Abstract:The use of technology that allows students to view lectures or concept modules outside the classroom has become popular in recent years. The most straightforward and accepted definition of a flipped-classroom was given by Lage, Platt, and Treglia "Inverting the classroom means that events that have traditionally taken place inside the classroom now take place outside the classroom and vice versa"1 . While many professors and instructors have taken the approach to completely flip the classroom, where the lectures are recorded and the classroom activities are practice problems and perhaps group learning, this paper presents a hybrid approach. Researchers have pointed out that students prefer in-person lectures to video lectures but also prefer interactive activity-based classes to lectures.2,3 Therefore, the authors of this paper chose to implement and assess a hybrid approach to the flipped-classroom model. Approximately 40% of the lectures were recorded affording time for in-class time problem solving and class discussions of problem solving approaches. The balance of the lecture time was allocated for a traditional lecture style. The time spent in lecture, however, was not a traditional lecture approach. The lectures were interactive where students were required to participate in the problem solving. The lecture classes were small enough, no more than 32 students per classroom, to allow for instructor-student interaction. This paper presents a detailed discussion of the course delivery -how the classroom time was allocated, how the laboratory time was allocated, and how technology was utilized. A comprehensive summative survey was voluntarily completed by the students. The results of this survey will be discussed. Background:
At Vanderbilt, José focused his research in controls, mechatronics and mechanical design. After obtaining his Ph.D., José worked in the Fluid Power industry designing servo-pneumatic control systems for various motion-control applications, such as packaging, automation, and animatronics. In the fall of 2011, José became an assistant professor of Mechanical Engineering at Western New England University, where he now teaches various courses in solid mechanics and mechatronics.
This paper describes CI biologically-inspired control architecture for the McKibben actuated limbs of a humanoid robot. The antagonisticall-v driven joints are actuated using a biological control model observed in the measurement of human muscle elctromyograms (EMG) during reaching movements in the vertical plane. The yarudigm uses the summation of tonic and phasic EMG signals to activate the human muscles. The humanoid robot's muscles, actuated by pressure control, are controlled with feedforward pressure patterns analogous to the tonic and phasic activation in the human model. Proprioceptive feedback is utilized in the control architecture to correct for misperceived loading conditions and time variance of the actuators.The control architecture, initial experimental results, and experiments are discussed in this paper. A result of this control paradigm is the realization of actuation with lower-stiffness and therefore safer operation for humanhumanoid interaction. I t is expected that such a motion of the humanoid will closely resemble human motion and will fiicilitcite ii more human-friendly human-robot interaction.
In an effort to improve the learning experience of sophomore electrical engineering students, innovative lab exercises have been developed at Western New England College. The traditional lab experiments utilize passive and active elements in prescribed manners to teach students fundamental concepts. The concepts range from simple voltage division to high-order active filter circuits. This paper describes innovations in the laboratory portion of a two-semester introductory electrical engineering course. The new experiments introduce students to design with light and temperature sensors, motors, tachometers, and music equalizers. Projects include open-ended design with passive and active circuits.Furthermore, the projects are designed to enhance the students' ability to achieve ABET outcomes C (design for realistic constraints) and I (life-long learning). In the project and lab reports, students are required to address the aspects of cost, sustainability, manufacturability, environmental impact, and safety. The laboratory experiments and projects are described in this paper along with the assessment of those projects.
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