Preliminary Assessment of Experimental Sophomore EE Courses

1. Preliminary Assessment of Experimental Sophomore EE Courses James G. Harris and Kena Burke Presentation to EE Department October 15, 2003 Outline: Background Assessment Approach Preliminary results Conclusions to date

2. Background • Experimental sophomore year courses • implemented in AY 2001-02 • prerequisite material for the junior year • replaced lower division circuits and electronics courses with DSP first and integrated circuits and electronics courses • currently undergoing assessment

3. Background (continued) • Cohort sequence: • EE 112, EE 211/241, EE 212/242, EE 208/248 • 14 units - 11 units lecture, 3 labs • Experimental sequence: • EE x220, EE x221, EE x222 • 12 units - 4 unit studio per quarter

4. Background (continued) • EE x220 • DSP First: Georgia Tech developed • introduction to phasors, first/second order • frequency response and z transforms • EE x221,x222 • integrated circuits and electronics • followed time allocation of EE 208/248 • resistive circuits, then capacitors, inductors

5. Assessment Approach • Choose cohort from Spring 2001 GPA • Compare grades in junior year courses • CENG assessment office performed data collection - Kena Burke • Comparison through Spring 2003

6. x-students cohorts

7. Preliminary Results • Compared means and standard deviation of grades in junior courses • table summarizes • Reviewing grades below C • Retention rate comparison

11. Preliminary Results • Retention rate comparison • Experimental sequence • 55 students started sequence • 10 did not continue after EE x220 • only 4 did not “pass” with C or better • 1 withdrew for coop after EE x221 • 4 did not pass after EE x220 • summary: 8/55 did not pass, rest C or better

12. Conclusions to date • Retention better • better “impedance match” • No harm done • Maybe less is better for lower division • less circuits • same electronics • and DSP • Also less resources to deliver