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In recent times, an increasing amount of intelligent electronic devices (IEDs) are being deployed to make power systems more reliable and economical. While these technologies are necessary for realizing a cyber-physical infrastructure for future smart power grids, they also introduce new vulnerabilities in the grid to different cyber-attacks. Traditional methods such as state vector estimation (SVE) are not capable of identifying cyber-attacks while the geometric information is also injected as an attack vector. In this paper, a machine learning based smart grid attack identification method is proposed. The proposed method is carried out by first collecting smart grid power flow data for machine learning training purposes which is later used to classify the attacks. The performance of both the proposed SVM method and the traditional SVE method are validated on IEEE 14, 30, 39, 57 and 118 bus systems, and the performance regarding the scale of the power system is evaluated. The results show that the SVM-based method performs better than the SVE-based in attack identification over a much wider scale of power systems

This Innovative Practice full paper discusses the use of a newly created Teamwork Evaluation Worksheet in an undergraduate professional development course for engineering and applied science students. This course covers topics not typically taught in other engineering courses, including leadership, teamwork, ethics, project management, technical writing, public speaking, and entrepreneurship. Students work in groups to complete a series of projects, each emphasizing a different skillset or theme. In the past, students have switched groups for each of the four projects, and almost every student has had the chance to serve as “team leader” for one project. This was intended to give students more diverse teamwork and leadership experiences. Although the structure provided some benefits, fostering good teamwork skills was not among them, in part because the students were not able to stay together long enough for their teams to develop effective teamwork practices.

This paper chronicles the latest collaborative project between the engineering and business colleges at the University of Oklahoma (OU). The focus for this research is to study the effect of introducing and utilizing the Value Proposition concept from Lean Launch Pad (LLP) in an engineering professional development course. LLP is a new way of thinking about innovative ideas and startups that requires a significant amount of evidence from customers to validate ideas before they are pursued. At OU, business/entrepreneurship students have been taught the LLP methodology in numerous courses since 2012. In the spring 2016 semester this methodology was conveyed to a group of engineering students in a course titled ENGR 2002 - Professional Development. ENGR 2002 is a project-based course where students work almost exclusively in multidisciplinary teams. It emphasizes important topics that are outside the technical scope of the engineering degree, such as leadership, project management, engineering ethics, entrepreneurship, and communication. In this study, four ENGR 2002 sections acted as the control groups, where they were taught the traditional entrepreneurship content in the course and completed the same assignments as were done in previous semesters. However, two ENGR 2002 sections were taught about the LLP process and it was infused into their assignments so they could put the theory into practice. The purpose of the research was to see the impact the LLP methodology has on the quality of the assignment submissions. In order to evaluate the quality of the engineering students' work, business students trained in the LLP methodology reviewed assignments from both of the engineering student groups (the LLP and non-LLP cohorts). When performing a comparative analysis of the engineering students' submissions, there was an expectation of significantly higher quality for those that received LLP instruction and utilized the LLP methodology in their assignments. The results showed modest improvements, but more dramatic increases are expected with some pedagogical modifications. There were many lessons that were learned as a result of this study that are described in the paper. These lessons will serve as a valuable data points in future integrations of LLP in engineering courses at OU or other universities. By continuing to foster the collaboration between the engineering and business colleges at OU an increasing number of students are gaining valuable cross-disciplinary knowledge and experience that will be beneficial to them in their careers.

At the University of Oklahoma, students from most engineering disciplines take a course titled ENGR 2002 — Professional Development. One of the four projects in the course requires each team to come up with an engineering solution to a market problem. At the conclusion of this project, the students pitch their idea to entrepreneurship experts and communicate why their idea is worthy of an investment. Following the presentation the students are asked challenging questions that stretch their understanding of the entrepreneurship process and are given guidance and feedback. In order to provide the students with the entrepreneurship knowledge to complete this project, non-engineering faculty and entrepreneurship experts provide support. This paper will look at one particular collaborative assignment that originated in the spring 2014 semester. The assignment requires students in a graduate level entrepreneurship course to study the initial ideas that the engineering students in ENGR 2002 produce and provide feedback. This paper provides a detailed description of this collaborative assignment and other entrepreneurship activities that are taking place in ENGR 2002. The effectiveness of the collaborative effort is assessed using survey data from the students' perceived value in the project and increased entrepreneurial activity from the engineering students.

In November of 2010, Microsoft released the Kinect sensor for the Xbox 360 video game console. This device-similar to a webcam-allows an individual to interact with an Xbox 360 or a computer in three-dimensional space using an infrared depth-finding camera and a standard RGB camera. As of January of 2012, over 24 million units have been sold. Using a combination of custom and open-source software, we were able to develop a means for students to visualize and interact with the data allowing us to introduce the concepts and skills used in the field of Electrical and Computer Engineering. The unique technological application, visual appeal of the output, and the widespread ubiquity of the device make this an ideal platform for raising interest in the field of Electrical and Computer Engineering among high school students.In order to understand the appeal of the Kinect, a working knowledge of the technical details of the device is useful. The novelty and appeal of the Kinect sensor lies in its infrared camera, which is comprised of two distinct devices. An infrared projector sends out a 640x480 grid of infrared beams, and an infrared detector is used to measure how long the reflection of each beam takes to return to the sensor. This data set is known as a “point cloud”. This point cloud is a three-dimensional vector comprised of data points between 40 and 2000, which correspond to distance from the device of each beam. The data in this array can then be parsed to construct a 3d image. The Kinect's infrared camera operates at 30Hz, or 30 samples per second, so the device is able to deliver a frame rate that is sufficient to create the illusion of motion. This allows for the development of applications that give the user a sense of interacting in real time with the image on the screen. The unique visual appeal, novelty of interaction, and relatively easy-to-understand theory of operation make the Kinect an attractive platform for recruitment and outreach. Using the Kinect, a recruiter is able to quickly and effectively demonstrate a range of concepts involving hardware, software, and the design process on a platform that students are familiar with and find appealing. In a short window of time they are able to show examples and explain the fundamental principles of the system while providing tangible, meaningful, and enjoyable interactivity with the device itself. This level of approachability and familiarity is rare among highly-technical fields, and provides an excellent catalyst to develop interest in Electrical and Computer Engineering education.

Many universities require engineering majors to take some form of a professional development course. Generally, the goal of these courses is to prepare students for the engineering profession. Another important aspect of these courses is to provide a mechanism to satisfy accreditation criteria on student outcomes that are difficult to implement in other technical courses. At the University of Oklahoma, most engineering disciplines take the course titled: ENGR 2002 - Professional Development. Historically, this course was effective in satisfying accreditation requirements on student outcomes, but was not well received by the students. Details of the reasons for this dissatisfaction and changes made in the re-design of this course are discussed in this paper. The new version of ENGR 2002 includes many innovative practices in team-based learning and peer learning that are shared in this paper. All of the vital elements of the four projects included in the course are provided to support others who would like to implement similar projects. Course surveys, completed by 148 students, were used as the primary assessment method. Additionally, standard course evaluations were used to compare this course to other engineering courses and show improvement from the previous version of ENGR 2002. Many student comments are included in the paper to show their reaction to different aspects of the course. One student made a comment that echoed our sentiments regarding the teaching of this course for the first time in the fall 2012 semester: “from being in this class it is noticeable that people need to take it to work on public speaking skills or working with groups.” From our experience, many students grow a great deal in terms of communication effectiveness and ability to function on a multi-disciplinary team as a result of this course, and we believe these skills are essential to become a great engineer.

The Global Navigation Satellite System (GNSS) is the space segment of the Global Positioning System (GPS), and the GNSS signals may be measured via instrumented ground stations to provide improved positional information for aircraft landing. This paper presents an instrumented RF system to demonstrate these properties. In particular, a landing system will be studied in this paper. By definition, the Ground Based Augmentation System (GBAS) provides local GPS error corrections to aircraft from a ground-based station. The Local Area Augmentation System (LAAS) is one implementation of GBAS that is being developed to meet the needs of very low-visibility instrument approaches. There are concerns of the possibility that a LAAS ground station might inadvertently transmit a signal in space (SIS) that includes Hazardous Misleading Information (HMI). The current method of detecting HMI relies heavily on statistical inference to determine the integrity of the transmitted error corrections. This paper presents a method of closing the loop of the LAAS transmission to deterministically reduce the probability of transmitting HMI.

For solar power to provide 24/7 capabilities an energy storage is needed. In this project, an energy storage system was constructed from second life batteries taken out of hybrid vehicles. The batteries were removed from five vehicles, graded and reassembled into a high voltage storage system that was then integrated with a solar power system. The storage system also allows a larger solar array to be used with a smaller inverter. This poster session will show initial results of this system. The ultimate goal is determining the suitability and longevity of second life hybrid vehicle batteries for energy storage.

The School of Electrical and Computer Engineering (ECE) at the University of Oklahoma (OU) is currently experiencing a decline in new enrollments that is similar to the national trends for engineering disciplines. In an effort to increase the interest in ECE and engineering in general, outreach activities focused on advanced technologies and innovative demonstrations are being deployed. These recruiting techniques are modeled from successful programs such as Botball and FIRST Robotics that have approximately 200,000 combined student participants. Demonstrations that showcase advanced technologies have been performed at over twenty k-12 outreach events over the last year. This paper discusses this recruiting technique and the expected impact on future engineering enrollment.

This paper documents the experience of a first time mentor in the FIRST Robotics Competition (FRC). FIRST is an organization whose goal is to inspire the next generation of students to pursue careers in Computer Science, Engineering, and Technology (CSET). FRC is an annual competition where high school students all over the nation compete in a fun learning experience and are assisted by mentors in the local community. The details of the Oklahoma City (OKC) regional competition are provided and the impact of FRC is assessed through student surveys. The long-term goal of this ongoing work is to quantitatively assess the impact of the FRC program at Capitol Hill High School through statistics of survey results, graduation rates, college enrollment, and CSET majors.