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How To Maximize Laboratory Experience Of Engineering Technology Programs Using Electronic Medium

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Conference

2003 Annual Conference

Location

Nashville, Tennessee

Publication Date

June 22, 2003

Start Date

June 22, 2003

End Date

June 25, 2003

ISSN

2153-5965

Conference Session

Electrical ET Labs

Page Count

8

Page Numbers

8.644.1 - 8.644.8

Permanent URL

https://peer.asee.org/11549

Download Count

10

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Paper Authors

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Richard Newman

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Albert McHenry

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John Robertson Arizona State University

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Lakshmi Munukutla Arizona State University

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

Session # 3549

How to Maximize Laboratory Experience of Engineering Technology Programs Using Electronic Media

Lakshmi Munukutla, Albert McHenry, John Robertson, and Richard Newman Arizona State University East College of Technology and Applied Sciences Mesa, Arizona

Abstract

The embedded laboratory experience associated with engineering technology curricula is an added benefit to the engineering technology students and their preparation to immediately make an economic contribution upon employment after graduation. However, in the era of web enabled education, a challenge is posed by the need to replicate live laboratory experiences using electronic media processes. The Microelectronics program at Arizona State University East is sincerely attempting to deliver the laboratory courses through distance learning to accommodate compressed work schedule of students and to reach the students who must be at remote sites. The purpose of the paper is to survey the existing distance education formats that are currently in use to deliver laboratory courses and also cover the work-in-progress at ASU East. This paper will categorize and discuss various formats that are being used or tested in engineering technology programs nation wide. Goal one is to collect and present information that will help the reader to draw conclusions about the urgency of creating electronic laboratory workbooks that support comparable experiences for students, whether they are participating through distance learning or in live laboratories. Goal two is to provide and discuss the methods and best practices that are currently in use.

Introduction

Evolution of the World-Wide-Web has brought an incredible pedagogical shift in the delivery of higher education. As a result of this global revolution, higher education institutions are challenged to implement flexible delivery systems. A major factor is to use online delivery as a viable option to serve remotely located degree-seeking and life- long learning students. The use of electronic content delivery methods provides flexible learning environments and removes many barriers associated with location, time and many other stumbling blocks pertinent to students. Integration of laboratory experience into the course work is the major differentiation factor of engineering technology programs from other program types across the Nation. The educational principle associated with laboratory experience is to motivate students and create a better learning environment where they can conduct experiments, compare reality with simulations, collaborate with each other and explore following their curiosity. The rapidly evolving technological landscape often challenges educators to devise innovative pedagogical approaches to enhance students’ educational experiences irrespective of where they

Proceedings of the 2003 American Society for Engineering Education. Annual Conference & Exposition Copyright @2003, American Society of Engineering Education

Newman, R., & McHenry, A., & Robertson, J., & Munukutla, L. (2003, June), How To Maximize Laboratory Experience Of Engineering Technology Programs Using Electronic Medium Paper presented at 2003 Annual Conference, Nashville, Tennessee. https://peer.asee.org/11549

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