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A typical freshman-year electrical engineering program does not include EE courses or laboratories. Electrical engineering courses in general are not offered until the sophomore year, and even then they seem to be abstractions and mathematics disguised as engineering. For a student who is interested in electrical engineering and intends to practice the profession, this is not encouraging. However, developing a new course sequence for freshman-year experience in electrical engineering which goes beyond promoting the field and motivating students is a challenging task. The task begins with analysis of the problem, study of market forces, determination of goals, evaluation of the existing environment, determination of the value of existing tools and the need for new courseware. The paper discusses some of the above tasks in relation to an on-going activity to develop a sequence of integrated courses and laboratories which would serve as a powerful vehicle for freshman experience in electrical engineering. It summarizes primary functions, possible features, and expected outcome of such an activity which were concluded from a year-long study and deliberation on the subject. The paper then presents, in draft form, what is proposed for a freshman course sequence and its implementation plans.
Frontiers in Education Conference, 1998. FIE '98. 28th Annual (Volume:3 )
Date of Conference: 4-7 Nov. 1998