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An Effective Approach To Assess Teaching Industrial Electronics

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2009 Annual Conference & Exposition


Austin, Texas

Publication Date

June 14, 2009

Start Date

June 14, 2009

End Date

June 17, 2009



Conference Session

Assessment and Continuous Improvement in Electronics and Electrical ET Programs

Tagged Division

Engineering Technology

Page Count


Page Numbers

14.183.1 - 14.183.9



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Paper Authors

author page

Youakim Al Kalaani Georgia Southern University

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Effective Approach to Assess Teaching Industrial Electronics


In this paper, we describe an effective approach to assess teaching of industrial electronics in a modern engineering technology program. Several active learning techniques were used to reinforce student learning of power electronics theory and applications, including motor variable speed drives, solid-state converters, and the energy conversion in electrodynamics systems. The educational merit of this approach is discussed focusing on the assessment results including direct and indirect measurements with special emphasis on the evaluation used to test effectiveness in terms of course objectives and learning outcomes. Furthermore, we emphasized three main issues for implementing course improvement plans: course reorganization, which includes a discussion on why there was a need for course redesign and how it affects student performance; development of assessment tools, which describes the mechanisms used for course assessment including the use of a course-level outcomes form (CLO), a continuous improvement efforts form (CIE), and a student course outcome form (SCO); and, finally, the implementation of the continuous improvement plan, which describes the results of the continuous improvement process during the academic year.


The widespread applications of automatic control have dominated most aspects of industrial applications1. As a result, the need for well-trained engineers and technicians who can design, operate, and maintain this high-tech equipment has substantially increased. Different applications of industrial control are typically offered within EET curriculum requiring strong backgrounds in digital circuits and power electronics. Our institution has an excellent ABET accredited EET program which offers a course in industrial electronics. To avoid increasing degree requirements, it was necessary to revise the current course to incorporate student’s projects and design assignments. Projects are key components of problem-based learning concept that is increasingly the type of engineering technology education preferred by faculty, students and industry. It combines teamwork, hands-on experience, and problem solving to prepare students to move directly into successful technology careers. Furthermore, instructional technologies have become an essential means to promote knowledge and some strategies to improve the classroom environment have been suggested in the literature2.

Course Development

Many industrial electronics control applications involve the use of servomechanism and machine drive circuitry which consist of solid-state devices, such as diodes, transistors, thyristors, MOSFETs, and IGBTs. Thus, EET students enrolled in this class must have a solid background in this area of study. Therefore, the course has been revised to include advanced electronics as a prerequisite. Good efforts were made to avoid abstracts and complex control theory. Instead, simple electric circuit analysis was used to explain basics with some algebra and calculus. This applied approach was also followed by the textbook1 chosen for this course. Emphasis was spent on presenting the material in a consistent and systematic way. For instance, complete details

Al Kalaani, Y. (2009, June), An Effective Approach To Assess Teaching Industrial Electronics Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. 10.18260/1-2--5689

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