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The paper proposes a mixed learning method for a junior-level digital signal processing course, combining studio-style lecture-integrated labs with take-home projects. Students use studio exercises to build skills and then apply them to two research-like projects, refining practice based on results. Project outputs are delivered as IEEE-formatted papers for blind review using a prescriptive rubric and compared across projects for effectiveness.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-mixed-learning-approach-to-integrating-digital-signal-processing-laboratory-exercises-into-a-non-lab-junior-year-dsp-course/588708/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-mixed-learning-approach-to-integrating-digital-signal-processing-laboratory-exercises-into-a-non-lab-junior-year-dsp-course/588708.png","ImageObject",300,407,{"name":92,"@type":93},"Rizky","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the paper address for liberal arts engineering programs?","Question",{"text":112,"@type":113},"It addresses difficulty fitting laboratory courses into curricula that require non-engineering breadth and sufficient engineering depth, especially under instructor and scheduling constraints.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the proposed mixed learning approach combine studio and take-home work?",{"text":117,"@type":113},"Students complete in-class studio laboratory exercises integrated with lecture concepts and then apply the learned skills to two in-depth take-home projects.",{"name":119,"@type":110,"acceptedAnswer":120},"How are students' project results assessed in the method?",{"text":121,"@type":113},"Project outcomes are submitted as research papers formatted to comply with IEEE standards, followed by blind review using a prescriptive rubric that yields accept/revise/reject ratings and comments.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588708,1792168087,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nSPRING 2017  \nA Mixed Learning Approach to Integrating Digital Signal Processing Laboratory Exercises into a Non-Lab Junior Year DSP Course  \nBENJAMIN D. MCPHERON  \nCHARLES V. THANGARAJ  \nAND  \nCHARLES R. THOMAS Roger Williams University Bristol, RI  \nABSTRACT  \nLaboratory courses can be difficult to fit into an engineering program at a liberal arts-focused university, which requires students to be exposed to appropriate breadth, as well as sufficient depth in their engineering education. One possible solution to this issue is to integrate laboratory exercises with lecture in a ‘studio’ format, in which students apply lecture concepts directly to in-class assignments. Another possible solution is to give students ‘take-home’ laboratory assignments. Both of these methods have shortcomings: the studio format takes away valuable lecture time, and the take-home format provides limited access to the instructor. As such, this work presents a mixed learning method that includes lectures and laboratory work in both the studio and take-home formats, implemented in a junior level signal processing course. Students learn skills during lecture in studio laboratory exercises, and apply these skills to two in-depth take-home projects. Students refine their applied skills during projects, thereby informing a better studio lab experience. In order to assess the student’s developed skills, project results are delivered as research papers formatted to comply with IEEE standards, which are submitted for blind review to several faculty members, as well as their peers. Reviewers employ a prescriptive rubric to rate papers as accept/revise/reject and provide associated comments. To assess the success of this mixed learning method, the overall ratings for the research papers from the first project will be compared to the second project, accounting for project complexity. The chief contribution of this work is the presentation of a method for providing laboratory instruction in a mid-year DSP course, demonstrating that this method may be adapted for other courses at similar institutions.  \nKey words: Mixed learning, Studio labs, Take-home projects  \nSPRING 2017 1  \nADVANCES IN ENGINEERING EDUCATION  \nA Mixed Learning Approach to Integrating Digital Signal Processing Laboratory Exercises into a Non-Lab Junior Year DSP Course  \nINTRODUCTION  \nConceptions of learning engineering are dependent on the learning environment, with students identifying lecture as an atmosphere of testing and calculation while the laboratory setting is associated with applying and understanding (Lin, 2009) . Lecture is the most common format of educational delivery, but most engineering students also require knowledge that comes only as a result of hands-on experiential learning (Feisel, 2005; Abdulwahed, 2009) . As a result, laboratory experiences are vital in undergraduate engineering curricula, especially in sophomore and junior level engineering courses, as they prepare engineering students for internships, research experiences, and their senior design project.  \nHowever, laboratory courses can be difficult to fit into an engineering program at liberal artsfocused university, which requires students to be exposed to appropriate non-engineering breadth, as well as sufficient depth in their engineering education. Auxiliary to this fact, undergraduate-focused universities require faculty members to teach, limiting the availability of instructors for laboratory courses. Owing to this resource limitation, many sophomore and junior level engineering courses in liberal arts-focused universities lack a large number of laboratory experiences. In addition, credit limits and accreditation standards may impose a limit to the number of scheduled laboratory experiences at many universities, making alternatives to the traditional scheduled laboratory period at","cbCaitRSn6QylBUf","https://ap.wps.com/l/cbCaitRSn6QylBUf","pdf",3251824,24,"English","# Abstract\n# Introduction\n## Learning environments: lecture and laboratory\n## Constraints at liberal arts-focused universities\n## Studio vs. take-home laboratory approaches\n## Proposed mixed learning method","[{\"question\":\"What problem does the paper address for liberal arts engineering programs?\",\"answer\":\"It addresses difficulty fitting laboratory courses into curricula that require non-engineering breadth and sufficient engineering depth, especially under instructor and scheduling constraints.\"},{\"question\":\"How does the proposed mixed learning approach combine studio and take-home work?\",\"answer\":\"Students complete in-class studio laboratory exercises integrated with lecture concepts and then apply the learned skills to two in-depth take-home projects.\"},{\"question\":\"How are students' project results assessed in the method?\",\"answer\":\"Project outcomes are submitted as research papers formatted to comply with IEEE standards, followed by blind review using a prescriptive rubric that yields accept/revise/reject ratings and comments.\"}]","A Mixed Learning Approach to Integrating Digital Signal Processing Laboratory Exercises into a Non-Lab Junior Year DSP Course | PDF",1792065785]