Electrical Engineering Program Research Articles

PENYELENGGARAAN PENILAIAN HASIL BELAJAR SMK RUJUKAN PROGRAM KEAHLIAN TEKNIK KETENAGALISTRIKAN DI DAERAH ISTIMEWA YOGYAKARTA

This study aims to determine the implementation of the assessment of learning achievement on SMK Rujukan at Expertise Program of Electrical Engineering. The data sources of this study were school leaders (school principals, vice principals and heads of departments), teachers, and students on 5 SMK’s in Yogyakarta Province. Sample respondents were 8 (Principals/Vice Principals), 39 teachers, and 70 students. The results showed that in general the assessment of students learning achievement on SMK’s was fairly good. Based on the analysis of data from the teacher through the questionnaire, in the aspect of Planning Assessment obtained a mean value of 142.17 (72.66%), and a Standard Deviation of 16.23, fairly good. In the Instrument Development aspect, a mean value of 72.07 (75.07%) and a Standard Deviation of 6.23 was classified as fairly good. In the aspect of the Implementation of the Assessment, the mean value was 90.51 (68.56%), and the Standard Deviation was 10.89, which was fairly good. In the aspects of Usage and Reporting of Assessment Results, the average value is 70 (70%), and the Standard Deviation is 8.72, including fairly good. The assessment system of students’ learning achievement for SMK Rujukan in Yogyakarta still needs a lot of improvement

Case Study to Analyze the Impact of Multi-Course Project-Based Learning Approach on Education for Sustainable Development

This work presents a multi-course project-based learning (MPL) approach implemented using two electrical engineering (EE) interdisciplinary undergraduate courses at Qatar University. Implementing an MPL approach helps in the development of critical thinking and collaborative decision-making skills. The attainment of these skills is also the outcome of education for sustainable development (ESD); the skills help students acquire the knowledge, attitudes, and values necessary to shape a sustainable future. The participating students’ worked on a design project, which was used to assess the fulfillment of a set of student learning outcomes (SLOs), focusing on engineering soft skills and project management skills. The skills include the ability to communicate effectively, to work collaboratively in a team, to think both critically and creatively, and to manage projects efficiently with realistic constraints and standards. The challenges of implementing the MPL method are the organization of pedagogical activities that are planned for each of the courses involved, the coordination of the materials delivered by each course, and the supervision of around 90 students per year performing the MPL method. The experience of MPL deployment in the EE program was rated using student surveys. It was assumed that the MPL approach would be beneficial to the students based on the instructors’ and students’ feedback from the same courses in previous years. This was verified using chi-square statistics of the survey results. The implementation of the MPL also helped in increasing the average marks scored by the students in the design project. Some interesting feedback, statistical analyses, and improvement actions are reported for future upgrades. This work also contributes to the MPL pragmatic body of knowledge by exploring a successful initiative and its outcomes, which can help in attaining the skills needed for ESD.

Academic performance analysis to support proactive student advising for an electrical engineering program

Using correlation, regression and hierarchical clustering methods, the authors examined three consecutive graduating cohorts of students in an electrical and computer engineering undergraduate program to determine which courses (or groups of courses) were the best predictors of graduation GPA. The aim was to develop predictive models that support a consistent proactive advising experience. The main impact of this study is the methodology which can be applied to other programs with similar weighted GPA schemes and with limited data sources. Other impacts were: the model identified which types of courses impacted GPA performance most, bringing clarity as to where cohort-wide intervention may be required; and the model can help us identify earlier 'at-risk' and 'exceptional' students.

Academic performance analysis to support proactive student advising for an electrical engineering program

Academic performance analysis to support proactive student advising for an electrical engineering program

CAD / ARDUINO INTRODUCTORY WORKSHOPS IN FIRST YEAR ENGINEERING PROJECT-BASED COURSE A WAY TO GET STUDENTS TO DESIGN AND BUILD HIGH QUALITY PROTOTYPES

As educators, there are several challenges that we need to overcome during the first-year of our engineering programs. We need to integrate students into the world of engineering and introduce them on practical aspects. We have to connect them with basic notions in various engineering fields and complementary disciplines. We have to start developing their design skills and make them able to conduct design projects despite an undeveloped level of knowledge. We want to make them able to design and build high-quality prototypes. 
 At UQAR, the solution goes through a multi-disciplinary project-based course offered at the first term. This course brings together students from mechanical, electrical and electromechanical engineering programs which makes possible to form teams of students with varied skills from different backgrounds (technical and natural sciences).
 In 2018, the proposed project was the production of a stand-alone and collaborative mobile platform. This platform or robot receives an order for an item, picks up and transports a shelf to the deposit station, delivers the item, returns the shelf to its place and returns to the starting position, all while avoiding obstacles on the way.
 To fulfill such an ambitious mandate, basic notions of CAD, electronics and programming are needed. Our innovation is the introduction of workshops at the beginning of the term. Workshops are an important part of our recipe to enable students to overcome the design challenge.
 The mechanical workshops include four sessions related to mechanical CAD (modelling, sheet metal, assembly and drawing) and 3D printing.
 Arduino workshops include three sessions on how to use the Arduino IDE programming environment and incorporate some programming notions. Specialized material was produced concerning the introduction to microcontrollers and the Arduino platform. A set of specialized parts was provided to the students. Several demonstration examples and activities have been produced on digital inputs and outputs, analog inputs, pulse width modulation outputs, ultrasonic distance sensing, DC motors and H-bridges, servomotors, tracking sensors lines, wireless communication modules, mini-keyboards and LCDs.
 The workshops support the projects directly and allow students to carry out relatively complex projects in the first year despite their limited engineering knowledge.

PEER TUTORING IN A PROJECT-BASED COURSE PART 2: THE SECOND YEAR OF IMPLEMENTATION - IMPROVEMENTS AND BENEFITS

In Fall 2017, a peer-tutoring program (PTP) was implemented in a first-year multidisciplinary design course of the mechanical, electrical and electromechanical engineering programs at Université du Québec à Rimouski. Fourth-year students with relevant design experience acted as tutors for teams of first-year students. The intent was to reduce the pressure on our professional staff, while maintaining the quality of supervision. 
 PTP assessment revealed that all stakeholders appreciated the experience. At low cost, it allowed more weekly hours of supervision and freed up time for professional staff to perform tasks requiring their expertise. Although the impact of the PTP on the quality of learning was not directly measured, the student level of satisfaction was very high. However, the teaching team concluded from PTP assessment results that tutors could have more impact on teamwork and team spirit if they were better prepared. Four main areas for improvement of the PTP have been identified. Modifications for improvement of the PTP were developed as follows. Tutor training was modified to include content on teamwork, group dynamics and conflict resolution. To enhance communication between tutors and teaching team, tutors were provided with a new week-by-week guide outlining project planning and giving tutors instructions for structuring team discussions. Tutors participated in a professional co-development session in the fifth week of the project, an activity that allowed tutors to learn from each other and improve their practice. Lastly, the assessment questionnaire was improved to collect more significant data on student learning and teamwork.
 The new assessment results reveal that the changes made to the PTP have had a very positive influence on teamwork and group dynamics. Results also indicate that the improved PTP has a positive impact on achievement of course objectives. In conclusion, peer tutoring is evidently a very good strategy for supporting first-year students in the development of their design skills.

Implementing virtual enterprise methodology in masters program in electrical engineering

the paper considers applying virtual enterprise methodology to master‘s educational program “Radiophysics”. The paper presents the results of the development of a business process model of a virtual enterprise engaged in conducting research and development work. The options of platforms for the implementation of the models obtained and their use in the educational process for training masters in the direction of “Radiophysics” are considered.

CAPSTONE DESIGN PROJECTS WITH INDUSTRY PARTNERS: A 6-YEAR EXPERIENCE REPORT

Since 2013, the fourth-year capstone design courses for the electrical and computer engineering programs at UBC are working only with projects defined by industrial partners. These capstone courses run over two terms (September to April) and are worth 10 credits. The projects involves teams of five students, which follow a common timeline, produce a common set of deliverables, and have a common evaluation scheme –with some latitude for variation based on the nature of the project and the type of partner. A key objective is to include non-technical graduate attributes, the so-called “soft skills”, in our learning outcomes. In this paper, we describe our current course framework, our constraints and design choices, and we report lessons learned and improvements implemented over 6 years.

E-Water Level: Educational Kit For Testing Student Knowledge on Transient Response using Water Level Control

Control Principle course is a part of syllabus in the diploma or degree in Electrical Engineering programme where students are exposed to topics such as time response analysis. One of the topics in this course is Transient Response analysis where it requires students to calculate the characteristic of the response based on set of formula. One of the difficulty encounters in delivering this topic is students having difficulty to relate the theory with the application as most theoretical part of this topic does not explain on how the transient response graph is obtained in the first place. In order to address this problem, this paper proposed E-Water Level educational kit that can be used by student in order to understand independently the transient response analysis by applying theory on the water level control application where the student knowledge on Transient Response parameters are tested, namely the delay time, rise time, damping ratio and setting time. The system consists of Arduino Microcontroller, water tank, water pump, relay, ultrasonic sensor and electronic display. The novelty of this educational kit is that the educational kit is adaptive in bridging the gap between theory and application in which the data is generated by real application of water level and the answers for the questions are automatically generated based on the data obtained. Thus, each student will experience different set of question.

Analysis introduction of the development of mathematics learning device based of professional competency in electrical engineering programs vocational high school class X

Based on preliminary research in SMKN 1 Koto Balingka and SMKN 1 Lembah Melintang obtained information that student’s math problem solving ability are still low. One of the contributing factors is that the mathematics learning device has not facilitated students to improve their math problem solving skills and students assumptions that mathemathics is not important to learn because it is not related to student’s expertise program. It become the basis for developing learning tools like RPP and LKPD based on expertise competency in the electricity engineering expertise program for students of SMK class X. The electricity engineering expertise program was choosen in this study because there was no math learning device that is in accordance with the electricity expertise program. The preliminary analysis phase is carried out by observation, interview with teachers and students and tests of math problem solving skills. The reseach subjects were grade X of SMKN 1 Koto Balingka. The type of reasearch is development reasearch using PLOMP models that consist of preliminary research, in the form of needs analysis, curriculum analysis, concept analysis and analysis of students.

Determination of Uncertainty in Measuring Instruments in Electrical Engineering Programs

When electrical engineering students start their instrumentation and measurement course, they have previously taken calculus, physics, probability, and statistics. However, they have problems to apply the knowledge they acquired to solve problems related to electrical measurements and variables in the profession, such as water flows, solar radiation, wind speed and water levels. This paper shows how to integrate all the concepts involved in the process to calculate measurement uncertainty in order to improve the way the results of measurements and/or error determination processes are described. For that purpose, this study presents an applied exercise and a methodological process by means of an example, where the value of a resistance is determined taking into account the data of voltage and current measurements and using few data. The objective is to focus the process on estimating Type A and Type B uncertainty and the factors that affect the measurement processes, such as uncertainty due to random variations of the measured signals, instrument defects, imprecision of the instruments, or their resolution. During the calculation of uncertainty proposed here, students use the probabilistic knowledge they have acquired after they determined the value of the uncertainty U from the combined uncertainty u𝑐 (R), where the coverage factor is taken into account. This allows us to learn about the importance of expressing the results with higher (+) or lower (-) values of uncertainty. In the exercise carried out in this work, R = 733.31 +/- 8.10 ohm.

Pedagogy of diversity and data analytics: Theory to practice

AbstractA course in probability is a requirement in Baccalaureate Programs in Electrical and Computer Engineering. Students view this course as conceptual with little connection to real world problems. Efforts have been undertaken to mitigate this issue and connect the conceptual topics to data analytics to make the course relevant. Data analytics based exercises are now integral to the course. Several demos were created to link statistical concepts with practice through analysis of data. In this study, a demo created to illustrate the concept of diversity to improve the performance of a machine vision system is described. It incorporates concepts of Bayes’ rule, single and multiple random variables, goodness fit tests, random number simulation and data analytics to illustrate the pedagogy of diversity and associated data processing. Student survey results suggest that these demos enhance that the learning experience in the engineering probability course.

Integrating multiple state‐of‐the‐art computer‐aided design tools in microelectronics circuit design classes

AbstractDemand for microelectronics products has seen a recent explosion due to their increased adaption in high‐performance data storage, networking, and Internet of Things applications. Not only such products need to provide high performance, they are often integrated in mixed signal environments that include both analog and digital circuits. This has posed a challenge to faculty who teach microelectronics design in senior undergraduate and graduate electrical engineering courses. It is becoming increasingly difficult to upgrade microelectronics curricula, so students are enabled with the proper skills to utilize design tools presently common in the industry. This study provides a mechanism to integrate five state of the art design tools in one single design project. The tools are Custom Compiler, Hewlett Simulation Program with Integrated Circuit, verilog compiler simulator, IC Validator, and Design Complier. Students, through a design project, conduct the design, layout, and simulations of an static random‐access memory array. The project utilizes both the full‐custom and the semi‐custom flows. One full design is created and integrated where students do the design and layout of transistors in specific circuits and generate synthesized circuits automatically from a high‐level description language. This study can serve as a resource for senior undergraduate students, graduate students, faculty, and practicing engineers. Finally, it can help electrical engineering programs meet Accreditation Board for Engineering and Technology students’ outcome (k) which is an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

FOSTERING STUDENTS� PRESENTATION SKILL USING INFOGRAPHIC: THE IMPLEMENTATION OF PROJECT-BASED LEARNING IN ENGLISH FOR SPECIFIC PURPOSES

Mastering English skill for students at a vocational institution of higher education is a mounting problem as the students are expected to develop practical English skills in specific disciplinary knowledge and internalize the attitudes and professional values. Implementation of project-based learning (PBL) in teaching speaking particularly the presentation skill can be seen as an alternative to cover both areas as it encourages students to develop higher critical thinking, enhances deep learning and motivates students to be independent learners with exceptional self-management. This article presents the results of the study on the impact of project-based learning on students speaking achievement particularly their presentation skills and students perceptions on the PBL stages. Participants were 19 fourth-semester students enrolled in a three-year undergraduate program in Electrical Engineering. The goal of this project was to drive students engagement in speaking activities and put students in the language-specific setting in which language was naturally used based on the project characteristics. This research employed mixed methods in which the quantitative data, i.e., pre-test and post-test were analyzed using SPSS statistic 21. The finding showed that the correlation coefficient (r) was 0,575. Based on the interpretation scale of correlation coefficient by Guilford (1965), the range of the correlation coefficients is between the range of 0,401-0,700 which means that the correlation is quite strong. Based on the result of analysis using SPSS statistics 21 with 95% level of confidence, it was revealed that -tcount -ttable (-6.269 -2,10092) and the significance value (pvalue) of 2-tailed was less than 0,05 (0,000 0,05). It can be concluded that H1 was accepted and H0 was rejected signifying that there was a significant effect of PBL implementation in improving students speaking achievement. In addition, this study also analyzed qualitative data collected from google form and focus group discussion to gain students perception towards the implementation of PBL using infographic. The results of online questionnaire revealed that students experienced deep and autonomous learning through the stages conducted in the project. They gained better understanding on grammar and vocabulary during peer review and showed positive attitude in designing infographics as they could revise the structure of their presentation while designing the infographics wireframes. Consequently, learning speaking through project-based learning using infographic helped to enhance students engagement to series of works within the projects and foster their collaborative and communicative skills while working together in groups. The results showed a significant effect of PBL on students presentation skills and improve soft skills compatible to workplace requirements. Considering the positive result of this study, PBL is recommended to be applied in teaching speaking for students in higher vocational education as it gives beneficial impact on students content learning and soft skills.DOI:doi.org/10.24071/ijiet.2019.030210

Learning perceptions of Smart Grid class with laboratory for undergraduate students

Due to the modernization of the electrical grid and the commitments to it made by several governments and industries around the world, the work of engineers specialized in the electrical field is necessary more than ever. However, in recent years, the number of engineers working in this area has been decreasing, while almost half of their current population is prone to retirement. To solve this problem, universities began to modify their electrical engineering programs and courses, giving more focus to the implementation of Smart Grid technology. Although various approaches have been used in teaching methodologies to educate new engineers, it is also necessary to evaluate if the contents given in such classes are being properly taught. This paper proposes a new syllabus and new Smart Grid class, which is based on hand on experiments in a Smart Grid laboratory. This proposal promotes and trains undergraduate students in the use of the new technologies that are being deployed in the electrical industry nowadays, and it includes a discussion of the social, economic and environmental implications of the new ways to generate and distribute electrical power. To evaluate if the class methodology in our project was successfully implemented, a student perception survey was applied to analyze the way the undergraduate students perceived the Smart Grid class given to them. Additionally, signal detection theory and fuzzy logic type 1 and type 2 were used to compare their answers with the ones given by the professor as part of assessing the efficiency of the class syllabus and the teaching methodology for the purpose of improving their quality in future courses. The results obtained showed that the students acquired a synthesis of learning and analytical thinking to equip them with the competencies to solve the various challenges of electrical grid modernization. Additionally, the proposed new class methodology utilized innovative hands-on activities in laboratory practices that reinforced the learning of the most relevant theoretical concepts of the Smart Grid technology.

Switched coupled inductor inverter-based interline dynamic voltage restorer with discrete wavelet transform-artificial neural network technique

An educational studies and understanding about theoretical and practical laboratory in power quality issues. Interline dynamic voltage restorer is used in the proposed system for mitigating voltage sag, swell, harmonics, and interruptions. The conventional topology of dynamic voltage restorer possessing voltage source inverter is modified into a switched coupled inductor inverter which has the clear edge in power transfer over the former one. The versatility of the controller is enhanced in this work by deploying an artificial neural network combined discrete wavelet transform. The artificial neural network and discrete wavelet transform aided pulse width modulation generation enhances the controller performance by mitigating the harmonics considerably. The simulation and experimental results reveal that interline dynamic voltage restorer renders solution for major power quality issues like voltage sag and swell. Interline dynamic voltage restorer-based SCII is implemented with field programmable gate array Spartan 6 controller and signal processing technique such as discrete wavelet transform that mitigates voltage sag and harmonics. Paper is constructed such that the students in Bachelor’s and Master’s program of Electrical engineering can understand the power quality, various issues, and mitigating the total harmonic distortion value. The equations related to real power transfer are derived which enable the students to clearly understand about the power exchange between the feeders. Further, it is applied in practical laboratory setup facility for understanding about power quality issues to students of both undergraduate and postgraduate courses.

The marvelous Mr. MEMs: an ink stain led Kurt Petersen, 2019 IEEE Medal of Honor recipient, to a lifetime of building microdevices

IT WAS 1975, and Kurt Petersen was a smart young researcher, fresh out of the Ph.D. program in electrical engineering at MIT and working in the optics group at IBM's Almaden, Calif., research center. And he was bored. Roaming the massive complex one day, he came across a huge black stain on the linoleum tiles of an otherwise nondescript hallway. That stain would change his life and the course of an entire industry.

Comparing grounded theory and phenomenology as methods to understand lived experience of engineering educators implementing problem-based learning

ABSTRACTConvincing teachers to implement pedagogical innovations is notoriously hard. This research project investigated the shift in pedagogical approach among a small group of faculty as they replaced traditional lecture-based methods with problem-based learning projects. Interviews were conducted with eight drivers of this change, around the question: What was it like to be part of a learning group focused on tangible change toward student-centred learning? Objectives were to understand how pedagogical change happened in an electrical engineering programme at a post-secondary institution in Ireland; analyse data using two different research methods; describe the processes, results, and findings, determining: To what extents do the research methods of grounded theory and phenomenology fit our data and yield relevant and useful findings? Results of this multiple-methods approach indicate enjoyment, camaraderie, and grassroots ownership were essential to driving transformation. With this specific dataset, grounded theory produced valuable findings (including a graphic model of change). Phenomenological methodologies seeking to understanding raw, pre-reflective experience were not as effective, because interviews occurred two years after the events and thus interview comments were inherently reflective. This report should be of particular use to teachers and administrators strategising change and engineering education researchers assessing the applicability of various methods.

Applying ePaedagogy and Blended Learning Resources in Electrical and Computer Engineering Programs Leading to International Accreditation

Applying ePaedagogy and Blended Learning Resources in Electrical and Computer Engineering Programs Leading to International Accreditation

DEVELOPING MATERIAL FOR LEARNING VOCABULARY BASED ON PUZZLE GAME FOR THE STUDENTS MAJORING IN ELECTRICAL ENGINEERING OF SMK NEGERI 2 MEDAN

The objectives of this study were: (1) to develop reading material for tenth grade students of SMK Negeri 2 Medan, (2) to develop students’ vocabulary by playing puzzles as the task. This study was conducted by Research and Development (R&D). The research procedures were adapted from Borg and Gall. This research were designed through six phases; 1) gathering data and information, 2) analyzing the data, 3) designing materials, 4) validating materials, 5) revising, and 6) final product. The data of this research were taken from existing materials, syllabus, teacher’s interview and students’ questioners. The result of this study showed that the students’ existing material were not relevant to electrical engineering program. The vocabulary that students’ get from the existing materials was less. The designing material was validated by English teacher and English lecturer. The product of this study is a set of reading material entitled “electricity holic” for students in SMK Negeri 2 Medan. The reading materials consist of three genres; descriptive, narrative and recount. Key words: Reading material, Research and Development (R&D), SMK Negeri 2 Medan, Puzzle, Vocabulary.