Developing hands-on experiments to improve student learning via activities outside the classroom in Engineering Technology Programs

The idea of a "smart grid" has taken center stage-an evolution of advanced technologies that make the availability of a smarter, more efficient electrical power grid possible. At the heart of these advanced devices for the smart grid lies the powerful technology of programmable devices, such as Field Programmable Gate Arrays (FPGA) and SoC (System on Chip). Improving the design component, while integrating social aspects of engineering in the undergraduate engineering education, is a concern for educators, industrial employers and agencies concerned with national productivity and competitiveness. Students' design component at all levels is increasingly focused on renewable energy sources and smart grid due to the increased emphasis in the U.S. on clean energy innovation, generation, and commercialization.This paper presents the current and future efforts in the Electrical and Computer Engineering Technology Department at Farmingdale State College to attract students to develop Smart Grid related projects using programmable devices, as part of their student research experience, senior projects, and/or participation in national competitions. These projects will be used in summer camps for middle and high school students and teachers. In addition the departmental open houses and other college open forums are always utilized to display student research projects as a way of raising public awareness regarding renewable and sustainable energies.

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“…Fig. 1 [16]. Figure 3 presents the Analog Discovery platform that can replace lab equipment usually found in a conventional laboratory setting .…”

Section: Sustainable and Renewable Energy Efforts At Fscmentioning

confidence: 99%

Enriching students' smart grid experience using programmable devices

Radu

Issapour

2014

International Energy and Sustainability Conference 2014

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“…STEM education has an important role in educating individuals in line with the skills required by the 21st century (Akaygün & Aslan-Tutak, 2016;Banks & Barlex, 2014;Koştur, 2017). In this context, developments within the STEM education framework should be followed to educate individuals with 21CS and knowledge (Radu, 2014). Supporting the development of 21CS, STEM education (Batdı et al, 2019) aims to provide students with innovative solutions to problems within the framework of 21CS by establishing interdisciplinary relationships (Yıldırım & Gelmez-Burakgazi, 2020).…”

Section: Introductionmentioning

confidence: 99%

Investigation of the Relationship Between Elementary School Mathematics Teacher Candidates' Attitudes Towards STEM Education and Their Proficiency Perceptions of 21st Century Skills

Temel

2023

Uludağ Üniversitesi Eğitim Fakültesi Dergisi

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This study aimed to determine the relationship between elementary mathematics teacher candidates' attitudes towards STEM education and 21st-century skills. The relational screening model, which is used to determine the relationship between two or more variables, was used from quantitative research methods. The sample of the study consists of 71 elementary mathematics teachers. The data were collected with two measurement tools, “STEM (Science-Technology-Engineering-Mathematics) Education Attitude Scale” and “21st Century Skills and Competences Scale Directed at Teaching Candidates”. In the study, it was investigated whether there is a significant difference in the attitudes of elementary school mathematics teacher candidates towards STEM education according to grade level and gender, whether there is a significant difference in 21st-century skills proficiency perceptions according to grade level and gender, and whether there is a significant relationship between their attitudes towards STEM education and 21st-century skills. As a result of the analyzes carried out, It has been determined that there is a significant difference in 21st-century skills proficiency perceptions according to grade levels. It was concluded that there is no significant relationship between their attitudes towards STEM education and their perceptions of 21st-century skills competence.

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“…Hands-on learning has proven to be an effective approach for improving retention by making learning experiences more motivating for students 4,5,6 . The benefits of portable hands-on learning equipment include improved student engagement 7,8,9 , and improved student learning 10 .…”

Section: Introductionmentioning

confidence: 99%