Embracing Change: A New Approach to Teaching Signals and Systems in ECE 345

This fall marks my n-th offering of the introductory signals and systems course (ECE 345), and I’m excited to share my plans for this semester.

Navigating the Challenges of Flipping the Classroom: My Journey with ECE 345

This fall marks my n-th time teaching our introductory Signals and Systems course (ECE 345). The experience is both nostalgic and invigorating, especially since I am piloting this class solo for the first time in years. For context, previous semesters split the class into two sections taught by different faculty members, and during the tumultuous years of COVID, I co-taught a combined section with the brilliant Salim El Rouayheb. As I approach this semester, I’m filled with plans to reshape the course based on my observations from my last in-person offering back in 2019.

The Classroom Challenge

I paid a visit to the classroom, Lucy Stone Hall on Rutgers’ Livingston campus, at the beginning of August, and discovered it holds up to 400 students. Transportation from my office on Busch campus requires a drive, bus, or bike. I was accustomed to teaching in a smaller classroom that accommodated 147 students, complete with whiteboards on rollers that could be hidden or revealed. However, Lucy Stone Hall presents its own set of limitations: five chalkboards that frequently remain obscured by the podium, leaving little visible writing space.

While I could utilize a projection screen with a tablet or document camera, I’m faced with the challenge of maintaining engagement in a larger setting with limited visual aids.

A Bold Plan: “Partial” Flipping

Given these constraints, I’ve devised an ambitious plan to partially “flip” the class. My goal is to have students watch recorded video lectures (crafted during our remote learning phase) before they come to class to engage in active learning and problem-solving activities. While flipping a classroom can be transformative, it requires careful planning and a high instructor-to-student ratio, which I’m still uncertain about as the semester looms.

I’ve gleaned insights from literature on prior approaches and gathered valuable advice from peers and other educators about their successes and pitfalls. Yet, I’ve quickly realized that the scope of what I initially envisioned may be too grand to implement effectively in just a month.

Choosing My Battles Wisely

In light of these insights, I’m working to selectively implement changes that are feasible rather than trying to do too much at once. The reality is that I may not even have teaching assistants available, which adds another layer of complexity to this undertaking. I’m embracing the term “partial” flip, recognizing that while perfection may be out of reach, improvement is still attainable.

Documenting the Journey

As I embark on this endeavor, I plan to document the experience through this blog. Sharing my progress, insights, and lessons learned will serve a dual purpose: it will help me process my own teaching journey while hopefully providing valuable information for others in similar situations.

This fall might be challenging, but I’m hopeful. Here’s to a semester of learning—not just for my students, but for me as well. Stay tuned for updates as I maneuver through this complex but rewarding landscape of educational innovation!