This paper presents research on designing and incorporating assessment measures for evaluating student learning in an introductory digital signal-processing (DSP) course. We teach Electrical and Computer Engineering (ECE) students the first two years of their engineering curriculum in an engineering studies transfer program. One of their required courses is an introductory DSP course, which our students take during the second-year of their program. Due to the mathematical intensity of this course, traditional ECE programs offer the first signal-processing course during the third year of matriculation. There are many challenges that affect student learning of signal processing concepts by offering DSP in their second year, including less sophisticated mathematical foundation. Also, textbook selection becomes a challenge since the textbook for the course is not chosen by the instructor teaching this course, but by professors teaching the equivalent course at the degree-granting institution. One advantage to our university and ultimately, our engineering studies program, is the strong support to create a learning environment that fosters academic distinction, excellent teaching, and student success. Therefore, in our efforts to support and promote this objective, successful student learning must be a priority in the engineering studies transfer program. Data from several DSP courses has been collected, evaluated and used to create a paradigm for assessing student learning. This paper describes the paradigm, which is based on the reorganization of course content; and the incorporation of assessments that measure the effectiveness of student learning.
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