An interdisciplinary laboratory sequence in electrical and computer engineering: Curriculum design and assessment results

In the fall quarter of 1997, the Auburn University Electrical Engineering D epartment implemented a new, interdisciplinary core laboratory sequence, Th is new laboratory sequence was one outcome of a complete curriculum revisio n based on four years of work by the departmental Curriculum Study Committe e, This paper presents the laboratory curriculum design, and the results of a multi-part assessment conducted beginning one gear after implementation. Many students are initially surprised by the level of challenge provided i n the first laboratory course, but readily accommodate as they progress thr ough the sequence. A multifaceted assessment strategy has evolved which use s end-of-term student evaluations, retrospective student evaluations, stude nt oral interviews, and faculty interviews. The assessment information is u sed to improve the Laboratories through modification of the laboratory manu als, better instructions to graduate teaching assistants, modifications of experiments, and a purposeful effort to keep all faculty informed of labora tory course content so they can build upon the laboratory experience in cla ssroom teaching. The overall result of the new laboratory experience is that students have a more integrated approach to design and a much better understanding of the hardware, software, and instrumentation used in electrical engineering prac tice. In addition, students who complete the sequence have better oral and written communication skills. and are more confident in approaching job int erviews and initial job challenges.