creased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes—although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.

/pdf/active-learning-increases-student-performance-in-science-3j0c6wu4k5.pdf

Active learning increases student performance in science, engineering, and mathematics

Digital processing of speech signals

We study a certain random groeth model in two dimensions closely related to the one-dimensional totally asymmetric exclusion process. The results show that the shape fluctuations, appropriately scaled, converges in distribution to the Tracy-Widom largest eigenvalue distribution for the Gaussian Unitary Ensemble.

Shape Fluctuations and Random Matrices

In developing its new engineering accreditation criteria, ABET reaffirmed a set of “hard” engineering skills while introducing a second, equally important, set of six “professional” skills. These latter skills include communication, teamwork, and understanding ethics and professionalism, which we label process skills, and engineering within a global and societal context, lifelong learning, and a knowledge of contemporary issues, which we designate as awareness skills. We review these skills with an emphasis on how they can be taught, or more correctly learned, citing a number of examples of successful and/or promising implementations. We then examine the difficult issue of assessing these skills. We are very positive about a number of creative ways that these skills are being learned, particularly at institutions that are turning to global and/or service learning in combination with engineering design projects to teach and reinforce outcome combinations. We are also encouraged by work directed at assessing these skills, but recognize that there is considerable research that remains to be done.

/pdf/the-abet-professional-skills-can-they-be-taught-can-they-be-5b96nd5h5f.pdf

The ABET “Professional Skills” — Can They Be Taught? Can They Be Assessed?

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Detection, Estimation, and Modulation Theory

The signal processing community needs quantitative standardized tools to assess student learning in order to improve teaching methods and satisfy accreditation requirements. The Signals and Systems Concept Inventory (SSCI) is a 25-question multiple-choice exam designed to measure students' understanding of fundamental concepts taught in standard signals and systems curricula. When administered as a pre- and postcourse assessment, the SSCI measures the gain in conceptual understanding as a result of instruction. This paper summarizes the three-year development of this new assessment instrument and presents results obtained from testing with a pool of over 900 students from seven schools. Initial findings from the SSCI study show that students in traditional lecture courses master approximately 20% of the concepts they do not know prior to the start of the course. Other results highlight the most common student misconceptions and quantify the correlation between signals and systems and prerequisite courses.

The signals and systems concept inventory

The Signals And Systems Concept Inventory

The foundation coalition and others have been working on the development of concept inventory (Cl) assessment instruments patterned after the well-known force concept inventory (FCI) instrument of Halloun and Hestenes. Such assessment inventories can play an important part in relating teaching techniques to student learning. Work first got started two years ago on CIs for the subjects of thermodynamics; solid mechanics; signals and processing; and electromagnetics. Last year work got underway on CIs for circuits; fluid mechanics; engineering materials; transport processes; and statistics. This year work began on chemistry; computer engineering; dynamics; electronics; and heat transfer. This panel session will discuss the progress on these concept inventories. More, importantly, the panelists will discuss the early student data that are emerging from the process of continuous improvement of the instruments. Results will be compared to the data collected by Hake that are segregated by how the content was managed and delivered (e.g., "traditional" lecture mode compared to the "interactive engagement" mode, as defined by Hake). Discussions of effective practices for use in the development of CIs will also be discussed.

https://www.engr.colostate.edu/~notaros/Papers/FIE_2003.pdf

Progress on concept inventory assessment tools

A coprime sensor array (CSA) is a non-uniform linear array obtained by interleaving two uniform linear arrays (ULAs) that are undersampled by coprime factors. A CSA provides the resolution of a fully populated ULA of the same aperture using fewer sensors. However, the peak side lobe level in a CSA is higher than the peak side lobe of the equivalent full ULA with the same resolution. Adding more sensors to a CSA can reduce its peak side lobe level. This paper derives analytical expressions for the number of extra sensors to be added to a CSA to guarantee that the CSA peak side lobe height is less than that of the full ULA with the same aperture. The analytical expressions are derived and compared for the uniform, Hann, Hamming, and Dolph-Chebyshev shadings.

/pdf/extending-coprime-sensor-arrays-to-achieve-the-peak-side-ibop17d3sa.pdf

Extending coprime sensor arrays to achieve the peak side lobe height of a full uniform linear array

The North Pacific Acoustic Laboratory (NPAL) Group has performed a series of experiments to study deep-water acoustic propagation and ambient noise in the northern Philippine Sea: (i) 2009 NPAL Pilot Study/Engineering Test (PhilSea09), (ii) 2010–2011 NPAL Philippine Sea Experiment (PhilSea10), and (iii) Ocean Bottom Seismometer Augmentation of the 2010–2011 NPAL Philippine Sea Experiment (OBSAPS). The goals are to (i) understand the impacts of fronts, eddies, and internal tides on acoustic propagation in this oceanographically complex and dynamic region, (ii) determine whether acoustic methods, together with other measurements and ocean modeling, can yield estimates of the time-evolving ocean state useful for making improved acoustic predictions and for understanding the local ocean dynamics, (iii) improve our understanding of the physics of scattering by small-scale oceanographic variability, and (iv) characterize the depth dependence and temporal variability of the ambient noise field. In these experiments, moored and ship-suspended low-frequency acoustic sources transmitted to a newly developed Distributed Vertical Line Array (DVLA) receiver capable of spanning the water column in deep water. The acoustic transmissions and ambient noise were also recorded by the towed Five Octave Research Array (FORA), by acoustic Seagliders, and by ocean bottom seismometers during OBSAPS. [Work supported by ONR.]

/pdf/the-north-pacific-acoustic-laboratory-deep-water-acoustic-2f4lg8a6n1.pdf

Kathleen E. Wage

Papers

The signals and systems concept inventory

The Signals And Systems Concept Inventory

Progress on concept inventory assessment tools

Extending coprime sensor arrays to achieve the peak side lobe height of a full uniform linear array

The North Pacific Acoustic Laboratory deep-water acoustic propagation experiments in the Philippine Sea.