Teaching Signal Processing Through Frequent and Diverse Design: A Pedagogical Approach

In this article, we describe and discuss the design-based approach for signal processing education at the undergraduate level at the University of New South Wales (UNSW) Sydney. The electrical engineering (EE) undergraduate curriculum at UNSW Sydney includes three dedicated signal processing courses as well as a design course that involves a major signal processing task. Design- and project-based teaching permeate the curriculum and form a primary method of content delivery to not only cement the understanding of theoretical concepts but also strengthen students? ability to apply these concepts to practical problems.

In this article, we describe and discuss the design-based approach for signal processing education at the undergraduate level at the University of New South Wales (UNSW) Sydney. The electrical engineering (EE) undergraduate curriculum at UNSW Sydney includes three dedicated signal processing courses as well as a design course that involves a major signal processing task. Design- and project-based teaching permeate the curriculum and form a primary method of content delivery to not only cement the understanding of theoretical concepts but also strengthen students’ ability to apply these concepts to practical problems.

The incorporation of design-based teaching in the curriculum has been led by the signal processing group, with the pedagogical strategies evolving over nearly two decades of experience and innovation. The approach to project- and design-based teaching is based on the tenets of frequency, diversity, anchorage, significance, and autonomy. These tenets ensure that design projects are formulated in a way that conforms to Kolb’s theory of experiential learning while simultaneously encompassing Bloom’s taxonomy. Evidence is presented to demonstrate the effectiveness of the teaching strategy.