several professional articles and five books. One of his books has been translated into Chinese and another one into Greek. His recent book "TinyAVR Microcontroller Projects for the Evil Genius", published by McGraw Hill International consists of more than 30 hands-on projects and has been translated into Chinese and Russian. He is a licensed radio amateur with a call sign VU2NOX and hopes to design and build an amateur radio satellite in the near future. , NSIT pursuing various projects in the field of Embedded Systems. While at NSIT he has mentored several student projects and has contributed to the design and development of several educational kits and pedagogy material based on a variety of microcontroller platforms. His research interests include embedded systems, intelligent control and internet of things.

The Shannon s communicat ion model is often used as a pr esentation vehicle in a teaching and learning environment. The model includes an input, an output, and a receiver or a transmitter. In engineering, w e view this model as a open lo op syst em. A classro om lec ture by itse lf is primarily an open loop system, and many educational researchers suggest that the classroom lecture is less than 10% effective in learning. However, we as educators focus our efforts primarily on the lecture mode. Now there is a bod y of ed ucatio nal researc h that suggests t hat the lear ning t akes place primar ily in the corrective feedback pat h. In electrical eng ineering systems we call this a negative feedback . The negat ive fee dbac k is an app ropria te term in ele ctrica l engineer ing systems, bu t in social systems, we can simply use the term feedback. In teaching, this feedback includes such items as classroom interaction, personal interaction of students and faculty members, homework, quizzes, and tests. In a learning environment, this feedback path is the most effective, and we as educators need to focus more on this path. This paper identifies similarities between student learning and the engineering feedback model and discusses teaching techniques, suggestions, and behaviors that are most conducive to student learning.

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At present, three forces are converging: 1) industry must compete globally in a rapidly changing technology, 2) the nature of the workforce is changing; new employees will be older and ethnically diverse, and will include more women, 3) the basic mathematical and communication skills of incoming students are steadily declining. The project is concerned with preparing underprepared students for the technical workforce in an environment of globalization, rapidly changing technology, and the declining of basic skills (communication and mathematics) of incoming students.