EEE/CPE64-07: INTRO To Logic Design

Reflection on Instructional Change:

From ACUE course, I implemented "developing effective modules", with the subtitle "structuring modules to maximize learning". I chose this because it involved chunking to make the course content more manageable. On the onset, I determined to have a weekly contents/module, I also established that there are about 15 weeks worth of content in each semester. I therefore divided the whole course content into 15 chunks (Modules). I arranged these Modules in the order that they will be delivered during the course of the semester and named each module beginning with "Week" followed by the # of that Module. Hence the modules were labelled; Week1, Week2, ..., Week15. Following these module names is a period within which that module would be covered (with beginning and end dates). Following that was the title/name of the content. Each module has four subtitles; Overview: (summarizing the content), Content: (giving all the details on the content), Assignment: (for reports/assignments submissions) and Wrap-up: (summarizing deliverables of that module & what to expect in the next). I had taught the same course face-to-face a couple of times; some students got frustrated when trying to find the contents and references; they were also confused about the due dates for their assignments. In this respect, the contents was organized in this manner to address all the students frustrations with the emphasis of being orderly and predictable.

Implementing this practice completely eliminated students' frustrations; there has never been a single question on where to find contents or any confusion about assignments due dates from any student. I have asked students in many different ways (positive, negative, feedback on contents, etc). I never received/perceived a negative feedback (explicitly or implicitly) from any student on the organization of the content. The content is purposely ordered to build on one another; most of the students have consistently expressed in their submitted reports/assignments "how the learnings from the previous module/s have helped them gain a better understanding and and hence enabling them to do the current module successfully". I think this practice has positively impacted engagement, learning and motivation.

The outstanding FLC activity that influenced the changes I made was "ACUE course Demonstration Video (AL1); "on structuring of modules to maximize learning". The student explained that they can have many things on their plates in a semester (courses, work and sometimes kids/family). It be really stressful and less motivating if the instructor's contents are not well organized because it makes it harder for them to predict and plan for successful semester.

During my Observe and Analyze session, the colleagues pointed out that I needed to be cautious & selective about the content I should be displaying during Zoom class; I had things which were not part of the content visible in browser tabs(like Banks, emails, etc). This was the key take away, because previously students had also warned me to remove my ID and credit card because they were able to see them when I was using my camera to show them how to build a circuit. This "aha moment" was on security, but also notably on the fact those things are a distraction to the class content presentations, let alone being a temptation to students. I have learnt to eliminate the unnecessary items from the course presentation.

Image of video clip used in "Observe & Analyze

Describing how the content within module is organized.

Images of contents & projects

Module contents

students to build this circuit

1) Reviewing subtitles within each module of the course content.

2) One of the projects (building a circuit) students worked together in groups.

Image of ACUE accomplishments

Six ACUE accomplishments

Practice and Reflect on: Designing effective modules and micro-lectures (Reflection guide: Roadmap Implementation Reflection-1-1.docx )

Faculty Biography

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I'm part time professor at CSUS in EEE-CPE Engineering department.

I was born, raised and educated in Uganda to a B.Sc. degree. Came to USA for my Masters of Science in Physics. I wanted to be a physicist, but after finishing, I turned a corner to Electrical Engineering. After College, I Joined Intel corporation at Folsom campus and worked there for 20 years in various departments as a design and validation Engineer. I opted for early retirement, but I'm currently semi retired. I'm yet to figure out what I want to be when I grow up.
Suffice to say, this is my 3rd year as a part time professor at CSUS college of Engineering & Computer Science. I enjoy being a student for the students and reaping immeasurable rewards that accompany the experience.

This work was supported by the Developing Hispanic Serving Institution Project INSPIRE