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Prospective authors are requested to submit new, unpublished manuscripts for inclusion in the upcoming event described in this call for papers. [ABSTRACT FROM AUTHOR]

The stator ground fault location of large generators can guide rapid maintenance. In this paper, a location criterion without fault transition resistance is constructed by using the fundamental potential and the third harmonic potential of the faulty winding simultaneously. The above potentials of the faulty winding are corresponding to the fault position. To precisely locate the grounding fault, it is necessary to clarify the analytical relationship between the faulty winding potential and the fault position. However, the existing methods often take the coil potential as the unit to analyze the winding potential, which has theoretical errors for the generators with short-pitch winding. Aiming at this problem, a more precise analysis method for winding potential is established by taking the slot conductor potential as the unit. To solve the location criterion, the optimization model for each slot conductor of the faulty phase is constructed. The slot conductor with the smallest optimal objective function value is judged as the faulty slot conductor, and the corresponding decision variable is judged as the fault position. Simulation and experiments verify the effectiveness of the proposed method, which can still meet the needs of engineering applications under multiple adverse conditions. [ABSTRACT FROM AUTHOR]

Contribution: This article lends empirical evidence to this research area of factors influencing students’ choice of and success in science, technology, engineering, and mathematics (STEM). Background: Understanding these factors is crucial as it informs recruitment and support interventions provided to students and constitutes a premise to improving graduation rates. The social cognitive career theory (SCCT) was used as a theoretical framework to provide insight regarding factors influencing students’ choice of qualifications. Research Questions: What is the state of research on the factors influencing students’ choice of and success in STEM programmes? Which of these factors have interested most researchers? What research themes are covered in articles investigating these factors? Methodology: This study followed the general bibliometric analysis workflow—study design, data collection, data analysis, data visualization, and interpretation. Data collection followed the preferred reporting items for systematic review and metaanalysis (PRISMA) guidelines. From an initial set of 408 articles, 179 related to the theme and were published in the Web of Science between 2004 and 2020. These articles were analyzed using the standard bibliometric metrics. Findings: Findings indicate that this research field is still growing. Thirty-two factors were identified and rated based using an objective assessment criterion. In addition, a classification of the factors is presented based on the SCCT. This study provides a theoretical reference for improving success rates for STEM qualifications and better understanding the theme. The study proposes a research agenda of what future research in the field should focus on, based on current gaps. [ABSTRACT FROM AUTHOR]

Software engineering (SE) and computer science (CS) programs in universities worldwide are marked by a gender gap, which subsequently translates into a gender gap at the industry level. However, there are positive activities that can help attract more women to these male-dominant professions. This study maps the literature related to the achievement of gender balance in SE and CS university-level education and identifies future research directions. More specifically, this article reports on a systematic mapping study of female-inclusive SE and CS tertiary education programs. The authors collected 882 publications between 2015 and 2022 from five databases (ACM, IEEE, Scopus, Web of Science, and Science Direct), selecting 143 peer-reviewed papers for further analysis. The results showed that the main academic contributors were researchers from the USA. The majority of the publications contained observations and explanations regarding the gender gap in computing education. However, an important part of the literature considered proposals and practical activities for achieving gender balance in SE and CS programs. Finally, the authors classified the literature related to female-inclusive SE and CS tertiary education programs, identified the main research focuses and regional distribution, and considered ideas for future research.

Prospective authors are requested to submit new, unpublished manuscripts for inclusion in the upcoming event described in this call for papers. [ABSTRACT FROM AUTHOR]

Contribution: This study contributes to efforts to diversify the field of engineering by studying the influence of co-curricular activities on African American students’ development of key nontechnical professional skills. Background: The 21st Century workforce requires significant collaboration and communication. For engineering graduates to meet workforce challenges, they must graduate with nontechnical skills. This study operationalized these skills using traits identified in the National Academy of Engineering’s (NAE) “Engineer of 2020” report. The NAE also points to the urgent need for the United States to diversify its workforce; broadening the participation of African American engineers is key to doing so. Co-curricular activities help students develop nontechnical professional skills and are particularly important to African Americans at predominantly White institutions (PWIs). Research Question: How do African American engineering students attending PWIs in the United States develop nontechnical professional skills through participation in ethnic-specific co-curricular activities? Methodology: This qualitative study explored the lived experiences of 16 participants from one of six engineering disciplines. Each participant was a member of at least one of the following organizations: a Black fraternity or sorority (termed Black Greek Letter organizations), their campus student chapter of the National Society of Black Engineers, or an institution-sponsored program for racially underrepresented students such as a minority engineering program. Findings: Data analysis revealed significant evidence that involvement in one or more of the studied ethnic-specific co-curricular activities enhanced African American engineering students’ educational experiences by providing resources and opportunities to help them develop professional skills. [ABSTRACT FROM AUTHOR]

Ready-to-eat (RTE) millet grain flakes and puffs are gaining importance in the modern era because of their nutritional and health benefits. In this work, air plasma has been generated and bubbled into pearl millet during soaking, followed by analyzing its flaking and puffing characteristics. The voltage 180, 200, and 220 V with airflow rates of 10 and 12 lph for 1 and 2 h was exposed to treat pearl millet samples. An increase in conductivity, total soluble solids (TSS), and drop in pH of the soaked medium was observed with the bubbling of plasma. The plasma bubbling exhibited an improvement in the pearl millet’s flaking and puffing properties. The noteworthy changes ($P < 0.05$) in expansion volume, bulk density, color, moisture content, crispiness, and hardness were observed in flaked and puffed samples. An increase in the expansion ratio (ER) of pearl millet flakes and puffs from 4.2 to 8.3 and 4.9 to 9.5 decreases in bulk density of flakes and puffs from 0.36 to 0.11 and 0.14 to 0.06 kg/m3, respectively, was noticed with the plasma bubbling. The textural properties like the crispiness of the flakes and puffs elevated, and hardness was reduced with the given treatments. The decrement in yellowness index (YI) and increase in whiteness index (WI) was observed in both flaked and puffed samples with the rise in exposure time. The synergistic effect of plasma reactive species in combination with hydration aids in improving grain properties and helps in diversifying the utilization of millet grains. [ABSTRACT FROM AUTHOR]

Harmonic amplification and interaction of the PV plant which contains multiple parallel inverters influence the renewable power generation and operation seriously. In this article, the resonance mechanism and characteristics of a real large-scale PV plant are explored based on its plant-level circuit model. The component and system models are established first. The distribution rules of wideband resonance frequency from the perspective of the point of common coupling (PCC) and the inverter are respectively determined. Two different resonance bands excited by LCL filter and underground cable are further identified. At last, the practical case of harmonic resonance in the studied PV plant is investigated. Both the measured data and the simulation results support the analytical conclusions. This article combines the theoretical study with the engineering practice, which provides beneficial guidance on the resonance prevention. [ABSTRACT FROM AUTHOR]

One-dimensional (1-D) demonstrations, e.g., the black-box systems, have become popular in teaching materials for engineering modules due to the high complexity of the system’s multidimensional (e.g., 2-D and 3-D) identities. The need for multidimensional explanations on how multiphysics equations and systems work is vital for engineering students, whose learning experience must gain a cognitive process understanding for utilizing such multiphysics-focused equations into a pragmatic dimension. The lack of knowledge and expertise in creating animations for visualizing sequent processes and operations in academia can result in an ineffective learning experience for engineering students. This study explores the benefits of animation, which can eventually improve the teaching and student learning experiences. In this article, the use of computer-aided animation tools is evaluated based on their capabilities. Based on their strengths and weaknesses, the study offered some insights for selecting the investigated tools. To verify the effectiveness of animations in teaching and learning, a survey was conducted for undergraduate and postgraduate cohorts and automotive engineering academics. Based on the survey’s data, some analytics and discussion have offered more quantitative results. The historic data (2012–2020) analysis has validated the animations efficacy as achievements of the study, where the average mark of both modules has significantly improved, with the reduced rate of failure. [ABSTRACT FROM AUTHOR]

This article presents a novel waveform engineered sequential load modulated balanced amplifier (W-SLMBA) that uses a continuous Class-F−1 control amplifier (CA) to manipulate the impedance trajectory of the balanced amplifier (BA). It is demonstrated that the use of the continuous Class-F−1 CA can trigger a unique impedance load modulation mechanism by which the fundamental impedance of the BA is shaped by the varying second-harmonic load reactance of the CA. Theoretical derivations reveal that this special load modulation yields extended design space for the LMBA, in which high efficiency can be achieved over wide bandwidth and output power back-off (OPBO). A prototype operating from 1.80 to 2.75 GHz is designed following the proposed theory. The implemented LMBA achieves a measured drain efficiency (DE) of 60.2%–68.3% at saturation and 51.8%–69.0% at 8-dB OPBO. When tested with a 100-MHz long-term evolution (LTE) signal having peak-to-average power ratio (PAPR) of 8 dB, the proposed LMBA achieves 50.2%–59.1% average DE and better than −45.1-dBc adjacent channel power ratio (ACPR) across the target bandwidth after digital predistortion (DPD). [ABSTRACT FROM AUTHOR]

Presents the 2021 subject/author index for this publication. [ABSTRACT FROM AUTHOR]

Discusses the emergence of artificial intelligence as a new field in engineering. AI first emerged in the 1950s and over the next few decades, experienced both advances and obstacles.1 However, there is now a new era of AI. The history of AI has been an acceleration from object intelligence (e.g., on symbol, behavior, and agent) to system intelligence (e.g., human, nature, and society), and from individual intelligence (e.g., learning intelligence) to metasynthetic intelligence (hybridizing and synthesizing intelligences). Building on the tumultuous AI evolutions, this new-generation AI is accelerating its pace of innovating, differentiating, transforming, and reshaping the world. The new-generation AI not only enables a smarter and more resilient humanity, well-being, and economy, but also everything else. What lessons can we learn from reviewing these AI advances and challenges? What makes AI science and engineering (AISE, or intelligent science and technology) a solid and comprehensive scientific field in addition to transforming other scientific and engineering disciplines and translating businesses and economy into their smart editions? What are the fundamental questions to be addressed in AISE? What forms the body of knowledge of AISE? What type of profile should AI professionals have to meet the requirements of AISE? What should AI education look like to produce qualified AI professionals? These questions deserve enduring, comprehensive, deep, creative, and critical thinking, ideas, and actions first and foremost to establish the AI field. Here, I share my limited view on AISE as a new discipline and the imperative developments, including the AI profession and AI education, to drive and enable the intelligent digital era and Industry 4.0. I hope my humble opinions will spur valuable debate and exchange and systematic and strategic developments of AISE in the broad AI community. [ABSTRACT FROM AUTHOR]

Background: Resume preparation is a common activity within technical writing classes, but the advent and increased use of resume profile and job-hunting sites, such as Indeed.com, require instructors and researchers to re-think common practices in the teaching of resume writing, particularly for writing instructors with limited disciplinary experience. Prior research for conventional resumes has quantified the disciplinarity of resumes as a function of resume quality using metrics of disciplinary discourse density, which may be useful in analyzing online resumes profiles. Research questions: 1. How do online engineering resume profiles demonstrate disciplinarity? 2. What formatting and stylistic conventions are observed within engineering resume profiles? 3. How do rhetorical disciplinarity and conventions vary with resume profile quality? Literature review: Although past efforts have examined the resume as a critical genre for entering a professional setting, few researchers have sought to interpret the relationships between discursive and stylistic expectations and quality in online resume profiles, while also accounting for aspects of disciplinarity. Methodology: This study compares engineering (all disciplines) resume profiles from Indeed.com with a corpus of conventional engineering resumes through qualitative genre analysis and quantitative methods for calculating disciplinary discourse density. We also characterize stylistic and rhetorical conventions for resume profiles, and statistically compare these facets as a function of resume quality. Results and conclusion: Results determined that discursive strategies were significantly different between strong, moderate, and weak engineering resume profiles. Qualitative analysis captured differences in style and form that were also statistically linked with quality. Based on our results, we call for further investigation into resume profiles and reconsideration of current pedagogical approaches. [ABSTRACT FROM AUTHOR]

Today’s society is facing new challenges and opportunities that demand professional profiles specialized in problem solving, with the ability to innovate and exploit the possibilities offered by information and communication technologies (ICTs). Far from being a novelty, the term STEM was coined in the mid-1990s. From then until now, there are a multitude of initiatives focusing on working STEM education with students. In recent years, the use of the arts as an enhancer of the educational experience has been incorporated into STEM education. There has also been a focus on involving the student in the educational process. Despite this, few experiences have been detected in which parents are involved in the educational process. Throughout this work, it is shown the pilot experience which has been developed to motivate parents to be part of the learning process in science, technology, engineering, art, and mathematics (STEAM) subjects. [ABSTRACT FROM AUTHOR]

Contribution: A systematic interdisciplinary engineering and technology instructional model using cutting-edge technologies is proposed in this research. This model consists of four key components: 1) interdisciplinary collaboration; 2) hands-on projects; 3) real-world simulations; and 4) cutting-edge technologies. The model was designed to engage students in the real-world engineering projects and experience through the following activities: 1) performing the design, fabrication, and lab testing; 2) modeling and analyzing testing samples; 3) conducting on-site experiments; and 4) performing data processing and analysis. Background: Engineering programs are challenged by the rapid development of innovative technologies. To address this challenge, it is required to provide engineering graduates with “soft skills” for the capability of project management, especially the communication and collaboration among disciplines through university education. Therefore, it is desired to develop a systematic interdisciplinary engineering and technology educational strategy. Research questions: 1) is the proposed systematic interdisciplinary instructional model appropriate and feasible to be integrated into the engineering curriculum? 2) what were the students’ perceptions and experiences about the interdisciplinary model? 3) does the interdisciplinary model facilitate engineering students’ soft skills, such as interdisciplinary communication and collaboration? and 4) does the interdisciplinary model help to enhance engineering students’ real-world professional experience, develop design thinking and problem-solving skills, which will help them to transfer their learning experience from the classroom setting to the real-world setting? Methodology: A systematic interdisciplinary engineering and technology model was developed, implemented, and evaluated. Findings: The feasibility and effectiveness of the proposed systematic instructional model were validated by various data sources. The tested model is recommended for broader adaptation in various STEM disciplines. [ABSTRACT FROM AUTHOR]

Contribution: Insights are provided into the intended role of integrative courses that aim to connect technical and professional capabilities and, particularly, the appropriate stage within a program for different levels of integrative capability. Background: The need for Engineering graduates who can balance technical competence with professional and transversal capabilities is well recognized. Integrative multidisciplinary projects have become an increasingly common approach to managing this balance and have been the subject of significant research. There has, however, been minimal consideration of the level of integrative skills that might be considered as appropriate at different stages of degree programs. Research Questions: Do intended learning outcomes of integrative projects vary with their stage in a degree programs? If so, then what does this variation reveal regarding expectations on the development of integrative capabilities? Methodology: Examples of project units that claim to be addressing integrative objectives and for which learning outcomes are available were collected ($N=33$). Guided by the existing literature on the purpose of integrative units a thematic analysis of these units was undertaken by coding the learning outcomes against the structure of observed learning outcome (SOLO) taxonomy. Findings: Within the existing units, there is clear evidence, as projects move from junior to senior, of a progression in the breadth of knowledge that is being drawn on in carrying out the projects, and the nature of knowledge integration becomes more purposeful. There is, however, no evidence of an associated progression in the intended level of integrative capability that is expected (e.g., identifying richer connections). This suggests the critical need for more work in this area. [ABSTRACT FROM AUTHOR]

IEEE Computer Society (CS) technical communities (TCs) are the foundry from which all of our technical conferences are built and run. Our TCs attract all kinds of people in the field who come together to plan events, serve volunteer leadership roles, and help define the features and future of these technical spaces. "The TCs are essential to the CS and have helped develop conferences and communities that have defined their technical areas for more than 50 years," states Grace Lewis, the CS vice president for Technical and Conference Activities. [ABSTRACT FROM AUTHOR]