Rob Jarman is an Associate Professor in the Faculty of Engineering and Information Technology at UTS. He gained a Certificate in Electrical Engineering at Sydney Technical College while completing an electrical drafting apprenticeship. Then followed a B.E Electrical (Hon), a GradCertH. Ed, and PhD (Engineering) at UTS. His thesis title was: Alternate exciter supply for use on synchronous alternators in micro hydroelectric applications.
He is currently the Associate Dean Learning & Teaching. He has been a past Director of Undergraduate Programs (Engineering), coordinator for the Faculty Capstone Project subjects, Head of Electrical Engineering Program.
Rob's research area is in community development through appropriate and sustainable technology transfer and he has extensive experience in working with remote rural communities in all provinces of the Solomon Islands where seven APACE-VFEG micro-hydroelectric systems have been installed.
Micro-hydroelectric systems; appropriate technology for developing communities; and technology transfer
Capstone Project – subject coordinator
BEngSci Project – lecturer and subject coordinator
Engineering Practice Review 2 – session facilitator
Review of Engineering Practice 1 – session facilitator and subject coordinator
Professional Service Project – subject coordinator
Review of External Course – subject coordinator
Review of Engineering Practice 2 – subject coordinator
Lawson, J, Rasul, MG, Howard, P, Martin, F, Hadgraft, RG & Jarman, R 2015, 'Getting it Right: The Case for Supervisors Assessing Process in Capstone Projects', International Journal of Engineering Education, vol. 31, no. 6B, pp. 1810-1818.
Capstone projects represent the culmination of an undergraduate engineering degree and are typically the last checkpoint measure before students graduate and enter the engineering profession. In Australia there is a longstanding interest in and commitment to developing quality capstone experiences. A national study into the supervision and assessment of capstone projects has determined that whilst there is relative consistency in terms of what project tasks are set and assessed, there is not comparable consistency in how these tasks or assignments are marked. Two interconnected areas of assessing process and the role of the supervisor in marking are identified as contentious. This paper presents some findings of a national case study and concludes that whilst further investigation is warranted, assessing process as well as project products is valuable as is the need for greater acceptance of project supervisors as capable of making informed, professional judgments when marking significant project work.
Jarman, R & Bryce, P 2007, 'Experimental investigation and modelling of the interaction between an AVR and ballast load frequency controller in a stand-alone micro-hydroelectric system', Renewable Energy, vol. 32, no. 9, pp. 1525-1543.View/Download from: Publisher's site
Extensive field experience in micro-hydroelectric systems in remote rural communities demonstrates that the use of a typical automatic voltage regulator (AVR), as supplied with a brushless self-exciting synchronous alternator, can be the cause of unsatis
Jarman, R & Bryce, P 2005, 'Serving Solomon', International Water Power and Dam Construction, vol. 57, no. 9, pp. 14-15.
The Solomon Islands are located in the South Pacific ocean, off the coast of Papua New Guinea. The region is solated from overseas markets, main shipping and air routes and from other Pacific Nations. Five of the South Pacific nation states are classified as 'least developed', including the Solomon Islands. Economically, government and civil instituotions are spread thin over large areas on the islands, and what human resources do exist are largely undeveloped, hindering economic development. External pressures for structural reform, individual land titling, and privatisation extend from neighbouring economic powers Australia and New Zealand. Much foreign assistance to date has focused on top-down solutions for a problem that really needs rural based sustainable development; recent programmes of rural-oriented assistance have been challenged by logistics, transaction costs and the mismatch of objectives across cultural divides.
Tekmen-Araci, Y, Francis, B, Hadgraft, R, Zucker, I, Lawson, J & Jarman, R 2020, 'Changing the Mindset of Engineering Educators to Teach Design Studios' in Lecture Notes in Educational Technology, pp. 169-179.View/Download from: Publisher's site
© 2020, Springer Nature Singapore Pte Ltd. The Faculty of Engineering and Information Technology at the University of Technology Sydney recruited and established a 'Learning and Teaching Design' team. One of the primary aims of this team was to change the mindset of engineering academics to deliver a curriculum that produced More Innovative Design-Abled Students and Staff (MIDAS). To model what an inspiring pedagogy might look like, a set of short, intensive, summer school offerings were designed and delivered. These 'MIDAS Summer Studios' aimed to strategically shift the culture of education and to revolutionise how students learn engineering and information technology. In order to confirm that each of the MIDAS Summer Studios and their studio leaders delivered a calibrated student learning experience, a series of training workshops were delivered to ensure the language used by studio facilitators remained consistent. During these workshops, the participants were encouraged to adopt some values and principles. This study reports how these values have been effective in transforming engineering education in one Australian university.
Hadgraft, R, Francis, B, Lawson, J, Jarman, R & Araci, JT 2018, 'Summer studios - Lessons from a 'small bet' in student-led learning', Proceedings of the 46th SEFI Annual Conference 2018: Creativity, Innovation and Entrepreneurship for Engineering Education Excellence, SEFI Annual Conference, SEDI, Copenhagen, Denmark, pp. 815-823.
Hadgraft, RG, Francis, B, Lawson, J, Jarman, R, Stewart, C, Hsieh, I & Jenkins, G 2017, 'Curriculum transformation with students as partners', Proceedings of the 28th Annual Conference of the Australasian Association for Engineering Education (AAEE 2017), Annual Conference of the Australasian Association for Engineering, Australasian Association for Engineering Education, Manly, Australia, pp. 1-9.
8732142. That was my student ID as an undergraduate (now one of the authors).
It was a number, not a name. It distinguished students from professors and all other teaching
staff and, in a symbolic way, reminded us all of our firm place as students, as learners. There
was a big power differential between students and teachers in the 1980s. What we learned
was prescribed, transmitted and tested in implicit ways (no rubrics or marking criteria in those
days) and rarely were our skills tested – just what we knew and could recall at a given time.
Sometimes people say that teaching is an act. Indeed, sage on the stage suggests this
precisely. But being a student is also an act. Students also assume roles and personas.
If we want curriculum transformation, we seek to put a stop to acting – to engage students
and staff in authentic learning.
MIDAS is our curriculum transformation project in the Faculty of Engineering and Information
Technology (FEIT) at UTS – More Innovative Design-Able Students. In MIDAS, we want
students and teachers to be their authentic selves in a true teaching and learning
partnership. MIDAS seeks mutual respect in people, not the fulfilment of roles.
MIDAS doesn't see students as numbers, but as partners, as people who can learn,
contribute, inspire, teach and create ... and it sees teachers as people who also learn,
contribute, inspire, teach and create
Moshiri, F, Gardner, AP, Erkmen, E, Jarman, R & Khabbaz, H 2014, 'Enhancing Industry Exposure, Discovery-Based and CooperativeLearning in Mechanics of Solids', Australasian Association for Engineering Education Annual Conference 2014, School of Engineering & Advanced Technology, Massey University, Turitea Campus, Palmerston North 4442, Wellington, NZ.
Mechanics of Solids is a second year undergraduate subject, undertaken by both Civil and Mechanical engineering students at the University of Technology, Sydney (UTS). Mechanics of Solids has been delivered for many years in a traditional format with lectures and problem solving tutorials. As part of a national Australian project "Enhancing Industry Exposure in Engineering Degrees", UTS in partnership with other universities and industry partners in Australia has sought industry involvement to engage students with the real-world challenges of engineering practice.
The main objective of this project is to design, develop and implement learning modules in Mechanis of Solids that integrate industry exposure to provide context for the concepts included in this subject.
The project consisted of six guest lectures by industry representatives on topics related to typical Mechanics of Solids subject matter and two seminars on using MDSolids software.
Students completed a collaborative assignment aligned with one of the industry presentations. Their reports and presentations were assessed on assessment criteria which included contextual understanding, judgement, effective collaboration and creativity, and their perceptions were captured to evaluate the impact of industry engagement in this subject.
One of the major benefits of this project was students' better understanding of engineering practice. There were also positive effects on students' motivation for learning engineering.
This paper reports the major findings, outcomes and challenges for implementing enhancing industry exposure approach in Mechanics of Solids subject at UTS. The main finding of this research concluded that this project is very valuable to both students as it promotes exposure to real-world engineering challenges. The students' exposure to real and substantive challenges improves their contextual understanding, plus their judgement, practice ...
Nouwens, F, Rasul, MG, Lawson, J, Howard, P, Martin, F & Jarman, R 2013, 'Educational purposes of final year engineering projects and their assessment', AAEE2013 Abstract Handbook - 24th Annual Conference of the Australian Association of Engineering Education, AAEE - Annual Conference of Australasian Association for Engineering Education, Griffith School of Engineering, Griffith University, Gold Coast, Queensland, pp. 77-77.
Su, SW, Nguyen, HT, Jarman, R, Zhu, J, Lowe, DB, McLean, PB, Huang, S, Nguyen, N, Nicholson, RS & Weng, K 2009, 'Model Predictive Control of Gantry Crane with Input Nonlinearity Compensation', International Conference on Control, Automation and Systems Engineering, International Conference on Control, Automation and Systems Engineering, World Academy of Science, Engineering and Technology, Penang, Malaysia, pp. 312-316.
This paper proposed a nonlinear model predictive control (MPC) method for the control of gantry crane. One of the main motivations to apply MPC to control gantry crane is based on its ability to handle control constraints for multivariable systems. A pre-compensator is constructed to compensate the input nonlinearity (nonsymmetric dead zone with saturation) by using its inverse function. By well tuning the weighting function matrices, the control system can properly compromise the control between crane position and swing angle. The proposed control algorithm was implemented for the control of gantry crane system in System Control Lab of University of Technology, Sydney (UTS), and achieved desired experimental results.
Willey, K, Jarman, R & Gardner, AP 2008, 'Redeveloping Capstone Projects in UTS Faculty of Engineering: Has integrating Engineers Australia competencies into the process improved learning?', Proceedings of the 2008 AaeE conference, Annual Conference of Australasian Association for Engineering Education, Engineers australia, Yeppoon, Queensland, pp. 1-6.
Jarman, R & Willey, K 2007, 'Benchmarking Capstone Projects in UTS Faculty of Engineering', ATN EVALUATION AND ASSESSMENT Conference, ATN Assessment Conference, Queensland University of Technology, Brisbane, Australia, pp. 45-57.
UTS:Engineering Capstone Projects are undertaken in the final semester(s) of study and provide an opportunity for students to demonstrate a capacity to perform at the levels expected of a professional engineer. In many cases, students undertake projects in their workplace environment affording a rich context to integrate real-world problems and solutions with academic rigour. The existing subject requirements have remained relatively unchanged for over 10 years; there is negligible evidence of the impact of its introduction and only anecdotal evidence of its effectiveness as a âcapstoneâ subject. Further, project supervisors have expressed their concern regarding a drop in quality of project work â and its assessment. Some students opt for âsofterâ project topics, moderation of assessment criteria across Faculty staff is problematic, and there is a lack of adequate evaluation (feedback) data from students to inform improvement strategy. As changes to subject requirements are being introduced in Spring 2007, a benchmarking exercise is timely. This paper will present the pertinent outcomes from a detailed evaluation undertaken by 85 capstone project students in Autumn semester 2007. Students were asked to self-evaluate on a 0-5 scale the âapplicabilityâ and their âcapacity to demonstrate in their project work each of 61 competency indicators chosen from Engineers Australia Stage 1 Competency Standards. The outcomes will serve as a valuable guide for areas of improvement as well as a benchmark against which future change can be measured.
Su, SW, Nguyen, J, Jarman, R, Huang, S, Chen, W, Celler, BG, Bao, J, Lee, P & Weng, K 2007, 'A new decentralized fault tolerant control strategy and the fault accommodation of coupled drives', Proceedings of the 8th International Conference on Intelligent Technologies (InTech'07), International Conference on Intelligent Technologies, University of Technology, Sydney, Sydney, Australia, pp. 313-317.
Jarman, R & Bryce, P 2004, 'Investigation of the Behaviour Of An AVR in a Ballast Load Frequency Controlled Stand Alone Mircohydroelectric System', Proceedings of the 2004 Australasian Universities Power Engineering Conference AUPEC2004, Australasian Universities Power Engineering Conference, AUPEC 2004, Brisbane, Australia, pp. 1-6.