Using computer simulation as a bridge between the classroom and laboratory This paper discusses the use of computer simulation as a bridge to create a smooth transition between classroom material and laboratory exercises in combined lecture-lab courses. Such bridging increases students’ capability to validate laboratory results, resolve problems, and correlate classroom and laboratory materials. Results of student surveys are given.

Using computer simulation as a bridge between the classroom and laboratory

In this paper, we will describe a multimedia platform that was developed as a teaching/tutorial tool for undergraduate circuits/electronics laboratories. This tutorial provides students with easy-to-use reference and overview of the materials required for circuits/electronics laboratories in an electrical engineering program. The tutorial is divided into three main separate sections: (1) general knowledge, (2) equipment operations, and (3) actual lab experiments. A PSpice overview section was, also, included to help the students design and analyze circuits and provide them with theoretical values to be used for comparison with actual data measured in the lab. Sound, graphics, digitized images and animations are incorporated to enhance the learning experience.

Multimedia tools in electrical engineering laboratories

It is noted that the dropping out of a large percentage of entering freshmen in the technologies is an undesirable effect of the clashing between academic requirements and individual habits. Many students have habits and limitations that do not comport themselves to academia. The Electrical Technology Department of the College of Staten Island has devised a pilot retention program to improve retention through course work design aimed at correcting student deficiencies and improving their academic maturity by changing some of their habits, while retaining program quality. >

Innovative approaches to student retention in the technologies

Computer simulation can play an important role in engineering and technology education by creating a bridge between the theoretical material taught in the classroom and the practical applications demonstrated in laboratory exercises. By performing a computer simulation of the laboratory assignment after the theoretical material is taught but before the students enter the lab, the students become more capable of recognizing incorrect lab results, resolving problems involving cabling, equipment adjustments, and nonideal equipment without assistance from the instructor, and validating correct results. This capability allows the students to concentrate on correlating the classroom and laboratory material, makes them more attentive to details in the lab, and provides them with more confidence in their technical capabilities. In this paper, the authors discuss how Hypersignal, a systems-oriented computer simulation package, has been integrated into a senior-level communications class and laboratory course. The results of formal and informal student surveys are given, showing the effectiveness of the simulation package as a bridge and learning tool. The concept of using simulation as a bridge between classroom and laboratory, used with appropriate software packages, can also enhance other academic disciplines such as electronics, AC and DC circuits, and control systems.

Creating a smooth transition between the classroom and laboratory via computer simulation

Conventionally, technology education is split into sections of theory and practice. The theory part is delivered in lectures, and the practical aspect of technology is delivered to the student in the laboratories. A different approach, corresponding to the natural learning process, has been introduced in the Technologies Department of the College of Staten Island within the City University of New York. The authors show how the adaptation of the principles of a natural learning environment to technology education puts both the student and the instructor in full control of the pace of learning. The instructor holds the upper hand of directing the course of study as well as the manipulation of course content to ensure smooth and continuous knowledge dissemination and assimilation. An attempt is also made to improve students' metacognitive skills. >

Innovative use of computers as tools in technology education at the College of Staten Island

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Innovative use of computers as tools in technology education at the College of Staten Island