications Engineers. In 2018, the graduate program has implemented a structural change in the organization of subjects for reinforcing important skills, in which a course on digital electronics design and verification (Integration of Digital Systems, ISDIGI) has been transformed into a core subject of the study plan. In this paper, we describe the methodology and adaptation of ISDIGI (i.e. a project-based learning intermediate HDL course that includes design and verification abilities) to the new GITST Curriculum. In addition, this paper describes the process of moving from specialized to core subject.Martínez Millana, A.; Liberos Mascarell, A.; Monzó Ferrer, JM.; Martínez Peiró, MA.; Martínez Pérez, JD.; Gadea Gironés, R. (2020). From specialized to core course in Telecommunications degree: Experiences from digital electronic design and verification. Editorial Universitat Politècnica de València. 229-238. https://doi.org/10.4995/INN2019.2019.10133OCS22923

Experiences Teaching an FPGA-based Embedded Systems Class

I describe a two-year-old embedded systems design course I teach at Columbia University. In it, the students learn low-level C programming and VHDL coding to design and implement a project of their own choosing. The students implement their projects using Xilinx FPGAs and tools running on Linux workstations. The main challenges the students face are understanding and complying with complex and often poorly-documented interfaces and protocols, personal time management, and teamwork. While all real-world challenges, this class is often the first time the students encounter them, which makes the class quite challenging, but very practical. In this paper, I describe the structure of the class, the configuration of our teaching laboratory, some of the more successful projects, and give suggestions to instructors wishing to implement the class elsewhere

Teaching Hardware Reverse Engineering: Educational Guidelines and Practical Insights

Since underlying hardware components form the basis of trust in virtually any computing system, security failures in hardware pose a devastating threat to our daily lives. Hardware reverse engineering is commonly employed by security engineers in order to identify security vulnerabilities, to detect IP violations, or to conduct very-large-scale integration (VLSI) failure analysis. Even though industry and the scientific community demand experts with expertise in hardware reverse engineering, there is a lack of educational offerings, and existing training is almost entirely unstructured and on the job. To the best of our knowledge, we have developed the first course to systematically teach students hardware reverse engineering based on insights from the fields of educational research, cognitive science, and hardware security. The contribution of our work is threefold: (1) we propose underlying educational guidelines for practice-oriented courses which teach hardware reverse engineering; (2) we develop such a lab course with a special focus on gate-level netlist reverse engineering and provide the required tools to support it; (3) we conduct an educational evaluation of our pilot course. Based on our results, we provide valuable insights on the structure and content necessary to design and teach future courses on hardware reverse engineering