Outcome-based Approach in Teaching Digital Systems Design for Undergraduate Computer and Electronics Engineering Programs

The adoption by the Philippine Educational system of the K to 12 program, which puts an additional 2 years in the secondary education of high school students, prompted Higher Educational Institutions particularly offering engineering programs to rewrite the curriculum. With the new curriculum for all engineering programs already at the public consultation stage, the contents of the teaching materials must be adjusted to comply with the Outcome Based Education (OBE). In this work, an outcome-based laboratory manual for teaching digital systems design has been developed, and the approaches used in its adoption are described. Key features of the manual are the tutorials section which introduces VHDL and FPGA as the hardware modeling and implementation tools, and then followed by machine problems which are small projects that can be designed and implemented a team of students up to 5 members. The machine problems after implementation can be reused to develop the term project which has a higher level of complexity. Three ways of administering the course using the laboratory manual in three consecutive academic years are presented. Based on the experience, it is surmised that approach requiring students to devise their own experiments from solving machine problems while integrating the results of the tutorial to the theoretical framework section of the experiment document provided the balance between tutorial-based learning and output-based learning

Report on the Digital Technology Summit.

A conference sponsored by the University of Minnesota,, Minnesota High Technology Council, and Minnesota Office of Technology, held October 22 and 23, 1997 at Minneapolis, Minnesota

Learning Spaces

Edited by Diana G. Oblinger. Includes a chapter by former College at Brockport Faculty member Joan K. Lippincott: Linking the Information Commons to learning. Space, whether physical or virtual, can have a significant impact on learning. Learning Spaces focuses on how learner expectations influence such spaces, the principles and activities that facilitate learning, and the role of technology from the perspective of those who create learning environments: faculty, learning technologists, librarians, and administrators. Information technology has brought unique capabilities to learning spaces, whether stimulating greater interaction through the use of collaborative tools, videoconferencing with international experts, or opening virtual worlds for exploration. This e-book represents an ongoing exploration as we bring together space, technology, and pedagogy to ensure learner success.https://digitalcommons.brockport.edu/bookshelf/1077/thumbnail.jp

ESMD Space Grant Faculty Project

No abstract availabl

Reports to the President

A compilation of annual reports for the 1999-2000 academic year, including a report from the President of the Massachusetts Institute of Technology, as well as reports from the academic and administrative units of the Institute. The reports outline the year's goals, accomplishments, honors and awards, and future plans

Iowa State University, Courses and Programs Catalog 2014–2015

The Iowa State University Catalog is a one-year publication which lists all academic policies, and procedures. The catalog also includes the following: information for fees; curriculum requirements; first-year courses of study for over 100 undergraduate majors; course descriptions for nearly 5000 undergraduate and graduate courses; and a listing of faculty members at Iowa State University.https://lib.dr.iastate.edu/catalog/1025/thumbnail.jp

Reports to the President

A compilation of annual reports for the 1988-1989 academic year, including a report from the President of the Massachusetts Institute of Technology, as well as reports from the academic and administrative units of the Institute. The reports outline the year's goals, accomplishments, honors and awards, and future plans

Reports to the President

A compilation of annual reports for the 1989-1990 academic year, including a report from the President of the Massachusetts Institute of Technology, as well as reports from the academic and administrative units of the Institute. The reports outline the year's goals, accomplishments, honors and awards, and future plans