Redesign Of A Dynamic Modeling And Control Course For Multidisciplinary Engineering
Redesign Of A Dynamic Modeling And Control Course For Multidisciplinary Engineering
复制标题
多学科工程动态建模与控制课程的重新设计
DOI：
10.18260/1-2--4778
复制
发表时间：
2009
期刊：
影响因子：
--
通讯作者：
D. Chang
中科院分区：
文献类型：
--
作者：
R. Rabb;A. Biaglow;D. Chang
多学科工程教育在其发展过程中经历了许多挑战，但这些变化也带来了新的可能性。工程教育最近强调了更多的多学科工作，因为毕业生有望在多学科工程团队中工作，并在其他工程学科中拥有一些工作知识。在多学科工作中实现这一目标的合理进展是与教师一起进行。多学科教育工作者需要在课堂内外作为一个团队一起工作，这需要从传统的单一学科重点进行调整。美国军事学院（USMA）的多学科工程教育过程是一个连贯的努力，来自不同部门的教师之间的良好沟通。本文重点介绍了一个经典的动态建模和控制课程，学生和教师来自不同的部门：电气工程，机械工程和化学工程。最近创建的化学工程课程需要在他们的学习计划中纳入控制工程课程。现有的动态建模和控制课程存在于两个部门之间：电气工程和机械工程。随着课程中化学工程师的引入，化学工程具体课程由化学工程讲师讲授。这种组织结构很重要，允许多学科教师团队同步他们的努力，将他们的个人优势和资源汇集在一起，以促进学生的学习。教师就他们的作业、备课、实验练习及其结果进行有意义的对话。来自不同部门的教师之间的信息流通过推动教师超越自己的学科来鼓励教师学习。本文阐述了三个工程系之间的一些课程细节，以推进和丰富多学科控制工程课程。还介绍了赋予多学科教师权力的优势。所描述的技术允许学生从多学科教师团队的工作中受益，并通过引入真实的世界项目和示例来丰富学生的理解。
Multidisciplinary engineering education experiences many challenges in its growth, but these changes also present new possibilities. Engineering education has recently emphasized more multidisciplinary work as graduates are expected to perform on multidisciplinary engineering teams and have some working knowledge in other engineering disciplines. A reasonable progression for this aim in multidisciplinary work is with the faculty. The need for multidisciplinary educators to work together as a team both in and out of the classroom requires adaptation from a traditional, single discipline focus. The multidisciplinary engineering education process at the United States Military Academy (USMA) is a coherent effort with excellent communications between faculties from different departments. This paper highlights a classical dynamical modeling and controls course with students and instructors from different departments: electrical engineering, mechanical engineering, and chemical engineering. Recent creation of a chemical engineering curriculum necessitated incorporation of controls engineering coursework in their program of study. An existing dynamic modeling and controls course existed between two departments: electrical engineering and mechanical engineering. With the introduction of chemical engineers in the course, the chemical engineering specific lessons are taught by a chemical engineering instructor. This organizational structure is important, allowing the multidisciplinary faculty team to synchronize their efforts, bringing their individual strengths and resources together for the course to promote student learning. The instructors engage in meaningful dialogue concerning their assignments, lesson preparations, laboratory exercises, and their results. The information flow between instructors from different departments encourages faculty learning by pushing the instructors beyond their own discipline. This paper illustrates some of the course details employed between three engineering departments to advance and enrich a multidisciplinary controls engineering course. Advantages to empowering a multidisciplinary faculty are also described. The techniques described allow the students to benefit from the work of a multidisciplinary faculty team and enrich the students’ understanding by bringing in real world projects and examples.