Connor, K. A., & Schoch, P. M., & Gullie, K. A., & Newman, D., & Armand, S. S., & Braunstein, J. (2018, June), Experiment-centric Pedagogy in Circuits and Electronics Courses  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30476

\bibitem{asee_peer_30476}
  Connor, K. A., \& Schoch, P. M., \& Gullie, K. A., \& Newman, D., \& Armand, S. S., \& Braunstein, J. (2018, June), \emph{Experiment-centric Pedagogy in Circuits and Electronics Courses}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--30476

Kenneth A. Connor, Paul M. Schoch, Kathy Ann Gullie Ph.D., Dianna Newman, Shayla Sawyer Armand, and Jeffrey Braunstein.  "Experiment-centric Pedagogy in Circuits and Electronics Courses".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/30476 Internet.  11 Jan, 2025

\bibitem{asee_peer_30476}
  Kenneth A. Connor, Paul M. Schoch, Kathy Ann Gullie Ph.D., Dianna Newman, Shayla Sawyer Armand, and Jeffrey Braunstein.
  "Experiment-centric Pedagogy in Circuits and Electronics Courses".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/30476 Internet.  11 Jan, 2025

@INPROCEEDINGS{asee_peer_30476
author = "Kenneth A. Connor, Paul M. Schoch, Kathy Ann Gullie Ph.D., Dianna Newman, Shayla Sawyer Armand, and Jeffrey Braunstein"
title = "Experiment-centric Pedagogy in Circuits and Electronics Courses"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/30476}
number = {10.18260/1-2--30476}
}

TY  - CPAPER
AB  - Beginning in the late 1990s, the Electrical, Computer, and Systems Engineering (ECSE) Department at XXXX  implemented hands-on studio-based pedagogy by building and equipping special purpose classrooms supporting lectures, experimentation, and computer simulation. While learning outcomes were excellent, very high costs and limited space access made it impossible to realize the full potential of the approach. Both of these barriers were removed by the development of the Mobile Studio which put highly capable personal instrumentation in the hands of students for application any time and any place enabling the implementation of Experiment Centric Pedagogy (ECP) throughout the Electrical and Computer Engineering programs and in a service course for other engineering disciplines. With the recent addition of a new first year ECSE course, a sequence covering all four undergraduate years now exists which includes courses in Circuits and Electronics and capstone design. This combination of multiple courses provides many opportunities to study the impact of ECP on transfer of learning from one course to another and several other research questions including whether or not personal instrumentation makes it easier for students to learn the fundamentals of measurement. Possibly the most powerful outcome of ECP is that learning experiences can be significantly more authentic. In the intro Circuits course, for example, students are offered the option of either doing traditional, step-by-step procedural labs or a new type of design-based lab, with both sequences addressing all course content. Finally, the general engineering electronics course provides a compressed version of the ECSE sequence which permits transfer to be addressed quickly for comparison purposes. In this paper, results from internal and external evaluation of student and instructor feedback via observation, interviews, survey and content assessment will be addressed.
AU  - Kenneth A. Connor
AU  - Paul M. Schoch
AU  - Kathy Ann Gullie Ph.D.
AU  - Dianna Newman
AU  - Shayla Sawyer Armand
AU  - Jeffrey Braunstein
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Experiment-centric Pedagogy in Circuits and Electronics Courses
UR  - https://peer.asee.org/30476
DO  - 10.18260/1-2--30476
ER  -