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Simple Ways so Facilitate Active Learning in Hands-on Electrical Engineering Technology Courses

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

Hands-on Active Learning

Tagged Division

Engineering Technology

Page Count

14

Page Numbers

26.1372.1 - 26.1372.14

DOI

10.18260/p.24709

Permanent URL

https://peer.asee.org/24709

Download Count

171

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Paper Authors

biography

Aurenice Menezes Oliveira Michigan Technological University

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Dr. Aurenice Oliveira is an Associate Professor in the Electrical Engineering Technology program at Michigan Technological University. She received the Ph.D. degree in Electrical Engineering from the University of Maryland, Baltimore County, USA, in 2005. Her current research interests include communication systems, digital signal processing, optical fiber systems, and engineering education. Dr. Oliveira is member of the ASEE Engineering Technology Division, the IEEE Photonics Society, the IEEE Women in Engineering Society, and the Association of International Educators. She is advisor for Society of Hispanic Professional Engineers chapter and co-trustee for Epsilon Pi Tau Honor Society at Michigan Tech.

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Abstract

SIMPLE WAYS TO FACILITATE ACTIVE LEARNING IN HANDS-ON ELECTRICAL ENGINEERING TECHNOLOGY COURSESAbstractThe traditional way engineering and engineering technology courses are taught is based ontraditional lecture and laboratory experiments, which are still the most frequent teaching methodsused nowadays around the world. On the other hand, active learning has been attractingconsiderable attention over the past years with numerous research studies indicating the efficacyof such learning style.In recent years both universities expectations and student expectations of faculty have increased,not only a professor is expected to teach effectively, but also to manage other responsibilitiessuch as maintaining certain levels of research and other scholarly activities. Most universityprofessors were not taught how to teach prior to their first faculty position, which in turn leadsmost of us to years to learn how to teach by trial and error. Since there are already numerousstudies on what makes teaching effective, the “how to teach” learning curve can be much moreeffective by spending some time in the literature learning about it. One of the challenges whenlearning “how to teach” is the large number of terms, usually unknown to engineering faculty.These terms are introduced, explained and debated in many articles in teachingrelated articlessuch as the Journal of Engineering Education.In this article, the author provides the definitions of the active learning approaches used inElectrical Engineering Technology (EET) face-to-face classes, offers suggestions forimplementing active learning, cooperative learning and problem-based learning to encourageactive learning and engagement among students in face-to-face EET hands-on courses.The suggestions provided in this paper, while confirming principles and practices described inthe literature, provides new insights and ideas. So far, these methods can be consideredsuccessful due to the positive and encouraging feedback provided by the students. Assessmentresults have indicated that the instructional approaches used have been successful in meeting theteaching goals, which once again serves as evidence for the effectiveness of active learning asresearch studies have indicated.

Oliveira, A. M. (2015, June), Simple Ways so Facilitate Active Learning in Hands-on Electrical Engineering Technology Courses Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24709

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