Undergraduate engineering programs are typically considered some of the most challenging as their curricula require students to have an aptitude for math, science, and engineering. The resources (time, effort, funds) required to finish an engineering degree is substantial. Therefore, it is imperative that the engineering students are supported with well-informed academic guidance as early in their education as possible so that these resources can be used most effectively. Analytical and data-driven methods such as machine learning techniques can be used to inform this guidance process by predicting student success based on features such as individual traits and academic performance. In that direction, we investigated the effectiveness of using machine learning in predicting engineering student success based on academic performance in core math, physics, and engineering courses in three undergraduate engineering programs. The data categories selected for training and testing of the machine learning models in this study are common to most engineering programs nationwide and can be customized in a straightforward manner for other engineering disciplines. The methodology and results outlined in this preliminary study shows promise for predicting degree and cumulative GPA in our three engineering programs.

This paper presents the design, analysis, and comparison of a novel four-pendulum spherical robot. The proposed mechanism rolls omnidirectionally via four tetrahedrally-located pendulums that shift the robot's center of mass to create rolling torque. The nine dynamic equations of motion are derived via the Lagrangian and nonholonomic constraint equations, and then simulated numerically; results show successful propulsion with expected behaviors. The mechanism is then compared to existing center-of-mass designs in terms of directionality, drive torque arm, and inertia eccentricity. In these regards, the four-pendulum design is a balance of existing designs: it is omnidirectional with eccentricity and torque capability that are in the middle of the range exhibited by existing designs. In addition, the new four-pendulum mechanism has been built and tested as a successful proof-of-concept prototype.

For successful teleoperation, an operator must be able to accurately inscribe the desired movement to the manipulandum. The goal of manipulating an image display for teleoperation is to perform visual transformations that minimize mental fatigue, performance time, and enhances the compatibility between the operator and the teleoperated system for successful task completion. A concept based on multiple physical and virtualized displays will identify the areas in which the increasing mental demand reduces the effectiveness of the operator. The effect of physical and virtual display configurations was investigated in an experimental study. A total of 18 participants teleoperated an industrial robot under three display configurations. The results of the study revealed that the virtualization of the display is a more effective way to present information to the operator of a teleoperated system when the goal-to-goal times and the total distance traveled during a task were considered.

Aeolian vibrations are the major cause for the failure of conductor cables. Using a Stockbridge damper reduces these vibrations and increases the life span of the conductor cable. Designing an efficient Stockbridge damper that suits the conductor cable requires a robust mathematical model with minimum assumptions. However it is not easy to analytically model the complex geometry of the messenger. Since, the messenger is a bunch of thin helical wires with nonlinear contact conditions. Therefore an equivalent stiffness must be determined so that it can be used in the analytical model. This paper examines the bending stiffness of the cable and discusses the effect of this stiffness on the natural frequencies. The obtained equivalent stiffness compensates for the assumption of modeling the messenger as a rod. The results from the free vibration analysis of the analytical model with the equivalent stiffness is validated using the full scale finite element model of the Stockbridge damper

This paper presents the kinematics and dynamics of a spherical robot with a mechanical driving system that consists of four cable-actuated moving masses. Four cable-pulley systems control four tetrahedrally-located movable masses and the robot functions by shifting its center of mass to create rolling torque. The cable actuation decreases overall mass and, therefore, allow for less energy expenditure, as compared to other moving mass mechanisms that translate the masses by powered-screws. Additionally, the design allows the center of mass for the static (spherical shell, electronics, motors etc.) and dynamic mass (moving masses) to be at the geometric center at any given time, therefore has potential for tumbleWeeding when needed. The derived equations of motion are verified by means of simulations.

Early exposure to engineering research and design experience is crucial for students as they enter college. However, this has been limited to the secondary school curriculum, as the majority of secondary school teachers lack the engineering background and experience. Addressing this challenge, this paper presents an engineering research experience program that took place over a span of three years to better prepare 36 secondary school teachers with support from 7 engineering faculty members. This program provides the teachers a broad overview of engineering design enhances their hands-on design abilities, and educates them to translate their learnings from engineering design experiences to lesson plans for their respective classrooms. Through the numerous feedback surveys, reflection sessions, lesson plans designed, outreach and dissemination activities, it was evident that 36 participant teachers were able to gain a better understanding of engineering design, enhance their respective classroom instructional modules, and improve their overall teaching effectiveness in secondary schools.

For many applications in the operation of a spherical robot, it is necessary to use optical devices to observe, track and monitor the robot's surroundings and environment. Estimating the rotation of a multiple camera system is crucial and can also be complex and computationally expensive. Demonstrating the multiple camera system with a shared central point can be simpler and require less computation. In this paper, we will demonstrate that a multiple camera system can be developed, an estimation of the movement of a wheel and sphere can be tracked, and the movement can be observed from a remote location.

The research experiences for teachers program at Author University was initiated to team in-service and pre-service teachers with undergraduate engineering students and engineering faculty, in an engineering research setting. During the six-week program, teachers learn engineering concepts and develop high-school instructional material following the new Next Generation Science Standards, so they can bring experiences back to their high school science classrooms. The program has completed its second year. This paper presents a program overview, changes made for the second year based on first year results, assessment of the teachers’ experiences and understanding of engineering, and lessons learned by everyone involved.

This paper presents a Microsoft Kinect based vibrotactile feedback system to aid in navigation for the visually impaired. The lightweight wearable system interprets the visual scene and presents obstacle distance and characteristic information to the user. The scene is converted into a distance map using the Kinect, then processed and interpreted using an Intel Next Unit of Computing (NUC). That information is then converted via a microcontroller into vibrotactile feedback, presented to the user through two four-by-four vibration motor arrays woven into gloves. The system is shown to successfully identify, track, and present closest objects, closest humans, multiple humans, and perform distance measurements.

This paper presents the simulation, robustness and implementation of two- and three-dimensional auditory occupancy grids (AOGs) on a mobile robot. In two dimensions, AOGs are successfully applied on a three-microphone robot in four-sound-source environments, first in a simulation and then on a physical robot. The two-dimensional AOGs are also found to be robust to source positioning. In three dimensions, AOGs are successful on a simulated four-microphone robot in four-source environments and are found to also be robust to source positioning. AOGs are shown to be a viable method for gaining knowledge about the acoustical environment.

Recently, the School of Engineering and Technology at Central Michigan University (CMICH) implemented a novel collaborative pedagogy change in the hope of recruiting more engineering-attriting students into its engineering technology and technology management programs. While engineering freshman enrollment was growing, technology program enrollments were declining, and the students attriting from the engineering program were not being recruited (school-retained) into the technology programs. The freshman engineering course is now team-taught by several faculty including a professor associated with CMICH's technology programs and has added emphasis on the range of engineering-related disciplines. Data were collected from six years of enrolled students, including transcript information (e.g., engineering, technology, and math courses) and survey responses. In the two years since the pedagogy change, the technology recruitment of students from the freshman engineering course has increased dramatically, without significantly impacting the enrollment in engineering programs. The mechanical engineering technology program has had the greatest improvement in enrollment. Furthermore, students retained into the technology programs are from a variety of mathematical backgrounds. The positive and professional relationship between the technology and engineering faculty has greatly helped the school and its programs.

We have successfully finished our summer program in our National Science Foundation (NSF) supported Research Experiences for Teachers (RET) Site entitled “Multidisciplinary Engineering Research for Rural Michigan's Future.” The summer program was 6 weeks long and hosted 7 inservice teachers (high school science) and 5 pre-service teachers (integrated science majors). Participants are split into 6 groups and teamed up with an engineering faculty and an engineering undergraduate student each. During their 40 hours/week work schedule, participants have worked on faculty supervised research projects for half their time and the rest was reserved for classroom unit plans that participants would work on developing. Several guest speakers and professional coaches helped us during the professional and curriculum development activities. We are currently working on developing follow-up plans during the academic year where preservice teachers will implement classroom activities under in-service teachers’ supervision and these activities will be used during high school visits to the campus. In this paper, we will give the details about the RET Site’s management and discuss our experiences from lessons learned during the first year. Weekly survey results will be analyzed and interpreted. Reflections from participants, faculty, and undergraduate students will be presented. External evaluation scheme will be introduced and results will be given. Each project will be briefly introduced and outcomes will be shared. Finally, we will conclude with the overall lessons we learned from this experience and discuss next summer’s plans as a result of our analysis and self-reflections. We hope that our shared experiences (struggles, accomplishments, and mistakes, etc.) will help the engineering education community develop more effective relationships with K-12 by using the models we implemented.

This paper examines enrollment and persistence trends among first year students in recently accredited electrical and mechanical engineering programs at a predominantly undergraduate-oriented non-research intensive university where the programs grew from existing technology programs. Data analyzed in this longitudinal study includes transcript information and student surveys for students enrolled in an introductory engineering course during a six-year period. Until now, the programs have relied on a convenience sample of students with minimal program promotion or recruitment. Quantitative analysis was performed on the distributions of student interest and math preparedness upon enrollment in the introductory course. Additionally, within-program and within-university persistence was quantified and compared to math level and grade earned in the introductory course. Enrollment in the introductory course is growing at an acceptable rate. However, demographics are shifting towards students who are unprepared to complete Calculus I simultaneously. Furthermore, for the unprepared math students, persistence is very poor (10% of trigonometry and algebra students, 27% of Precalculus students), but for students on-track in math, persistence is much better (28% of Calculus I students, 63% of post-Calculus I students). Lastly, A Precalculus co-requisite with the introductory course may reduce enrollment by 18%, but should only reduce number of majors by 5% or less. Results of this study may be informative for universities looking to begin engineering programs.

Universities with engineering programs generally offer a first semester course entitled "Introduction to Engineering" or "Engineering 101." At Central Michigan University (CMICH), this course is team taught by several faculty members including a professor associated with CMICH's technology programs. The academic history of each student who registered for "Introduction to Engineering" was monitored. The primary courses monitored consisted of engineering, technology, and math. From the data collected, having a technology professor involved has increased student enrollment in the technology programs without negatively impacting the enrollment in the engineering programs. The mechanical engineering technology program has had the greatest improvement in enrollment. Developing positive and professional relationships between faculty members across engineering and technology disciplines can be implemented at similar universities to help recruit (and retain) technology-interested students. This paper includes areas in pedagogy change, data collection, enrollment and persistence demographics, and conclusions.

This paper presents the design and simulation of a cyclic robot for lower-limb exercise robots. The robot is designed specifically for cyclic motions and the high power nature of lower-limb interaction-as such, it breaks from traditional robotics wisdom by intentionally traveling through singularities and incorporating large inertia. Such attributes lead to explicit design considerations. Results from a simulation show that the specific design requires only a reasonably sized damper and motor. [DOI: 10.1115/1.4004648]

This paper presents the design and simulation of a novel lower-limb exercise robot designed specifically for cyclic motions and the high power nature of lower-limb interaction. In doing so, it breaks from traditional robotics wisdom by intentionally traveling through singularities and incorporating large inertia. Such attributes help define the understudied class of lower-limb exercise robots, and lead to some explicit design considerations. Results from a simulation show that the specific design requires only a reasonably sized damper and motor.

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Freshman Retention in an Engineering and Technology Department Abstract This paper presents the results of an in-depth study of one-year retention rates for freshman engineering students in the Engineering & Technology (ET) department at Central Michi- gan University. The ET department is a distinct collaboration of engineering, engineering technology, and technology programs, offering eight majors including the newly added me- chanical and electrical engineering. The freshman engineering course consistently draws high enrollment, but the retention of these students to the second-year engineering courses is an unusually low 26%. Furthermore, the data shows that these unretained students are not choosing the (less-math-intensive) engineering technology or technology programs, as antic- ipated. This paper discusses these findings, as well as retention rates versus math level, course grade, and cumulative GPA, and the majors declared by the unretained students. This analysis has shown avenues for improving the freshman engineering course. Introduction The Engineering & Technology (ET) department at Central Michigan University (CMU) is a unique collaboration of engineering, engineering technology, and technology programs. The department offers 8 academic programs, including Mechanical Engineering, Electrical Engineering, Mechanical Engineering Technology, Manufacturing Engineering Technology, and Industrial Technology Management. Thus, the department attracts a wide rage of technology-interested students with various math and science backgrounds. While the tech- nology programs are well established, the engineering program is just beginning: it graduated its first engineering students in 2008. Within the engineering program, the introductory course (EGR120: Introduction to Engi- neering) has consistently drawn a relatively high enrollment of 120 students per year. This year it is seeing an increase to 150 students, and growth is expected as the program achieves ABET accreditation, gains popularity, and becomes well established. However, the current retention rate of these students is unsatisfactory. The current retention rate of freshman students to their second year in engineering is a dismal 26%. The majority of the higher-level engineering classes have 10 to 20 students — a respectable number for a new program, except for the high freshman enrollment. The overall department is not much better: only 31% of the freshman engineering students stay within the ET department, in one program or another. That is, the majority of unretained students are not transferring to the (less-math-intensive) engineering technology or technology programs, as one would expect or hope. These initial numbers have prompted a study of the demographics of the freshman engi- neering students (math level, science level, GPA, subsequent major, etc.), corresponding 1