Impact Of Simulation Software In The Engineering Technology Curriculum

The senior design project is a capstone course taken in the final year of the electrical and information engineering technology (EIET) program at the University of Northern Iowa (UNI). The EIET program has been recently updated and is Iowa's first four-year Bachelor of Science degree in the electrical engineering technology area. The program has 2+2 articulation agreements with Iowa community colleges. Introduction of renewable energy applications to electrical engineering technology curriculum at the University of Northern Iowa (UNI) has impacted students, faculty, and university community positively and promoted feasibility and adoption of more eco-friendly energy technologies. This paper presents the results of three solar and/or wind power based senior design projects promoting environmentally friendly technologies in Iowa. This paper also illustrates several methods for collaborating with regional corporate partners. The capstone senior projects listed are: (1) design and development of a fiberglass zero emission solar electric boat for Iowa lakes and rivers; (2) computer controlled solar powered outdoor digital display for departmental recruitment; and (3) design and implementation of a wind-solar hybrid power generation and instrumentation station. The first objective of this paper is to show how two of these projects were adapted for the undergraduate teaching and research curriculum. The second objective is to illustrate how student design projects can serve as an excellent marketing tool for engineering and engineering technology programs.

Distance learning has gained in popularity not only as a way to offer instruction in locations without local expertise, but also as a cost-effective method where limited enrolment at one location would not normally warrant offering the course. In engineering technology programs, where most courses have a lab component, distance learning offers many new challenges in course delivery. This paper discusses the authors' experiences with distance learning in two electrical engineering technology courses, each with a lab component. One course offered via the Indiana Higher Education Telecommunication System used one-way video and two-way audio for the lecture. The professor lectured to 16 students locally, and to two remote sites with three and five students, respectively. Each remote site had a lab instructor who was a member of the faculty at that campus, but neither were familiar with the subject matter prior to the course offering. Due to scheduling conflicts, the involvement of the coordinators was different. One instructor had another class to teach during the lecture broadcast, while the other attended the lectures and completed many of the assignments. A second scenario involving distance learning is using video-taped lectures with remote lab instructors. We present two models. In one case, the lab was taught by an instructor who had taught the lab at the originating site. In the other case, the instructor had some knowledge of the material but no experience with the lab exercises. We make suggestions on ways to improve the delivery of both the lecture and local offering of the distance course lab.

Summary form only given. Today's competitive need to develop high quality products has redefined the development role of engineering technologists. Today, engineers and engineering technologists assume much broader responsibilities. Responsibility for achieving specific technical performance requirements is now coupled with achieving requirements for project management, concurrent engineering, interdisciplinary problem solving, and teamwork. In effect, a technologist assumes two development roles; project designer and project manager. The New Jersey Institute of Technology (NJIT) Engineering Technology (ET) department has implemented a senior project course which is responsive to the changing role of engineering technologists. Specifically, the senior project course for NJIT's Electrical Engineering Technology (EET) program emphasizes two aspects of project development: project design; and the development process associated with design and implementation.

Grid inefficiency, grid instability, projected world energy consumption, decreasing use of fossil resources and reduction of the CO2 footprint, were the motivations to develop the distributed generation system (DGS) and the Smart grid. The future DGS and Smart grid worker will need a solid background at several disciplines such as engineering math and physics, electrical, electronic, power, control, information technology, and business & management. Motivated by the last facts several attempts have been proposed in colleges and universities to satisfy the current and future work force. Following this trend in this paper a new course in DG and Smart grid for an Electrical Engineering Technology Program at Mohawk College is presented. Fundamentals and practical recommendations based on inquiry-based model are also covered.

Many students from structurally disadvantaged groups who are interested in a career in engineering choose an engineering technology (ET) college major over one in engineering. The need to identify the reasons for the over-representation of African American (AA) students in particular in ET, and to better understand the extent to which the apparent popularity of ET results from systemic racism and restricted access to engineering frame this project. The central goal of this project is to gain insight into the racial equity implications of the ET pathway- informed by the voices and experiences of African American ET students, technologists, and engineers. According to data from the ASEE [1], the enrollment in both bachelor's and master's programs in ET has been increasing over the past ten years. Despite this, many in academia, K-12 education, and industry are not familiar with ET and the differences and similarities between technologists (graduates of 4-year bachelors programs in ET), engineers, and technicians. The 2016 report "Engineering Technology Education in the United States" published by the National Academies Press examined many aspects of the status, role, and needs of ET education [2]. The percentage of students earning 4-year ET degrees who are AA is almost three times that of students earning 4-year degrees in engineering who are AA [2]. ASEE annual data shows that there is a significantly higher percentage of AA students enrolled in four-year ET programs than in engineering programs at many of the institutions that offer ABET accredited programs in both engineering and ET [1]. The NAE report recommended that agencies consider funding research 'to better understand the reasons for the preference for ET over engineering of African American students'. Indeed, issues associated with African American students' career pathways within STEM and the choice of ET versus engineering remain largely underexplored in the literature. We conjecture that the factors influencing the choice of ET over engineering for many of these students include systemic issues related to the quality of pre-college mathematics and science preparation, career counseling received (or not received) in high school and college, a preference for a more 'hands-on' curriculum, as well as socioeconomic, institutional, and psychological factors. In addition, hidden stereotypes in the branding and marketing of engineering and ET, and implicit bias in advising may contribute to students' perception that their cultural perspectives are more aligned with ET than with engineering. Here we present preliminary results based on focus group interviews of African American ET students at a predominantly White institution (PWI) where engineering technology is housed within the college of engineering. We also discuss the planned next phases of the research that include focus groups at a large PWI where ET is in its own college which is separate from the college of engineering, as well as a survey which will be informed by the focus group data. This survey will be disseminated to ET students at the two institutions in the study as well as other universities with ABET accredited ET programs. Through this research, we have to gain a better understanding of the factors that influence the decisions of AA students to pursue degrees in ET over engineering and how these relate to systemic racism will contribute to the existing knowledge of how the pipeline to engineering careers and the professoriate might be strengthened. It will help inform strategies and new approaches toward full participation of engineering technologists in engineering. Potential strategies might include the facilitation of pathways from a bachelor's degree in ET to advanced engineering degrees, the engineering professorate, and professional engineering registration, [1] ASEE Editorial Board, "Profiles of engineering and engineering technology colleges," 2018: American Society for Engineering Education, 2018. [2] G. Pearson, R. M. Latanision, and K. G. Frase, Engineering Technology Education in the United States. National Academies Press, 2017.

In this paper, an integrated approach to sustainability-focused instruction in undergraduate engineering curricula has been presented. Teaching sustainability-focused contents currently stands as a demand for the present world. Therefore, the field of engineering education needs to address this for the betterment of future generations of humankind. Several sustainability-focused instruction models that could potentially be incorporated within engineering curricula have been discussed in this paper. Case studies from the current undergraduate engineering curricula, particularly in the general education (Gen Ed), electrical engineering (EE) and electrical engineering technology (EET) programs at the University of Wisconsin (UW)-Green Bay, USA, have been presented. The paper also includes an overview of opportunities and challenges of including sustainability-focused instruction in undergraduate engineering curricula. While it is acknowledged that the concept of sustainability is quite broad, interdisciplinary, and, therefore, may have discipline-specific scenarios and requirements, it is strongly believed that the instructional approaches presented in this paper should be helpful in designing similar sustainability-focused learning materials at other academic institutions within and beyond undergraduate engineering curricula.

With rapid advancements and popularity of embedded devices in the digital systems market, undergraduate students in various majors, specifically computer engineering, computer science, electrical engineering, computer engineering technology, and electrical engineering technology, have shown increased interest in learning more about embedded computing systems. Typically, students accumulate knowledge of computing systems through introductory courses that focus on computer arithmetic, microcontroller-based design and computer organization. This paper presents experiences from teaching and redesigning an advanced embedded systems course that integrates various hardware and software concepts to accommodate the needs of interdisciplinary engineering education.

A description is given of the laboratories for the two electrical engineering technology courses currently taught at Purdue University, Ft. Wayne, Indiana. Plans for future improvements are noted. The analog and digital control experiments for the 15-week laboratory accompanying the sophomore/junior-level (first) course in control systems and those accompanying the second control systems course are described. >

In order to bring in the latest progress in theory, technology and application in the fields of electrical engineering and information technology at home and abroad in recent years, and show the latest research achievements, 2024 3rd International Conference on Electrical, Control and Information Technology (ECITech 2024) was held from January 19th to 21st, 2024 in Xiamen, China via virtual form. It was attended by about 120 participants from different countries and regions. At this conference we had a comprehensive overview of this fascinating field and of future scenarios thanks to the participation of distinguished delegates around the globe, including Prof. Hamid Reza Karimi (Politecnico di Milano, Italy), Prof. Mouquan Shen (Nanjing Tech University, China), Assoc. Prof. Jamaludin Jalani (Universiti Tun Hussein Onn Malaysia, Malaysia), and Assoc. Prof. Wenfeng Hu (Central South University, China). The experts performed wonderful keynote speeches, and the participants raised questions based on the speeches and interacted with the speakers and people around, leading to a heated discussion on the latest research findings and trends in related fields. As one of the important outcomes of ECITech 2024, this proceedings contains excellent academic contributions from all over the world, demonstrating the latest research results and innovative ideas in this field. These papers not only cover theoretical explorations of electrical, control and information technology, but also numerous practical application cases, which provide us with valuable experiences and insights. In this collection of papers, the authors, with profound academic background and keen insight, have discussed the hot issues in the field of electrical, control and information technology in depth. They have systematically analyzed and elaborated on the latest advances in electrical engineering, innovative applications of control theory, and the integration and development of information technology from different perspectives and at different levels. These papers not only enrich our understanding of the field, but also provide new ideas and directions for future research. We would like to thank all the experts, scholars and authors who participated in this conference for their hard work and excellent contributions, which made this conference a complete success and the publication of the proceedings. At the same time, we would also like to thank all the guests and attendees, whose enthusiastic participation and active support have made this conference a real academic feast. Finally, we sincerely hope that this proceedings will bring inspiration and harvest to the readers, and we also look forward to exploring more mysteries and possibilities in the field of electrical, control and information technology with you in the future academic exchanges and cooperation. The Committee of ECITech 2024 List of Committee Member is available in this Pdf.

Microcomputer tools have been used in the Manufacturing and Plastics Engineering Technology programs at Western Washington University to support freshman through senior level design projects for the past three years. An additional sophomore level course, Computer Aided Engineering (CAE) tools, has also been developed and added to the curriculum in the programs as a required course. These microcomputer tools range from solids modeling packages, first introduced in the freshman year, to finite element analysis and injection MoldFlow analysis, in the senior year. Computer Numerical Control (CNC) and Computer Aided Manufacturing (CAM) packages are introduced in the sophomore year and are emphasized in the junior year. Since microcomputer tools have changed the way engineers and technologists perform their jobs, current engineering and engineering technology curricula must also evolve so that the students are prepared to face a very competitive world market place. This paper describes the applications of microcomputer tools that have been integrated into the curriculum at Western Washington University and also the application of those tools to support engineering design projects. Concurrent engineering is emphasized in these design projects in the engineering technology and industry design programs.

This study examined the influence of self-efficacy on the use of library resources among electrical and electronic engineering technology (EEET) students in federal polytechnics in North-West, Nigeria. Given the critical role of libraries in academic success, the study explores how mastery experience, vicarious experience, and verbal persuasion impact students’ engagement with library services. A descriptive survey research design was employed, and data were collected from 533 EEET students using a structured questionnaire. The results revealed that selfefficacy significantly influences library use (β = 0.696, t = 32.94, p < 0.05), leading to the rejection of the null hypothesis. Specifically, students exhibited moderate levels of mastery experience (mean = 2.62) and vicarious experience (mean = 2.67), while verbal persuasion was relatively high (mean = 2.71). Although library usage was at a moderate level (mean = 3.19), students showed a strong preference for digital resources, particularly internet services (mean = 3.55) and online databases (mean = 3.38). These findings align with Bandura’s (1997) SelfEfficacy Theory, reinforcing the notion that students who believe in their research abilities are more likely to engage with academic resources. The study recommends structured library training, peer mentorship programs, and enhanced digital resource accessibility to strengthen self-efficacy and improve library engagement. By fostering a supportive and technologically advanced learning environment, polytechnic institutions can enhance students' research competencies and academic performance. This study contributes to the growing discourse on student selfefficacy, digital literacy, and academic resource utilization in higher education.

Passing the VSTEP exam is a compulsory requirement for non-English major students at universities in Vietnam to be eligible for graduation. However, many students encounter significant challenges in the writing section of the VSTEP test. This study was conducted to investigate the specific difficulties that non-English major students face in the VSTEP writing test, uncover the root causes of these challenges, and suggest possible solutions to help them improve their performance. The research involved distributing questionnaires to 270 non-English major students from the Faculties of Information Technology, Electrical and Electronics Engineering, Mechanical Engineering, Economics, and Garment Technology and Fashion Design, along with interviews with five teachers from the Faculty of Foreign Languages at Hung Yen University of Technology and Education (UTEHY). The results indicate that students struggle with writing self-study due to a lack of practice resources, difficulties in managing study time, and unfamiliarity with the test format. Based on these findings, several solutions have been recommended to assist students in passing the writing section more effectively, such as building a stronger vocabulary, practicing grammar skills, and maintaining a calm and confident mindset during the test.

Continuous improvement is an important requirement for Engineering Technology programs that are undergoing the accreditation review process by Engineering Technology Accreditation Commission (ETAC) of ABET. This issue will remain important in the future as ABET emphasizes the importance of a continuous improvement process in their review process as it benefits both instructors and their students. The faculty of the Mechanical Engineering Technology (MET) program at the University of Arkansas at Little Rock (UALR) developed a general assessment method to evaluate the student outcomes of the ABETEngineering Technology Accreditation criteria (a) through (k) as a part of their accreditation process [1]. Different courses in the MET program are used to evaluate and assess these student outcomes. The indirect student self-assessment scores and the direct student performance scores are correlated to assess the student outcomes. In addition to describing the general assessment method, this paper describes a specific course to explain the assessment process. We selected the first year computer graphics course to satisfy the student outcome (f) of the Associate of Science (AS) degree. The student outcome (f) places significant emphasis on written, oral, and graphical communication. Though the assessment method is general, this paper describes how it is applied to computer graphics course. In this paper, we present the course structure, assessment method and continuous improvement process.

The Mechanical Engineering Technology (MET) program at Indiana University Purdue University Indianapolis (IUPUI) caters to a unique and diverse population of students. The students entering the program are divided between individuals fresh out of high school and preparing to pursue degrees full-time with an expectation of completion in four years and those who have already begun careers in industry and are seeking to improve their opportunities for advancement and whose expectation for graduation is further in the future. Thus, in catering to this diverse community of students, IUPUI's MET program has experimented with some innovative, and non-traditional, approaches to course design. One area where this innovation has proved noteworthy is in the design of the MET capstone course, where three different formats are employed in an effort to meet the needs of the student population. This paper discusses one of those options which stretches the boundaries of capstone pedagogy and tradition.

Only a low percent of women follow studies and develop careers in the field of engineering and computer technologies (E/CT). An initiative for motivating and supporting young women towards future educational paths and careers in this field was undertaken in the framework of a European thematic network with the involvement of universities from almost all European countries. Mentoring was one of the most significant considerations during the first stage of the project. Twenty-six partners contributed with their views, suggestions and answers to a specific questionnaire on identifying the various qualifications building the profile of a prospective mentor. The paper discusses the important elements of mentoring schemes addressed to women deciding engineering education and career and analyses the proper mentor’s competencies. The study reveals that mentors should have a wide range of qualifications apart from their technical background, such as good professional level and training experience, as well as willingness, communication skills and other individual characteristics related to their personality.