Teaching Control with Basic Maths: Introduction to Process Control Course as a Novel Educational Approach for Undergraduate Engineering Programs

• Published in: Journal of control, automation & electrical systems Vol. 35; no. 1; pp. 41 - 63
• Main Authors: Normey-Rico, Julio Elias, Morato, Marcelo Menezes
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.02.2024; Springer Nature B.V
• Subjects: Control; Control and Systems Theory; Control systems design; Control theory; Education; Electrical Engineering; Engineering; Mechatronics; Process controls; Robotics; Robotics and Automation; Students; Undergraduate programs; Control engineering education; Process control
• ISSN: 2195-3880; 2195-3899
• DOI: 10.1007/s40313-023-01063-9

In this article, we discuss a novel education approach to control theory in undergraduate engineering programs. In particular, we elaborate on the inclusion of an introductory course on process control during the first years of the program, to appear right after the students undergo basic calculus and physics courses. Our novel teaching proposal comprises debating the basic elements of control theory without requiring any background on advanced mathematical frameworks from the part of the students. The methodology addresses, conceptually, the majority of the steps required for the analysis and design of simple control systems. Herein, we thoroughly detail this educational guideline, as well as tools that can be used in the classroom. Furthermore, we propose a cheap test-bench kit and an open-source numerical simulator that can be used to carry out experiments during the proposed course. Most importantly, we also assess on how the Introduction to process control course has positively affected the undergraduate program on Control and Automation Engineering at Universidade Federal de Santa Catarina (UFSC, Brazil). Specifically, we discuss the outcomes of implementing our education approach at UFSC from 2016 to 2023, considering students’ rates of success in other control courses and perspectives on how the chair helped them throughout the course of their program. Based on randomised interviews, we indicate that our educational approach has had good teaching–learning results: students tend to be more motivated for other control-related subjects, while exhibiting higher rates of success.