Session Format
Presentation Session (45 minutes)
Target Audience
Post Secondary Education
Abstract for the conference program
Engineering classes at any level are separated into two separate components, lecture and lab. Often these two classes have little to no direct relationship, being taught by two different instructors with different objectives. Students struggle to see the relationship between the theory from lecture and the applications in lab. To bridge the gap, lab must be brought into the lecture. Students must experience the theory by building, measuring, and exploring the concepts. Instructors can bring these experiences into the classroom by breaking labs up into smaller activities that are closely related to the theory. This is not to say that larger labs should be eliminated but augmented with these minilabs embedded in the class. Example applications from electrical engineering courses are to be shared and discussion of how to apply this in various courses.
Proposal Track
T1: Teaching and Learning in the STEM Field
Start Date
3-23-2018 10:15 AM
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Russell, Samantha Lee, "Putting Lab into Lecture" (2018). Interdisciplinary STEM Teaching & Learning Conference (2012-2019). 29.
https://digitalcommons.georgiasouthern.edu/stem/2018/2018/29
Included in
Putting Lab into Lecture
Engineering classes at any level are separated into two separate components, lecture and lab. Often these two classes have little to no direct relationship, being taught by two different instructors with different objectives. Students struggle to see the relationship between the theory from lecture and the applications in lab. To bridge the gap, lab must be brought into the lecture. Students must experience the theory by building, measuring, and exploring the concepts. Instructors can bring these experiences into the classroom by breaking labs up into smaller activities that are closely related to the theory. This is not to say that larger labs should be eliminated but augmented with these minilabs embedded in the class. Example applications from electrical engineering courses are to be shared and discussion of how to apply this in various courses.
