{'fraction_non_alphanumeric': 0.01763046544428773, 'fraction_numerical': 0.009873060648801129, 'mean_word_length': 5.45, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Enhancing student learning in an introductory embedded systems laboratory

As technology advances, curriculum and laboratories are challenged to keep pace. This is especially true in computer engineering, where the range of technologies is constantly broadening and diversifying, as computer-based systems take on many forms and functions in everyday life. The question is, how should a contemporary curriculum train computer-engineering students for the vast scope of embedded system solutions? In this paper, the authors specifically consider where to begin, and ask, can powerful tools empower students to learn? They describe steps taken at Iowa State University to upgrade a sophomore level laboratory in embedded systems. They migrated from the popular 8-bit Motorola 68HC11 microcontroller as the core for a hardware-software development platform to the emerging 32-bit PowerPC 555 microcontroller. The 68HC11 is used in labs at numerous universities across the country and is supported with textbooks and educational packages. Conversely, the PowerPC is new to the academic environment and comes with a rich set of features and development tools. In this paper, they examine the similarities and differences between the laboratory platforms and their impact on student learning. They also identify strengths and weaknesses of the new laboratory environment, based on their own perspective and student feedback.