Shannon Sexton

Rose Hulman Institute of Technology, Terre Haute, IN, United States

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Publications (2)1.22 Total impact

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    ABSTRACT: This paper presents the benefits and costs of providing students with unlimited access to programmable boards in digital design education, allowing hands-on experiences outside traditional laboratory settings. Studies were conducted at three universities in two different countries-Rose Hulman Institute of Technology, Terre Haute, IN; Washington State University, Pullman; and Technical University of Cluj-Napoca, Romania-to measure the effect on student learning and student performance of students having their own programmable hardware systems and unrestricted access to the most commonly used design tools. The results of the studies, supported by assessment data from various sources, suggest that the overall learning process is improved, and students gain a better knowledge of modern technologies and design methods if they are given full time access to programmable logic boards.
    IEEE Transactions on Education 06/2011; · 1.22 Impact Factor
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    ABSTRACT: The technology and CAD tools employed by industry to design digital hardware evolve quickly and continuously. Well prepared engineers, who are able to produce actual designs and adapt themselves to the global world, are in demand. Educational programs must keep pace with technologies in common use in order to produce graduates who are competitive in the marketplace. Studies conducted at two different universities, Rose Hulman Institute of Technology and Washington State University measure changes in student performance when all students have unlimited access to state of the art design tools and hardware systems. Data are collected from surveys, exams, and course assignments. Quantitative data are analyzed by comparison to historical data gathered from student groups that did not have unlimited access to hardware systems, and qualitative data are used to determine the subjective quality of each student's experience. Outcomes include: assessing whether the overall learning process is improved; whether students have a better knowledge of modern technologies and design methods; whether their comprehension of founding concepts has improved or faltered.

Publication Stats

8 Citations
1.22 Total Impact Points


  • 2011
    • Rose Hulman Institute of Technology
      • Department of Electrical and Computer Engineering
      Terre Haute, IN, United States