Computational Instruction through PLCs in a Multi-Disciplinary Introduction to Engineering Course.

This paper is focused on the inclusion of hardware-based Programmable Logic Controllers (PLCs) in a first-year engineering introduction course, Engineering Methods, Tools, & Practice II, at the University of Louisville's JB Speed School of Engineering. Each academic year, more than 500 first-year engineering students are exposed to this interactive course, which introduces students to fundamental engineering skills - including teamwork, design, project management, technical writing, critical thinking, programming, communication (including written, oral, and graphical), 3D printing, and an introduction to engineering research. Previously, this course culminated in a final project that combined construction and mechanical design of a windmill system utilizing data acquisition driven solely by Arduino programming and circuitry. The most recent iteration of the course added the instruction of PLCs through the collaboration with an industry partner prior to beginning the final project. The PLCs provide the students with a secondary form of computational methodology instruction. A key benefit of the PLC addition is the variation in logic and programming approach that is exposed to students. The inclusion of hardware based PLCs allows for the instruction of ladder logic, which is an alternative form of programming that gives students a different perspective. PLC control logic provides a sequential, real-time, and loop-based perspective versus the typical procedural and object-oriented approaches to which most students are limited in engineering education. The PLC addition is also beneficial in that it provides student exposure to systems and programming principles that are applicable within numerous industrial settings, which can also be useful when interviewing for their first co-operative internship during their sophomore year as many engineering disciplines rely on controlling systems and processes. Since the course continues to employ Arduino programming in addition to the PLC ladder logic programing, students are provided with a greater breadth of programming exposure and experience in integrating multiple hardware systems (PLC and Arduino) within their project. [ABSTRACT FROM AUTHOR]