Scoles, K., M. Tanyel, and B. Onaral, "Computing in Electrical Engineering Education at Drexel University," IEEE Transactions on Education, vol 36:1, 1993, pp. 198-203.

The exposure of students to a computer-rich environment, plus the technological guidance and services from instructors and assistants, creates a context which encourages students to visualize, explore, innovate, and discover. They become engaged learners comfortable with and eager to exploit modern technologies and assimilate new knowledge. In this paper, we describe the use of computing in the undergraduate curricula of the Enhanced Educational Experience in Engineering (E⁴) project, and in the discrete signals and systems engineering and microelectronics programs in the Department of Electrical and Computer Engineering at Drexel University. The thread common to all the applications is the utilization of computers and software for developing the mental and professional productivity of students in addressing engineering problems.

Coren, R., "Computational Techniques in the First Course on Electromagnetism," IEEE Transactions on Education, vol 36:2, 1993, pp. 230-232.

It is widely acknowledged that the introductory engineering EM course is in trouble: its concepts and techniques are novel and difficult, the allowed time is insufficient, and the range of topics is great and expanding. This paper discusses the introduction of computer-numerical solutions and the advantages and disadvantages of various approaches. It is suggested that the use of spreadsheet capabilities is pedagogically advantageous and time-effective for solving Laplace�s equation problems by the method of finite differences.

Shapiro, F., "The Use of a Spreadsheet for Sinusoidal Steady-State Transmission Line and Optics Problems," IEEE Transactions on Education, vol 36:2, 1993, pp. 269-272.

A spreadsheet on a personal computer can be used for sinusoidal steady-state transmission line and optics problems. It gives students the experience of programming the equations rather than relying on special purpose software written by someone else. At the same time, the students do not need to expend too much effort on coding in a standard computer language, and the numerical effort is accomplished by the computer rather than on a hand-held calculator.

Carpinelli, J., and S. Rosenstark, "Bridging the Gap Between Digital Circuits and Microprocessors," IEEE Transactions on Education, vol 36:3, 1993, pp. 334-339.

Most electrical and computer engineering students understand digital circuits and microprocessors, but fail to appreciate that a microprocessor is just a complex finite state machine. This paper presents a three-experiment sequence which takes the students from the design of a simple EEPROM-based finite state machine through a two-chip microsequencer to a 4-bit central processing unit.

Orr, J., and B. Eisenstein, "Summary of Innovations in Electrical Engineering Curricula," IEEE Transactions on Education, vol 37:2, 1994, pp. 131-135.

Two aspects of innovation in electrical engineering education are summarized: the membership and goals of the NSF Engineering Education Coalitions, and recent innovations implemented at individual schools. The latter summary results from responses to a survey of electrical engineering department heads. Responses from 35 schools were received; they are organized in this report under the categories of major program/curriculum revisions, first-year experience, undergraduate engineering design experience, course innovations, and innovations in graduate education. Also reported are issues in electrical engineering education that merit attention, as reported by the department heads responding to the survey.

Hilborn, R.B., "Team Learning for Engineering Students," IEEE Transactions on Education, vol 37:2, 1994, pp. 207-211.

One of the top concerns on any recruiter�s list today is the amount of experience, if any, the new graduates being hired have had in working as part of a team. Aside from those students who have been involved in athletics, the concept of working as part of a team for a common goal is completely foreign to nearly all of our students. As an attempt to better prepare students for entry into a very team-oriented workplace after graduation and with the belief that cooperative team learning, in itself, has the potential for an enhanced learning experience, the format of a second semester junior electronics course was modified to accommodate pedagogical concepts more in line with team learning. This paper reports on the concepts implemented in this course and the results experienced to date (after three semesters of implementation).

Gottling, J., "Node and Mesh Analysis by Inspection," IEEE Transactions on Education, vol 38:4, 1995, pp. 312-316.

This paper shows how to write node or mesh analysis linear circuit equations by inspection of the circuit schematic diagram and obtains two different matrix solutions of these equations. The linear circuit can have resistances or impedances, controlled sources, ideal operational amplifiers, or mutually coupled coils. The first matrix solution finds the node-voltage or mesh-current vector in terms of matrix operations with the inspection matrices. Also, this method gives a matrix solution for any arbitrary output vector in terms of the node-voltage or mesh-current solution vector, the independent-source vector, and the inspection matrices. The second matrix solution method finds the solution for a vector consisting of all node voltages or mesh currents, dependent sources, controlling variables, and any output variable(s) using a single matrix equation. Matrix methods of circuit analysis are now appropriate for student use because of the existence of calculators capable of solving large matrices and the availability of inexpensive math programs for personal computers.

Pessoa, G., and M. Hagmann, "Application of the Integral Definition of the Curl Operator to Numerical Solutions in Electromagnetics," IEEE Transactions on Education, vol 38:4, 1995, pp. 346-349.

The definition of the curl operator in terms of an integral is shown to lead to a method for numerical solutions that facilitates the use of mixtures of cells having different shapes and different dielectric properties. The derivation is followed by examples for waveguides, mixtures of different cells, and a method for increasing the accuracy when an equation is known for the field on the outer boundary. Thus, these results suggest that the formal definition of the curl operator has more than pedagogical value.

Shapiro, F., "The Numerical Solution of Poisson�s Equation in a pn Diode Using a Spreadsheet," IEEE Transactions on Education, vol 38:4, 1995, pp. 380-384.

The numerical calculation of the potential distribution in a pn diode is presented using a spreadsheet. It can be included in an introductory course in semiconductor device physics as a demonstration of the numerical analysis of devices. It is also a demonstration of the numerical solution of Poisson�s equation when the charge density is a function of the potential, and is appropriate for a section on numerical methods in an introductory course in electromagnetics. ¨