Undergraduate research and new laboratory practices in power engineering

O’Neill-Carrillo, Efraín; Martinez-Navedo, T.; Ramos, Jaime A.; Vélez-Reyes, Miguel; Marrero, E.

doi:10.1109/fie.2002.1157903

Cited by 8 publications

(3 citation statements)

References 9 publications

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“…Mills 26 has noted that engineering design educators typically adopt a project based, rather than a problem based approach to teaching engineering design. This conclusion is supported by the results of studies on the effectiveness of service learning projects 27 , engineering design courses 1,[28][29] , and capstone design projects 2,30-31 .…”

Section: Engineering Design and Undergraduate Research Experiencessupporting

confidence: 71%

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The Design of Product Families for Reconfigurable Assembly Systems: Student Research Experiences

Bryan

Lund

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Dr. Lund's research involves the development of novel control systems, sensing and measurement tools for unique environments. His previous and ongoing research efforts include the development of a highresolution wireless instrumented mouthguard for the assessment of severity of head impacts, development of an ultra-long lifespan wireless sensor devices designed to form robust data networks in remote areas lacking infrastructure, and the development of of an electron-tunneling spectroscopy based microscope control system for molecular analysis.c American Society for Engineering Education, 2016 The Design of Product Families for Reconfigurable Manufacturing Systems: Undergraduate Research Experience AbstractThis paper describes the experiences of a team of undergraduate research students that were assigned the task of designing a product family for a reconfigurable manufacturing system, RMS. This problem of designing a product family for a RMS required a different type of thinking than that required for traditional product design. Not only did consideration have to be given to the product design specifications and constraints, but the constraints imposed by the RMS also had to be considered. This type of thinking is not traditionally taught in existing undergraduate design curricula.In this research experience, students adapted the traditional product design process to design a product family of lamps, with consideration of the needs of the RMS. The paper highlights the challenges posed by the systems level of thinking, and the need to include consideration of the manufacturing system. The impact of the research experience on the students and the department are discussed. Recommendations are made for approaches to conducting similar research experiences and inclusion of a systems level thinking into traditional design courses.

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Section: Engineering Design and Undergraduate Research Experiencessupporting

confidence: 71%

“…The closest related studies have been in the area of Problem Based Learning (PBL) [26][27] . Mills 26 has noted that engineering design educators typically adopt a project based, rather than a problem based approach to teaching engineering design.…”

Section: Engineering Design and Undergraduate Research Experiencesmentioning

confidence: 99%

The Design of Product Families for Reconfigurable Assembly Systems: Student Research Experiences

Bryan

Lund

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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“…This is done by creating small, cooperative learning communities within groups, which have an increased effect on student engagement in the learning process. [34] This effect contributes positively to both retention of information and student satisfaction of the learning experience. [20] Part of the effectiveness in the education process of a laboratory is the ability of the laboratory to address the individuality of laboratory participants to introduce their own insights and experiences to increase the learning experience of the whole, [36] including the laboratory instructor, through the cooperative learning.…”

Section: The Laboratory Contribution To Engineering Educationmentioning

confidence: 99%

The Design, Implementation, Assessment, and Evaluation of a Power Systems Protection Laboratory Curriculum

Ferris¹

2000

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Over the last the last three decades, there has been a significant and documented decrease of power engineering curriculum within U.S. electrical engineering programs. Development of lifelong learners capable of critical and independent thinking is required to replace the large number of upcoming retirees from the industry and to prepare for the engineering challenges new technologies, laws and regulations are bringing to the electrical power system. In response to these challenges, Portland State University redesigned its BSEE and MSECE power engineering programs in order to create a launching pad for successful power engineering careers. A course series on power system protection is part of the requisite curriculum for both programs. Due to the complex and applied nature of this subject, the course features a laboratory component. This thesis addresses the pedagogical and engineering problems associated with developing power systems protection laboratory curriculum. Laboratory equipment and curriculum design were guided by outcomes defined by ABET EC2000 and specific outcomes defined for the laboratory that we adopted from research commissioned by ABET. Hands-on experience with industry equipment and software enhances classroombased course curriculum, expanding student understanding of the complexities of the subject of power system protection. Intergroup and intragroup communication is required in the laboratory, as are weekly written reports synthesizing subject material and experimental results. The outcomes of the laboratory are evaluated through a combination of grading rubrics and student participation in individual laboratory ii assignment surveys. The laboratory is comprised of three stations consisting of electromechanical (EM) relays and digital relay equipment. The practical experience with industry standard relays types happens in concert with a software-based simulation program. There are three phases of development; Phase I includes the design of the physical laboratory and the procural, or design and fabrication, of necessary equipment. Phase II involves the teaching term of the laboratory and the active assessment. Phase III involves the design and specification of a model-scale laboratory, to be built in future terms, which will provide students with the ability to test power system protection equipment in a physically simulated environment. This model-scale system will also provide a platform for future expansions of the power system protection laboratory in terms of distance protection, generation control, phasor measurement units, and system control schemes. iii This work is dedicated to my students. It was done for you and could not have been done without you. Thank you. ~That which I begin with enthusiasm, may I end with awareness~ iv Acknowledgments First and foremost I thank my parents for raising me so carefully and with such loving support, always encouraging my continuous pursuit of higher education. You both are undoubtedly a huge part of the reason I find academia so incredibly extr...

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Curricular Revisions in the Electrical Engineering Program at UPRM

O’Neill-Carrillo

Irizarry-Rivera

Cruz-Emeric

Proceedings Frontiers in Education 35th Annual Conference

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Undergraduate research and new laboratory practices in power engineering

Cited by 8 publications

References 9 publications

The Design of Product Families for Reconfigurable Assembly Systems: Student Research Experiences

The Design of Product Families for Reconfigurable Assembly Systems: Student Research Experiences

The Design, Implementation, Assessment, and Evaluation of a Power Systems Protection Laboratory Curriculum

Curricular Revisions in the Electrical Engineering Program at UPRM

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