Teaching signals and systems through portfolios, writing, and independent learning

This paper describes an integrated approach to outcome-driven instruction and assessment of a continuous-time signal and system analysis course at the sophomore level. A set of seven course outcomes was established: four relating to traditional topics in frequency domain analysis of signals and systems, and three relating to broader educational outcomes, including effective communication, reflection on learning achievement, and learning independently. These seven outcomes were then used to structure the course, and to provide a focused basis for assessment of learning and continuous improvement.