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      Impact of running first year and final year electronics laboratory classes in parallel

      Scott, Jonathan B.; Harlow, Ann; Peter, Mira
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      ParallelClassesInElectronics.pdf
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       www.conferenceonline.com.au
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      Scott, J.B., Harlow, A. & Peter, M. (2010). Impact of running first year and final year electronics laboratory classes in parallel. In Proceedings of the 2010 AaeE Conference: Past, Present, Future- the ‘keys’ to engineering education research and practice, 5-8 December 2010, Sydney Australia University of Technology, Sydney (pp. 403-408). Sydney, Australia: AaeE.
      Permanent Research Commons link: https://hdl.handle.net/10289/4916
      Abstract
      First electronics courses are considered difficult by students because of the circuit theory content, and retention of students in electronics is a problem worldwide. Retention is especially problematic at universities that offer a common first-year program since the students can change streams, for example from Electrical to Mechanical. At our university we ran the laboratory classes for a challenging first-year electronics course in the same room at the same time as a popular final-year mechatronics class that involved visible use of Lego Mindstorms, a model elevator, digital model trains and slot cars, etc. We report the outcomes of a quantitative and qualitative study of the impact of this organisation. One lab stream did not see the parallel classes and thus acted as a control group.
      Date
      2010
      Type
      Conference Contribution
      Publisher
      AaeE
      Rights
      This article has been published in the procedings of of the 2010 AaeE Conference: Past, Present, Future- the ‘keys’ to engineering education research and practice, 5-8 December 2010, Sydney Australia University of Technology, Sydney.
      Collections
      • Education Papers [1408]
      • Science and Engineering Papers [3069]
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