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Longitudinal Study of Diversity Harnessing in ECE 101

Longitudinal Study of Diversity Harnessing in ECE 101 Siddharth Banothu, Renata Revelo Alonso and Michael C. Loui University of Illinois at Urbana-Champaign. Research Question. Selected Interview Results. Diversity Harnessing. Increase in confidence

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Longitudinal Study of Diversity Harnessing in ECE 101

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  1. Longitudinal Study of Diversity Harnessing in ECE 101 Siddharth Banothu, RenataRevelo Alonso and Michael C. Loui University of Illinois at Urbana-Champaign Research Question Selected Interview Results Diversity Harnessing • Increase in confidence • Application of concepts learned in class • Students enjoyed the challenge offered by the class What are the long term learning outcomes of taking ECE 101 (Exploring Digital Information Technology)? • “Also being confident that if I want to make something electronic then with research it can be done” Background • ECE 101 satisfies general education requirements • Mostly freshmen and sophomores; about half in majors outside the sciences • The course was taught initially without Diversity Harnessing structure and is currently taught through Diversity Harnessing structure • ECE 101 is being analyzed to develop a model of how students use knowledge from general education courses in science and engineering • “I used the whole idea of ECE 101 to construct a device that allows me to take my own notes” • “I actually made a little sunrise simulator... color of LEDs simulate a sunrise for 15 minutes when you wake up” Diversity Harnessing (Community, Cooperation, Accountability) • “Initially I didn’t expect it to be something I would enjoy. But I really enjoyed the class. Even working on the weekly homework… doing extra. I ended up branching out on my own” Major Themes Methodology • Application of class concepts beyond the classroom • Improvement in critical thinking skills • Enjoyment of lab activities and final project • Increased Confidence • Challenge • Met expectation • Interviewed ECE 101 students for 30 to 45 minutes • Analyzed interviews independently and negotiated analyses • Will interview students during successive semesters • Will compare the responses of the two populations: students who took the previous version of ECE 101, and students who took the new version of ECE 101 Conclusion Students in ECE 101 have indicated increase in confidence , improvement in critical thinking skills, application of learning beyond classroom experience and have enjoyed the Diversity Harnessing class structure learning experience

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