Notice of Violation of IEEE Publication Principles: A Better Approach to Teaching Digital Logic Design to Engineering Undergraduates Than Using Only One of MSI/SSI, Schematic Entry or HDLs

Abstract

Notice of Violation of IEEE Publication Principles A Better Approach to Teaching Logic Design to Engineering Undergraduates than Using Only One of MSI/SSI, Schematic Entry or HDLs By M.L. George, L. Ngalamou, in the IEEE Transactions on Education, Early Access After careful and considered review of the content and authorship of this paper by a duly constituted expert committee, this paper has been found to be in violation of IEEE's Publication Principles. This paper contains substantial duplication of original text from the papers cited below. The original text was copied without attribution (including appropriate references to the original author(s) and/or paper titles) and without permission. Due to the nature of this violation, reasonable effort should be made to remove all past references to this paper, and future references should be made to the following articles: Enhancing Learning Effectiveness in Design Courses Through the Use of Programmable Logic Boards, by Yi Zhu, T. Weng, Chung-Kuan Cheng, in the IEEE Transactions on Education, Vol.52, No.1, February 2009, pp.151-156 Digital design and programmable logic boards: Do students actually learn more? by T. Weng, Yi Zhu, Chung-Kuan Cheng, in the Proceedings of the 38th Annual Frontiers in Education Conference, 2008. FIE 2008, October 2008 This paper explores the teaching of digital logic design to engineering undergraduates at the University of the West Indies (UWI), St. Augustine , Trinidad and Tobago, using the three methods MSI/SSI, schematic entry, and hardware description using VHDL. This paper serves to compare the performance of students when each of these three methods is used. In conclusion, this paper proposes a better approach to teaching digital logic design to engineering undergraduates than that of using only one of the three teaching methods explored.