Enhancing Electrical and Electronic Engineering Skills in Mechanical Engineering Education

Practice Paper Recommended citation: Saad, R., & Polson, D. (2025). Enhancing Electrical and Electronic Engineering Skills in Mechanical Engineering Education. In Kangaslampi, R., Langie, G., Järvinen, H.-M., & Nagy, B. (Eds.), SEFI 53rd Annual Conference. European Society for Engineering Education (SEFI), Tampere, Finland. DOI: 10.5281/zenodo.17631798. This Conference Paper is brought to you for open access by the 53rd Annual Conference of the European Society for Engineering Education (SEFI) at Tampere University in Tampere, Finland. This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License. ENHANCING ELECTRICAL AND ELECTRONIC ENGINEERING SKILLS IN MECHANICAL ENGINEERING EDUCATION R. Saad a, 1 , D. Polson b a School of Electrical and Electronic Engineering, The University of Sheffield, UK, ORCID: 0000-0002-3312-2106 b School of Mechanical Aerospace and Chemical Engineering, The University of Sheffield, UK Conference Key Areas: Curriculum development and emerging curriculum models in engineering. Engineering skills, professional skills, and transversal skills. Keywords: multidisciplinary teaching, project-based learning, practical based learning, electrical and electronic engineering, mechanical engineering ABSTRACT Graduating engineers with comprehensive skills becomes very important to meet evolving industry and technological demands. Therefore, interdisciplinary knowledge is of increasing demand in engineering curricula. This paper presents a mixed learning model for an engineering curriculum that combines mechanical, electronic, and electrical principles through a program-level approach. By embedding interdisciplinary courses, students gain a deeper understanding of emerging technologies and their applications. Emphasising experiential and project-based learning, this approach enhances critical thinking, problem-solving, and adaptability – key competencies for success in dynamic professional environments. This paper evaluates the effectiveness and challenges of this model, particularly in teaching electrical concepts to other disciplines such as mechanical engineering. It also examines the differing learning approaches of electrical and mechanical engineers, offering insights and recommendations for educators to improve interdisciplinary education taking a creative approach to the integration of active learning methods. 1 Corresponding Author R. Saad [email protected] 1 INTRODUCTION In today’s fast-moving technology, engineering education must transform abstract theory into real world applications. Electrical and Electronic Engineering (EEE) is a discipline that feature complex concepts, which often require abstract thinking and a strong foundation in mathematics and physics. Teaching an EEE degree is approached by integrating a holistic set of synchronous and asynchronous learning activities that supports students in developing skills and interpreting theoretical principles through incorporating real world practical activities into the curriculum such as project based or experiential learning. In industry, electrical and mechanical engineers frequently collaborate, and often engages in different stages of system development. While there is some overlap in their technical skills, they apply them at distinct stages of the production process to achieve organisational objectives. Electrical engineers typically focus on designing and installing electrical systems and electronics that operate mechanical systems, such as developing electric sensors for self-driving cars to detect hazards and control brakes. In contrast, mechanical engineers concentrate on designing, assembling, and testing mechanical systems and devices with a functional emphasis, such as designing car braking, and acceleration systems to respond to electrical signals. To foster effective collaboration between mechanical and electrical engineers, it is essential for professionals in each field to develop a foundational understanding of the other. As such, both disciplines often incorporate cross-disciplinary teaching and foundational modules that equip students with key concepts and skillsets from the complementary domain, ensuring more integrated and efficient engineering solutions. This intervention discusses an effective and transferable mixed pedagogical approaches describing how electrical and electronic engineering principles are integrated into a mechanical engineering curriculum. In particular, the paper highlights the importance of incorporating project-based learning, practical-based learning, and experiential learning utilising a dynamic and comprehensive take home kit to build students’ knowledge, confidence and skills in interdisciplinary topics. 2 LITERATURE REVIEW Interdisciplinary competence is essential in modern engineering education, of interest to this paper is the integration of electrical concepts into mechanical engineering programme. This literature review examines effective teaching methodologies highlighting the impact of project-based learning in developing practical skills and industry readiness while reflecting on students’ views of interdisciplinary learning. 2.1 Key Electrical Concepts Valued by Mechanical Engineers In cross-disciplinary engineering education incorporating electrical principles is crucial for mechanical engineers to effectively collaborate with electrical engineers on interdisciplinary projects (Buskes et al., 2023). This collaboration provides real-world experience and enhances transdisciplinary skills among engineering students (Buskes et al., 2023). Integrating electrical concepts into mechanical engineering courses through laboratory experiments can offer a practical understanding of electromechanical applications, thereby deepening students' knowledge in both fields (Rothe and Schwandt, 2013, Delaney et al., 2018). The ability to model and analyse complex mechanical and electromechanical systems is facilitated by enabling electrical and electronics engineers to utilise electrical circuitbased modelling techniques (Akbaba, 2021, Akbaba et al., 2022). This approach allows for a systematic understanding of the dynamics of translational, rotational, and electromechanical systems. Furthermore, integrating instrumentation and mechatronics education into the mechanical engineering curriculum can enhance students' critical thinking and problem-solving skills, which are vital for their future careers as mechanical engineers (Vidya and Vibhav, 2016). In the educational context, the incorporation of electrical engineering concepts in the curriculum, such as in gateway courses for first-year students, can spark interest and highlight the practical relevance of electrical engineering in everyday life (Tao et al., 2017). This exposure can help students appreciate the dynamic and engaging aspects of the field, potentially leading to increased motivation and understanding of electrical principles. Thus, by incorporating electrical content into mechanical engineering education, students can gain a comprehensive understanding of both fields, enhance their problem-solving abilities and prepare them for successful careers in engineering. 2.2 Integrating Electrical Engineering for Mechanical Students The literature on the best educational methods to teach electrical content to engineers of the future encompasses a variety of approaches. Saitta et al. (2011) discuss the incorporation of service-learning, technology, and research supportive teaching techniques into the university chemistry classroom, providing a model for future community partnerships. Salazar et al. (2013) introduce a methodology guideline for pervasive educational games that utilise attractive characters, narrative engagement, and interactive features to maintain user interest. Another effective approach is integrating simulation videos into foundational electrical engineering courses, as demonstrated by Chen et al. (2016). These instructional videos can improve students' conceptual understanding and contribute to the development of engineering competencies. Then, Sun et al. (2018) highlighted a teaching methodology focusing on self-exploration and collaborative learning that can actively engage students in the learning process. The research conducted by Alcayde et al. (2021) showed that utilising modern teaching tools like IoT-based smart analysers and advanced software tools can have a positive impact on improving the teaching of power quality in electrical engineering courses. Overall, the literature suggests that a combination of hands-on learning, interactive technologies, and a focus on lifelong learning is essential for effectively teaching electrical content to engineers of the future and can encourage students to gain a deeper and more comprehensive understanding of complex electrical concepts. This practice focuses on incorporating a dynamic take-home kit in teaching principles of electrical and electronic engineering. 2.3 Understanding Student Views: Mechanical vs. Electrical Engineering Student perceptions of learning in Mechanical Engineering and Electrical Engineering are influenced by various factors such as the teaching methods employed, the learning environment, and the tools utilised in the educational process. Research has shown that active learning strategies like problem-based learning (PBL) (Yadav et al., 2011) and concept-point-recovery (CPR) teaching sessions (Cho et al., 2021) have a positive impact on students' perceptions of the learning environment, motivation, and academic outcomes in these fields. Additionally, the use of tools like the Jupiter notebook in Power Systems education (Nwulu et al., 2021) and e-Lab experiences in Electrical and Electronic Engineering (Isa et al., 2022) have been found to affect students' attitudes and perceptions towards their learning. Moreover, the shift to online and blended learning, especially during the COVID-19 pandemic, has presented challenges and opportunities for students in engineering disciplines. Studies have indicated that virtual laboratory experiences and the absence of physical industrial visits/internships have raised concerns about skill development and job outlook among Electrical Engineering students (Memon, 2021). Additionally, the implementation of online learning in Electrical Engineering programs has highlighted obstacles that students face, which need to be addressed to enhance the effectiveness of online education (Kurniawan and Candra, 2021). 2.4 Project-Based Learning for Mechanical Engineers Practical-based learning is essential in the education of mechanical engineering students, providing them with hands-on experiences and real-world applications of theoretical concepts. Project-based learning (PBL) allows students to engage in authentic engineering projects and practicals effectively, applying their knowledge to solve practical problems and fostering critical thinking and creativity (Dym et al., 2005). Another valuable approach to engineering students is experiential learning, which emphasises learning through experience and reflection, enabling students to actively participate in practical activities that enhance their understanding and retention of engineering concepts (Li et al., 2017). Furthermore, integrating PBL into the curriculum can immerse students in real-world engineering challenges, encouraging teamwork, fostering a problem-solving mindset, and promoting interdisciplinary collaboration (Guerra and Rodriguez-Mesa, 2021). Ebrahimi et al. (2022) also proposed incorporating a gamified approach to create interactive and enjoyable learning, enhancing student engagement and motivation in practical-based learning. 3 CONTEXT AND PRACTICE In this section, the structure of the mechatronic module will be detailed, discussing the blended learning model incorporating project-based learning, active learning and experiential learning utilising interactive lectures, workshops and take-home kits. 3.1 Module Structure Figure 1 Second year mechatronic module structure Figure 1 illustrates the structure of a second-year undergraduate mechatronic module, incorporating a Programme Level Approach (PLA) and Project Based Learning (PBL) model, introduced for the first time in the 2023-2024. The module consists of four integrated units, fostering an environment where students work in teams to develop both core technical expertise and a diverse array of transferable skills through practical engagement and active learning. Over the course of one full academic year, students work collaboratively to develop a power transmission system that converts a tandem bicycle rig into an Electrically Assisted Pedal Cycle (EAPC). Units 1 and 2 equip students with fundamental concepts around mechanical systems, designing gears and CAD modelling techniques to analyse mechanical stress. While Unit 4 teaches project management technique, engineering sustainability analysis, professional skills, effective teamwork, and presentation skills. Unit 3 is designed to deliver Electrical and Electronic Engineering (EEE) fundamentals necessary for mechanical engineers to understand how electric circuits are built and operate, especially utilising motors and speed controllers in their E-bike design. Therefore, a bespoke mixed pedagogical approach is implemented to equip students with knowledge around principles of power electronics, sensors, transistors, magnetic systems, and motors. Moreover, students learn to effectively utilise and interpret datasheets for design selection and implementation purposes. A range of assessment is incorporated so students demonstrate and various skills: 1. Technical knowledge assessment: • Formative examinations, conducted both online and via paper exams, assess students' understanding of theoretical concepts, focusing on critical thinking and decision-making skills in modelling electrical systems based on datasheet selection. 2. Project-based learning assessment: • "Stage gate reviews" assess students' progress through presentations at four different milestones, providing opportunities for reflection on individual and team performance. 3. Prototype development support: • Dropped-in sessions and dedicated space are provided throughout the project duration to facilitate students' prototype development. 4. Professional skills assessment: • Assessment includes tasks such as recording project team meeting minutes, peer assessments, portfolio building, and submission of reflections on their project experience. 3.2 Modern Active Learning Incorporating EEE Take Home Kits Students attending this module are of diverse educational background and have no prior experience with EEE. Historically, this was taught using traditional methods: lectures/problem solving sessions. Students frequently reported dissatisfaction with an exam-based module and no practical activities. By introducing a project module, this created opportunities to incorporate active learning into teaching the EEE content which has proven to engage and enthuse students into the topic. The EEE teaching employs a deliberately sequenced, two-phase blended-learning model that integrates concept-driven instruction with hands-on application, as described below: Phase 1 - Conceptual Foundations: Students first learn essential EEE theory in live, highly engaging lectures. Digital polling, real-time annotation tools and micro-videos as integrated into the lectures, while a brief “show-and-tell” demonstrations translate abstract EEE principles into visual representation of concepts. By implementing interactive elements in the lecture, we were able to promote active cognitive processing of the material, enthuse students into the topic, give instant feedback to support students’ understanding, while also adapting teaching based on insights from students as the course progresses. Phase 2 – Experiential Integration Once the fundamental theory is covered, learning shifts to an experiential mode centred on a bespoke take-home electronics kit, as shown in Figure 2(a). Each kit contains a breadboard, passive components (resistors, capacitors, inductors), diodes, RGB and standard LEDs, LED strips, BJTs and MOSFETs, sensors, small DC and servo motors, an Arduino microcontroller, an electronic speed controller and a threephase motor. Through carefully designed workshops, and aligned with the project, students apply theoretical knowledge to progressively complex build tasks. (a) EEE Take Home Kit (b) A sample of worksheet 1 – Introduction to Arduino Figure 2 EEE Take-Home Kit and associated worksheets All resources—step-by-step worksheets, recorded demonstrations, interactive quizzes, discussion board, and reference documentation – are enclosed on the institution’s virtual-learning environment (Blackboard). Guided by these materials, students attend six scaffolded, hands-on workshops in which they work in teams to advance from interpreting practical datasheets, basic Arduino operation, LED control to sensor integration, closed-loop motor-drive design and, ultimately, full system synthesis. The material in each worksheet was designed with a clear set of learning outcomes, guided activities that involve calculations, building a circuit utilising the take home kit, implementing a code on Arduino, analysing and evaluating observed outputs and response, and finally with an opportunity to build on this knowledge by completing a post-workshop activity on their chosen time. The take home kit was at the students’ disposal for a full academic year, which they had options to alternate for individual use or collaborate when they require. Therefore, it was a pre-requisite for students to attend the induction, pass a health and safety test to ensure safe use of the take home kits, and do the worksheets in the presented order so they progress their knowledge and skills, a sample of the worksheets is shown in Figure 2(b). This blended teaching design links knowledge to authentic practice, fostering deeper understanding, transferable problem-solving skills and sustained learner autonomy. Furthermore, this approach ensured that students: (a) grasped and applied fundamental EEE principles important to their e-bike design, and (b) developed the ability to analyse and evaluate their learning through hands-on practical models. (c) Appreciated how electrical and mechanical systems operate as interconnected and interdependent. 4 REFLECTIONS AND INSIGHTS Although no formal research data was collected in the pilot year, multiple forms of informal evidence strongly support the effectiveness of the teaching approach. Student satisfaction significantly increased, with 70% of respondents in module evaluations reporting that teaching was effective and supported their learning with emphasis on the take-home EEE kit made electrical concepts easier to understand. Attendance also improved, with lecture participation rising to a consistent average of around 75% and hands-on workshop attendance exceeding 95%, compared to around 10% in traditional problem-solving sessions. This shift to an experiential, project-based learning model clearly enhanced engagement and enthusiasm. During the hands-on workshops, students engaged with the teaching staff, frequently wanting to improve their coding skills, exploring circuit limitations. Students frequently asked intelligent, curiosity-driven questions that showed active engagement and a deepening understanding of the subject matter, often seeking to explore concepts beyond the scope of the immediate task and attempting the post workshop challenges. Additionally, students successfully met all assessment milestones and demonstrated strong technical competency by designing and building fully functional e-bike powertrain systems that integrated both mechanical and electrical components. All 26 student teams achieved working prototypes that satisfied real-world design criteria, including motor control, sensor integration, and speed regulation. Informal feedback highlighted increased confidence, enjoyment, and a stronger sense of interdisciplinary identity, with students expressing that the practical, hands-on experience helped make abstract concepts more accessible and meaningful. While this evidence base is drawn mainly from the current practice observation, the positive trends across students’ performance, engagement and informal feedback point to the success of the model. These outcomes underscore the value of equipping students not only with theoretical knowledge but also with the tools, resources, and structured opportunities to apply that knowledge in meaningful ways. A key observation from the implementation was the visible transformation in student confidence. Many students who initially expressed hesitation around electrical concepts began to actively participate in workshops, ask informed and curiosity-driven questions, and engage in collaborative problem-solving. The experiential nature of the module – particularly using take-home kits and scaffolded hands-on tasks – allowed students to see tangible results from their learning. This played a critical role in demystifying abstract content and empowering students to take ownership of their learning journey. In doing so, the teaching approach not only built technical competence but also nurtured resilience, autonomy, and interdisciplinary thinking. Moreover, the integration of real-world design challenges, such as the development of a functional e-bike system, provided a motivating context that bridged theory with practice. Students were able to see the direct impact of their design choices, fostering deeper understanding. This observation reinforces the pedagogical importance of experiential learning in engineering education – not merely as a supplementary activity, but as a core strategy to build confidence and promote transferable skills. Key challenges in implementing the proposed mixed teaching model revolve around the need of excellent synchronisation in the content, ensuring the resources (EEE-Kit) are available in good time, managing students’ expectations and resolving any team conflicts. This was all handled with listening and acting on students’ feedback and the excellent coordination between the teaching staff and the team of graduate teaching assistants supporting the course. Nonetheless, the lack of formal, quantitative evaluation data remains a limitation. To strengthen the evidence base and ensure ongoing improvement, plans are underway to incorporate structured evaluation methods in future iterations. These include developing a formal survey to evaluate students’ satisfaction and the use of concept inventories to assess knowledge acquisition and structured analysis of student artefacts to evaluate design thinking and practical competency. The introduction of these tools will allow for a more robust, data-driven assessment of the intervention and help refine the proposed model further for broader application. In summary, this practice illustrates the impact of a well-structured, practice-oriented learning experiences can have on student development – not only in understanding complex interdisciplinary content, but also in shaping the mindset, confidence, and skills required to thrive in professional engineering contexts. 5 CONCLUSIONS This work-in-progress paper explores a mixed pedagogical approach to develop comprehensive engineers through practice-based and project-based learning. We emphasise teaching not only mechanical and electrical technical skills but also fostering creative problem-solving, reflective thinking, and hands-on experimentation. Understanding the necessity of integrating electrical and electronic engineering content into a mechanical engineering program led us to develop the discussed mechatronic module. The initial implementation of this module has proven successful, with students achieving their learning outcomes and advancing from mere conceptual understanding to drawing connections between ideas, evaluating concepts, and creating their own designs. Students grasped the importance of incorporating electrical knowledge into their mechanical engineering careers, as demonstrated through the ebike design project. This project enabled students to develop a diverse range of both technical and interpersonal skills, including but not limited to mechanical and electrical theory, modelling and analysis, understanding system requirements, communication, problem-solving, time management, organisational, and teamwork skills. While this is a detailed description of a practice implementing EEE concepts into a mechatronic module, the pedagogical approach and presented model is applicable to any engineering discipline. The paper stresses the importance of understanding the needs of learners and the efficient utilisation of take-home kits to transform teaching into active learning featuring experiential learning within a project-based earning model.