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Bridging The Gap Between Lab And Lecture Using Computer Simulation

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2008 Annual Conference & Exposition


Pittsburgh, Pennsylvania

Publication Date

June 22, 2008

Start Date

June 22, 2008

End Date

June 25, 2008



Conference Session

Electrical Engineering Technology Design Projects & Curriculum

Tagged Division

Engineering Technology

Page Count


Page Numbers

13.258.1 - 13.258.13

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Paper Authors

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Youakim Al Kalaani Georgia Southern University


Frank Goforth Georgia Southern University

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Dr. Frank J. Goforth received his Doctor of Engineering in Electrical Engineering from Cleveland State University, Cleveland, OH, USA in 2006. He received his MS in Industrial Engineering from Cleveland State University in 2000 and his BS in Electrical Engineering from MIT in 1977. Dr. Goforth has 25 years experience directing R&D with Texas Instruments, Rockwell Automation and Cleveland Motion Controls. His research interests lie in control systems, particularly modeling and control of hysteretic systems as well as nanometer resolution positioning.

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Shonda Bernadin Georgia Southern University

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Shonda L. Bernadin is an Assistant Professor of Engineering Studies in the Department of Mechanical & Electrical Engineering Technology at Georgia Southern University. Dr. Bernadin received her B.S. degree in Electrical Engineering from Florida A&M University, her M.S. degree in Electrical and Computer Engineering from University of Florida, and her Ph.D. degree from the Department of Electrical and Computer Engineering at Florida State University in 2003. Her research interests include speech signal processing, wavelet analysis and speech recognition.

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Bridging the Gap between Lab and Lecture Using Computer Simulation


Most engineering technology courses offered today have both lecture and lab components that are taught separately in two different environments. In this setting, students are expected to meet in the lab to perform experimentations and subsequently submit their findings in the form of a lab report. If the lab experiment is not yielding the desired result, the whole experiment may need to be repeated usually under reduced time constraint and stressful conditions. Furthermore, students may not be aware to whether the problem is due to an incorrect design or a defected component. As a result, needless time and efforts could be wasted trying to figure out what is wrong with the circuit. A more serious problem would arise, if the faulty results were to go completely undetected. In this case, students will not only get an unpleasant surprise when confronted but also feel deprived from reaping the benefit of a rewarding experience. However, many of these negative outcomes can be prevented if the lab experiments are analyzed and tested using computer simulation prior to the actual lab implementation.

In this paper, we report our findings from a pilot project using computer simulation as a pre-lab assignment in an engineering technology program. Students in a two sequence electronics course were asked to perform a set of lab experiments using computer simulation software and then compare their results to real lab measurements. The educational merit of this approach is discussed with focus on the successes and lessons learned from the implementation process. Preliminary assessment results including direct and indirect measurements satisfying ABET1 requirements are addressed. Special emphasis on the evaluation system used to test effectiveness in terms of stated objectives and learning outcomes are presented and discussed in this study.

Many studies have been performed to evaluate the merits of using computer simulations as opposed to traditional laboratory2,3,4. Researchers found that the “virtual lab” was as effective as the “real lab” in term of student achievement, that is, no significant difference in test scores between students using computer simulation and those who are using traditional lab equipment. However, combining both practices in a hybrid environment5 can offer clear advantages since students will be able to compare their simulated results with actual experimentations. Therefore, our electronics courses were redesigned to use Multisim in conjunction with traditional lab activities. Multisim6 is a popular simulation program used by many engineering educators for its friendly interactive features. It has virtual instruments resembling actual laboratory environment.

Course Assessments

Continuous improvement is an important issue for Engineering Technology programs because it defines the framework for assessment and evaluation, which is required by accrediting agencies. Consequently, an accredited program that accomplishes its mission and successfully achieves its program objectives and outcomes must have multiple levels of continuous improvement whose results are used to constantly update and evaluate the program for sustained improvement and continued success.

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2008 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015