Richardson, J. J. (2017, June), Transformation of an Introduction to Microcontroller Course  Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--29040

\bibitem{asee_peer_29040}
  Richardson, J. J. (2017, June), \emph{Transformation of an Introduction to Microcontroller Course}
  Paper presented at 2017 ASEE Annual Conference \& Exposition, Columbus, Ohio.
  10.18260/1-2--29040

Jeffrey J Richardson.  "Transformation of an Introduction to Microcontroller Course".  2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017, June.  ASEE Conferences, 2017.  https://peer.asee.org/29040 Internet.  22 Apr, 2024

\bibitem{asee_peer_29040}
  Jeffrey J Richardson.
  "Transformation of an Introduction to Microcontroller Course".
  \emph{2017 ASEE Annual Conference \& Exposition, Columbus, Ohio, 2017, June}.
  ASEE Conferences, 2017.
  https://peer.asee.org/29040 Internet.  22 Apr, 2024

@INPROCEEDINGS{asee_peer_29040
author = "Jeffrey J Richardson"
title = "Transformation of an Introduction to Microcontroller Course"
booktitle = "2017 ASEE Annual Conference \& Exposition"
year = "2017"
month = "June"
address = "Columbus, Ohio"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/29040}
number = {10.18260/1-2--29040}
}

TY  - CPAPER
AB  - This paper outlines the curriculum changes made to a freshman introduction to microcontroller course.  The course has undergone a transformation from a standard two hour lecture with a two hour laboratory experience each week to now include an additional arrange one contact hour to the laboratory portion of the course.  The additional time requires the students to work outside of their normally scheduled laboratory session in pairs to tackle weekly challenges that go beyond the traditional laboratory activities.  These challenges expand upon the concepts covered in the course and require the students to complete small or simplified versions of real-world problems.  The outside activities also require the students enrolled in the introductory microcontroller course to complete challenges while working with students enrolled in other freshman courses such as the introduction to analog course.  These outside activities take place in a dedicated laboratory for the outside activities.  The dedicated laboratory is also utilized by sophomore and junior students working on similar problems and forces all the students to interact with each other.  It is believed that this interaction can illustrate to the freshman students the types of things they will be doing during their future studies and help to retain the students in the program.  This paper discusses the changes to the courses, the laboratory environment, and the actual challenges that the students complete.
AU  - Jeffrey J Richardson
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - Transformation of an Introduction to Microcontroller Course
UR  - https://peer.asee.org/29040
DO  - 10.18260/1-2--29040
ER  -