He has been conducting research in control systems and signal processing. His current research interests are in electric drive vehicle technology and advanced energy storage, including advanced battery systems for hybrid electric vehicles. Dr. Yeh is also experienced in developing formal degree programs and professional development programs for incumbent engineers, community college instructors, and high school science and technology teachers. He is the PI and co-PI of several federal and state funded projects for course, curriculum and laboratory development in advanced automotive technology. Automatic Parking Vehicle SystemAbstract Vehicle automation, autonomy and connectivity is a subject of mechatronics integrating many engineering disciplines including electrical, mechanical, control, and computer engineering (and technology). It is fundamentally changing the concept of automobile transportation and manufacturing. Therefore, developing new, technologically progressive curricula and hands-on lab as well as student project materials is desired to prepare for the future workforce needs of autonomous cars in the automotive industry. This "Automatic Vehicle Parking System" is a research and concept-proving project that will be prepared and extended to develop teaching materials for courses and students project on the subject of vehicle automation, autonomy and connectivity. In this project, an RC (remote-controlled) toy car is modified by integrating ultrasound sensors and Arduino with a high current shield to control the vehicle movements and the parking processes. Parking strategies and the corresponding algorithms are explored and programed through Arduino. During testing, the car is able to move to detect the imitated "roadside" environment, judge a space suitable for parking or not, and then drive to park automatically. A 3D printer is utilized to build the parts needed for modification. Student working processes of design, hardware modification, as well as the algorithm and coding procedures are observed and evaluated for systematic course material development.
Dr. Chih-Ping Yeh received his B.S. degree in Electronic Engineering from Taiwan, M.S. and Ph.D. degrees in Electrical Engineering from Texas A&M University in College Station, TX. Prior to joining Wayne State University, he worked as senior system engineer and data analysis specialist in defense industry. Currently, he is the Director and Chair of the Division of Engineering Technology at WSU. He has been conducting research in control systems and signal processing. His current research interests are in electric drive vehicle technology and advanced energy storage, including advanced battery systems for hybrid electric vehicles. Dr. Yeh is also experienced in developing formal degree programs and professional development programs for incumbent engineers, community college instructors, and high school science and technology teachers. He is the PI and co-PI of several federal and state funded projects for course, curriculum and laboratory development in advanced automotive technology.
This Evidence-Based Practice paper is motivated by industry's identification of the lack of hands-on experience as one of the major competency gaps in engineering education. This need has led to the development of new engineering and technology curricula balancing theoretical knowledge with integrated hands-on experiences. While such curricula are a welcome development, less has been done to formally assess the learning gains specifically attributable to these new approaches. This paper describes a long-term project which has developed an innovative curricular model that provides students with hands-on skills highly sought by industry; as well as an accompanying standardized test to measure student achievement on the competencies spanned by the curricular innovation. It gives a formal summative evaluation of the curricular model; and describes a comparative study being undertaken to compare the learning gains achieved under the new curricular model with those attained by comparison groups studying the same content but without participating in the particular curricular innovation.
There is a major trend in engineering education to provide students with realistic hands-on learning experiences. This paper reports on the results of work done to develop standardized test instruments to use for student learning outcomes assessment in an experiential hands-on manufacturing engineering and technology environment. The specific outcomes targeted for assessment are those defined under the MILL (Manufacturing IntegratedLearning INTRODUCTIONhere has been a focus in recent developments in engineering education on improving student learning by providing more hands-on learning experiences. With respect to manufacturing, the Society of Manufacturing Engineers Education and Research Community's Curricula 2015 report examined the state of manufacturing education and industry, emerging issues, and opportunities for improvement (Mott & Hugh 2011). It states that as manufacturing becomes more established as a discipline, it is necessary to work towards a strong yet flexible core curriculum and that there is a need for a consistent model that can be used to design and assess programs.In our previous work, we described how a core common curriculum was developed by five departments at four different institutions to provide experiential hands-on manufacturing education. The following major curriculum areas emerged: (1) drafting/design, (2) manufacturing process, (3) process engineering, and (4) CAD/CAM. The associated competencies that students are expected to master are shown in Table 1. This table summarizes The competencies shown in Table 1 form the knowledge base or blueprint from which the standardized test instruments that are the subject of this paper were developed. A collaboration among diverse partners to develop a standardized test is likely to introduce novel issues in arriving at an agreement on matters that impact the psychometric priorities of the instrument. For example, consider evidence for content validity, "the degree that a test measures what it purports to measure" (Sawilowsky, 2000a, p. 155; see also Sawilowsky, 2000b). It may be obtained via a Venn diagram of the test's blueprint of objectives with the following: outline of the curricular modules, subject matter experts' analyses, school district curricula and objectives guides, standards set by blue-ribbon panels, and related resources. However, when there are multiple and diverse partners, there may be little opportunity for agreement on the choice of topics and certainly subtopics required to support claims of content validity.The purpose of this paper, therefore, is to explicate the approach that was used to develop a standardized test of the core manufacturing competencies detailed in the MILL Model. This collaborative effort included partners from five different departments at three universities and one community college around the United States, and an advisory board of industry representatives. The goal was to develop a content-valid standardized test instrument to help validate the attainment of core student learning o...
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