Jansson, P. M., & Kelley, D. (2012, June), Increasing Hands-on Laboratory Equipment Experience via Rotation of Notebook Recording Duties  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21523

\bibitem{asee_peer_21523}
  Jansson, P. M., \& Kelley, D. (2012, June), \emph{Increasing Hands-on Laboratory Equipment Experience via Rotation of Notebook Recording Duties}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--21523

Peter Mark Jansson P.E. and David Kelley.  "Increasing Hands-on Laboratory Equipment Experience via Rotation of Notebook Recording Duties".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/21523 Internet.  15 Dec, 2024

\bibitem{asee_peer_21523}
  Peter Mark Jansson P.E. and David Kelley.
  "Increasing Hands-on Laboratory Equipment Experience via Rotation of Notebook Recording Duties".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/21523 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_21523
author = "Peter Mark Jansson P.E. and David Kelley"
title = "Increasing Hands-on Laboratory Equipment Experience via Rotation of Notebook Recording Duties"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/21523}
number = {10.18260/1-2--21523}
}

TY  - CPAPER
AB  -    Increasing Hands-On Laboratory Equipment Experience via Rotation of                       Notebook Recording DutiesAbstractInstructors often seek pedagogical innovations that will assure laboratory experiences aremeaningful and instructive for all participating students. The formation of lab teams of 2-3electrical engineering students is common but can lead to a division of labor that often worksagainst the desired learning outcomes for all members of the team. The authors have observedthat in many laboratory settings the participating students migrate to the portions of theassignments with which they are most comfortable, such as operating equipment, setting up theexperiment, taking notes and data, writing the final report, etc. Over time some students acquirethe competencies that the laboratory experiences are designed to develop, while others miss outon parts of these experiences. The authors have also observed that after four laboratory coursesthrough the freshman and sophomore years, some lab team members in their junior year wereunable to effectively operate EE laboratory equipment on their own.In an attempt to ensure that all students are active participants in the use of laboratory equipment,the instructors introduced a rotating schedule in which each week one student in a team isrequired to record results, observations, and comments in a professionally maintained notebookwhile the other student assembles circuitry and operates test equipment. The duties alternateevery week. This arrangement increases the likelihood that each student will operate thelaboratory equipment mostly on their own for half of the assignments. The completed laboratorynotebooks are due immediately after the lab period, so the note-taker can offer little help withcircuit assembly and equipment operation. The role of note-taker is all-consuming because theauthor must describe the details of the analyses, calculations, test configurations, data collectionmethods, and interpretations of results the team has accomplished during the lab session whilestrictly following standard laboratory notebook guidelines.In this paper the authors describe their observations, assessment and survey results for twosemester-long electronics laboratory courses in which the rotation of responsibilities describedabove was introduced to the student teams. In a blind pre-course survey 60% of the EE juniorsself reported that they often avoided using unfamiliar equipment, 57% reported they oftenpreferred courses without labs, and 42% struggled at times with linking theory to practice. Over20% reported “novice” to “some competence” skill level in working with operational amplifiers,troubleshooting circuits, and operating function generators and oscilloscopes, while greater than60% reported a low level of competence in rapidly logging results and notebook keeping. Theauthors share their assessment of the increase in student competencies observed via blind self-reporting surveys (pre- and post-course) as well as their anecdotal observations that corroboratethe results.
AU  - Peter Mark Jansson P.E.
AU  - David Kelley
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Increasing Hands-on Laboratory Equipment Experience via Rotation of Notebook Recording Duties
UR  - https://peer.asee.org/21523
DO  - 10.18260/1-2--21523
ER  -