Introducing Writing Assignments in Engineering Technology Courses to Enhance Technical Writing Skills and Critical Thinking

This study was prompted by the university wide initiative to improve students\u27 technical writing skills across-the-curriculum by introducing low stakes writing assignments as early as in their freshman year. Effective written communication skills are important for engineering education, with critical thinking being one of the most important aspects of the learning process at the college level. However, the efforts in required core curriculum English and communication courses are not always further integrated into engineering curriculum. Introducing a technical paper writing assignment in lower division engineering courses had the purpose of helping students to be better prepared for major writing assignments in their upper division courses as well as for their capstone project. For this study a writing assignment was introduced in an Electrical Circuits course, for electrical engineering technology students at Old Dominion University in fall 2015. At the end of the semester a survey was distributed to the students to evaluate their opinion on the effectiveness of introducing a writing assignment early in their college education. The research also evaluates the students\u27 opinion on how such assignment can help them better understand the concepts studied in class, improve their studying methodology and enhance their critical thinking

Development of a Smart Grid Course in an Electrical Engineering Technology Program

Electric power systems courses have been traditionally offered by electrical engineering technology programs for a long time, with the main objective to introduce students to the fundamental concepts in the field of electric power systems and electrical to mechanical energy conversion. A typical electric power systems course covers a variety of topics, such as general aspects of electric power system design, electric generators, components of transmission and distribution systems, power flow analysis, system operation, and performance measures. In the last decades, electric power systems have significantly modernized alongside with requirement of improvement in system efficiency, reliability, cybersecurity, and environmental sustainability. The current modernized grid is called “Smart Grid,” which integrates advanced sensing technologies, control methods using machine learning approaches, and integrated communications into current electric power systems. Consequently, offered electric power systems courses are required to update in electrical engineering technology as well, to meet the industry needs of a workforce prepared to integrate smart grid technologies, such as advanced sensing, control, monitoring, communication, renewable energy, storage, computing, cybersecurity, etc. However, such updates of the course content are not always easy to implement due to the complexity of smart grid technologies and the limited number of instructors having knowledge of those technologies. In addition, smart grid courses should include a hands-on component aligned with the theoretical upgrades introduced in the course in the form of term projects. Such projects can be on a variety of topics, such as smart home/building, smart meter, smart distribution system, microgrid, communication infrastructure, Distributed energy resources (DERs) (e.g., rooftop solar photovoltaics (PV), wind), electric vehicle (EV), customer engagement, energy generation forecasting, load forecasting, and others. This paper will discuss the details of introducing a new course on smart grids in an electrical engineering technology program, including detailed examples of project selection

Flipped Classroom as Blended Learning in a Fluid Mechanics Course in Engineering Technology

Flipped classroom has gained attention in recent years as a teaching method in which the time allocated for introducing new concepts and the time used for practicing them are inverted, in order to provide more time for problem based learning and class interaction under direct supervision of the instructor. The implementation of this teaching method is comprised of two main components, the pre-class activities, which consist of individual student work and are largely based on pre-recorded videos, and in-class activities, which are group activities supervised by the instructor. This paper discusses the implementation of the flipped classroom method in a Fluid Mechanics course in an Engineering Technology program at a midsize university. The study presented was conducted over four consecutive semesters, the data representing four different groups of students. In the study presented, an important percentage of the students took the course in an online setting, either synchronous or asynchronous mode, which created an atypical situation compared to other implementations of flipped classroom method presented in the literature. It was found that the length or the format of the pre-recorded videos were not critical factors in determining the students to review them before the class. The unconventional setting of the class, including both in class and online students, required originality in handling the in-class activities. The best approach was to delegate students to lead the group discussions associated with solving the problems, while the instructor acted as an observer when the discussions were constructive and as a guide when the solution was getting out of rail or when the students were struggling. A survey was distributed to the students at the end of the course as a post-class activity, concluding the implementation considered in the study. The results of the survey showed that the students were satisfied with the teaching method and found it important in their learning process

Simulating Real-World Work Experience in Engineering Capstone Courses

Experiential learning and cooperative education provide students with the necessary tools to succeed in the workplace by simulating their future working environment. Various studies have shown that many graduates have gaps related to their so called soft skills , which are related to teamwork, time management, working under pressure and tight deadlines. The main purpose of the inclusion of the industry expert in senior design discussions is to provide meaningful feedback through a competitive led by industry practitioners. In this simulation, the senior engineering students take on the role of actual engineering job functions, on a demanding, continuous basis for the entire school year or semester. These job functions come with all the shortcomings and particular difficulties associated with those functions in the real world. In order to develop the interpersonal professional skills needed by industry, a methodology presented in this paper is given which allows the student teams to evolve socially as departments, while supporting them with information such as Tuckman\u27s stages of group development, Myers-Briggs type indication, and recognition of the various personalities and issues arising when working in a cross-functional, team based environment. The application of this methodology and course set-up resulted in engineering graduates that were not surprised by the potential difficulties that may be encountered when ensconced in full-time, permanent engineering employment. This paper will detail some of the necessary elements required to make mechanical engineering and engineering technology capstone courses simulate real world work experience and provide students with immersion in their senior design experience which engages their soft skills . It presents a method whereby the senior design course is taught by a faculty with extensive industry experience and guided by the panel of experts made up of other faculty from the department and industry representatives. The technique(s) presented in this paper were tailored to the traditional roles of mechanical (design) engineers in the modern industrial setting, but can be reapplied to other engineering areas

Preparing Students for the Advanced Manufacturing Environment Through Robotics, Mechatronics, and Automation Training

Automation is one of the key areas for modern manufacturing systems. It requires coordination of different machines to support manufacturing operations in a company. Recent studies show that there is a gap in the STEM workforce preparation in regards to highly automated production environments. Industrial robots have become an essential part of these semi-automated and automated manufacturing systems. Their control and programming requires adequate education and training in robotics theory and applications. Various engineering technology departments offer different courses related to the application of robotics. These courses are a great way to inspire students to learn about science, math, engineering, and technology while providing them with workforce skills. However, some challenges are present in the delivery of such courses. One of these challenges includes the enrollment of students who come from different engineering departments and backgrounds. Such a multidisciplinary group of students can pose a challenge for the instructor to successfully develop the courses and match the content to different learning styles and math levels. To overcome that challenge, and to spark students\u27 interest, the certified education robot training can greatly support the teaching of basic and advanced topics in robotics, kinematics, dynamics, control, modeling, design, CAD/CAM, vision, manufacturing systems, simulation, automation, and mechatronics. This paper will explain how effective this course can be in unifying different engineering disciplines when using problem solving related to various important manufacturing automaton problems. These courses are focused on educational innovations related to the development of student competency in the use of equipment and tools common to the discipline, and associated curriculum development at three public institutions, in three different departments of mechanical engineering technology. Through these courses students make connections between the theory and real industrial applications. This aspect is especially important for tactile or kinesthetic learners who learn through experiencing and doing things. They apply real mathematical models and understand physical implications through labs on industrial grade robotic equipment and mobile robots

An Asynchronous Course/Laboratory Development for Automation Controls

The development of asynchronous courses is to help students who are restricted by work requirements, family responsibilities, geographical distance, disabilities, and combination of these factors. It also provides flexibilities to on-campus students. In this paper, the framework structure of an asynchronous course and laboratory development for an automation control is presented. The challenge in this development is to implement the hands-on laboratory experience to those distance learning students who may not be able to access the real equipment. Results of the implementation including opinion feedbacks and grade distributions show that students welcome the format of this development

The Reconfigurable Machinery Efficient Workspace Analysis Based on the Twist Angles

A novel methodology for the calculation, visualisation and analysis of the Reconfigurable Machinery Efficient Workspace (RMEW), based on the twist angles, is presented in this paper. The machinery\u27s kinematic parameters are used for calculating the workspace, while the efficient workspace is associated with the machinery\u27s path and includes the end-effector position and orientation. To analyse and visualise many different machinery efficient workspaces at the same time, the calculation is based on the previously developed and validated complex reconfigurable machinery\u27s kinematic structure named n-DOF Global Kinematic Model (n-GKM). An industrial robot is used as an example to demonstrate an application of n-GKM model. It is calculated only for the tool\u27s perpendicular orientation relative to the floor. Four different kinematic configurations based on twist angles (αi) were selected to demonstrate the outcomes. Their graphical representations show how the twist angles significantly affect the shape and size of the efficient workspace. RMEW can be used as a design tool for new machinery\u27s kinematic structure and layout design. This methodology can be applied for any tool orientation

A Third-Year Review of Design and Packaging of Sensor Systems

Faculty from the Electrical Engineering and Design Engineering Technology Departments at Trine University have developed a joint design module for upper-level courses in their respective disciplines. In this module, student teams collaborate in designing and prototyping the electronics and packaging for a hand-held sensor system. The principal objective of the collaboration is for students to incorporate design factors external to their discipline in a program-focused design project. This effort advances the students\u27 abilities to work effectively in multidisciplinary teams during their senior capstone courses. The design module was introduced in the fall 2011 semester, and was repeated in fall 2012 and fall 2013. An assessment, conducted with current and former participants in fall 2013, demonstrates the efficacy of the project

Learning Module on Electric Motors Modeling, Control, and Testing (LM-EMMCT)

The objective of this paper is to develop and integrate a learning module on Electric Motors Modeling, Control and Testing (EMMCT) into the Electrical Engineering Technology (EET) and Mechanical Engineering Technology (MET) programs. Preparing future engineers to work in highly automated production requires proper education and training in mechatronics theory and applications. Although Engineering Technology programs at various universities offer various courses related to the controls, electrical motors, and automation, they are not including the same methods when it comes to the selection of appropriate electrical motor for a specific application in mechatronic system. MET student do have exposure to the electrical systems in the various courses that are offered at their lower division level courses. However, these methods have to be further emphasized and applied in the upper level courses as well. This paper will present one such application and a learning module that is focused on the Electric Motors Modeling, Control and Testing (EMMCT). This module can be integrated in various controls, mechatronics, robotics, senior design and capstone courses

Hands-On Learning Environment and Educational Curriculum on Collaborative Robotics

The objective of this paper is to describe teaching modules developed at Wayne State University integrate collaborative robots into existing industrial automation curricula. This is in alignment with Oakland Community College and WSU’s desire to create the first industry-relevant learning program for the use of emerging collaborative robotics technology in advanced manufacturing systems. The various learning program components will prepare a career-ready workforce, train industry professionals, and educate academicians on new technologies. Preparing future engineers to work in highly automated production, requires proper education and training in CoBot theory and applications. Engineering and Engineering Technology at Wayne State University offer different robotics and mechatronics courses, but currently there is not any course on CoBot theory and applications. To follow the industry needs, a CoBot learning environment program is developed, which involves theory and hands-on laboratory exercises in order to solve many important automaton problems. This material has been divided into 5-modules: (1) Introduce the concepts of collaborative robotics, (2) Collaborative robot mechanisms and controls, (3) Safety considerations for collaborative robotics, (4) Collaborative robot operations and programming, (5) Collaborative robot kinematics and validation. These modules cover fundamental knowledge of CoBots in advanced manufacturing systems technology. Module content has been developed based on input and materials provided by CoBot manufacturers. After completing all modules students must submit a comprehensive engineering report to document all requirements