Volume 9: Engineering Education最新文献

{"title":"Modifying “Manufacturing Processes” Laboratory for Online/Hybrid Learning Due to COVID-19","authors":"M. Jahan, Yingbin Hu, Kwaku Yeboah, James Stahley","doi":"10.1115/imece2021-70797","DOIUrl":"https://doi.org/10.1115/imece2021-70797","url":null,"abstract":"\u0000 This paper aims to present innovative modifications of the contents and delivery mode of “Manufacturing Processes” laboratory for Mechanical and Manufacturing Engineering students during the global pandemic due to coronavirus (COVID-19). The objective was to maintain high level of student engagement and academic rigor, while minimizing face-to-face activities in the lab and ensuring social distancing when performing lab activities. Modifications are done in the lab to replace some of the previous activities heavily focused on machining processes with additive manufacturing, as activities focusing on machining processes need more face-to-face interactions. Out of three labs and one final project, the major modifications have been done to casting lab to make it fully online and to final project to make it about 90% online. Students were allowed for face-to-face activities that are very critical to students’ learning, and all other activities were performed virtually either by synchronous or asynchronous classes. In the other two labs (bulk deformation, i.e., forging and rolling, lab and the machining lab), students were divided into groups and they took turn to take face-to-face instructions in order to maintain social distancing and safety in the lab. Students were surveyed at the end of the semester to assess their perceptions on the modifications done in the lab and level of engagement in the course, and whether learning outcomes were achieved. Students found the level of engagement appropriate and agree that they have learned new and key concepts of various manufacturing processes and will be able to apply knowledge in the real-life applications. However, the students also reported that hybrid-mode lab instruction cannot completely replace in-person lab instruction, as many of them faced challenges to keep themselves engaged and motivated in all online lab activities.","PeriodicalId":187039,"journal":{"name":"Volume 9: Engineering Education","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124646830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Virus Detection and Medical Diagnostics Student Projects for the Internet of Medical Things","authors":"M. Mauk, Yunshun (Richard) Chiou, T. Tseng","doi":"10.1115/imece2021-73428","DOIUrl":"https://doi.org/10.1115/imece2021-73428","url":null,"abstract":"\u0000 The importance of medical diagnostics, and specifically, tests for infectious agents such as viruses, is well recognized, and in fact, are a crucial component of efforts to control pandemics and mitigate their effects on public health. A long-established trend is the development of low-cost, easy-to-use point-of-care (POC) diagnostics to provide pervasive, timely testing independent of laboratories and other medical infrastructure. The technology of POC tests is widely accessible to engineering students, and there are many opportunities and avenues for innovation, including Smartphone-based platforms and integration with the Internet of Medical Things (IoMT). We discuss the design, demonstration, and testing of POC virus testing, including tests applicable to COVID-19, as Senior Design Projects for undergraduate mechanical, electrical, and manufacturing engineering majors.","PeriodicalId":187039,"journal":{"name":"Volume 9: Engineering Education","volume":"398 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115994003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fostering Student Engagement and Learning in Online and Flex Delivered Thermodynamics Courses via Two-Stage Concept Inventory Quizzes in Time of COVID","authors":"Zahra Sadeghizadeh","doi":"10.1115/imece2021-70778","DOIUrl":"https://doi.org/10.1115/imece2021-70778","url":null,"abstract":"\u0000 The COVID-19 pandemic has required many engineering programs to design and deliver their courses in more flexible formats, including courses that involve teaching students who are participating remotely and face-to-face at the same time (flex courses). However, in the meantime, it is essential to ensure that students are remaining actively engaged in the learning process and that their remote presence is not negatively affecting their conceptual understating of the course materials. The objective of this study was to use concept inventory in the format of a two-stage quiz to investigate how this format impacts students’ performance and engagement in both online and flex delivery modes. During two-stage quizzes, students first work on conceptual problems individually and then collaborates in groups that are remote or hybrid. This approach applied for two sections of an Engineering Thermodynamics class, one delivered in flex dual-mode format and one fully online. It was interesting to see how the level of confidence and students’ perception to answer conceptual questions including misconceptions, change as they interact in different forms of teams. The statistical analysis shows there is no significant difference between online and flex mode results, however students confidence level in answering concept-based questions increases significantly in group answers for both modalities. Additionally, an anonymous survey was developed to receive student’s perceptions and feedback about their learning experience.","PeriodicalId":187039,"journal":{"name":"Volume 9: Engineering Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121890841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Fluids Experiment for Remote Learners to Test the Unsteady Bernoulli Equation Using a Burette","authors":"M. Traum, Luis E. Mendoza Zambrano","doi":"10.1115/imece2021-70018","DOIUrl":"https://doi.org/10.1115/imece2021-70018","url":null,"abstract":"\u0000 The COVID-19 pandemic illuminated the critical need for flexible mechanical engineering laboratories simultaneously deployable in multiple modalities: face-to-face, hybrid, and remote. A key element in the lesson portfolio of a forward-looking engineering instructor is economical, hands-on, accessible, “turn-key” lab activities; kits that can be deployed both in brick-and-mortar teaching labs and mailed home to remote learners. The Energy Engineering Laboratory Module (EELM™) pedagogy, described elsewhere, provides an underpinning theoretical framework and examples to achieve these features. In addition, instructional lab kits must demonstrate foundational engineering phenomena while maintaining measurement accuracy and fidelity at reasonable cost. In the energy-thermal-fluid sciences, achieving these conditions presents challenges as kits require energy and matter transport and conversion in real time at scales large enough to reveal measurable phenomena but not so large as to become hazardous to users. This paper presents theoretical underpinning and experimental verification of a fluid mechanics lab experiment appropriate for undergraduate engineering students that 1) meets all the above-described criteria, 2) costs less than $30 in materials, and 3) can be easily mailed to remote learners.","PeriodicalId":187039,"journal":{"name":"Volume 9: Engineering Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115303306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reverse Engineering a Hedge Trimmer: A Practical Approach to Incorporate Geometric Dimensioning and Tolerancing (GD&T) Effectively in an Undergraduate Freshman Engineering Course","authors":"Tikran Kocharian, S. Manoharan","doi":"10.1115/IMECE2020-24511","DOIUrl":"https://doi.org/10.1115/IMECE2020-24511","url":null,"abstract":"\u0000 Geometric Dimensioning and Tolerancing (GD&T), due to the inherent complexity, is a challenging topic to teach and learn, especially at the undergraduate freshman level. Many institutes either cover GD&T on a superficial level or choose to overlook it. Incorporating such a broad subject in an already busy curricula remains a major challenge for many academic institutes, including ours. The knowledge and skill level of our students in GD&T at the beginning of their co-op is a major concern for several employers. These employers have to expend significant resources to train our students and graduates. To address this growing concern, a practical project was incorporated into a freshman introductory engineering course; a Ryobi hedge trimmer Model No. RY39500 was utilized. The students were divided into five groups, and each group was given a mechanical component from the assembly. First, each group was tasked with taking the necessary measurements to create a Computer Aided Design (CAD) model of their component in an effort to commence the reverse engineering process. The CAD model was then additively manufactured using fused deposition modeling. A detailed drawing of each component was created and GD&T concepts and symbols were applied to the drawing following ASME/ANSI Y14.5-2009 standards. The project was very well received by the students. It enhanced their understanding and skills necessary to implement GD&T concepts and symbols both in practice and in preparing engineering drawings. The 3-D printed parts were shared among the groups and the manufactured parts were fit together to replicate the real life assembling.","PeriodicalId":187039,"journal":{"name":"Volume 9: Engineering Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116951849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Infusing Entrepreneurial Mindset Into Engineering Education: Five Strategies for Implementation Success","authors":"Gary Lichtenstein, J. Collofello","doi":"10.1115/IMECE2020-24644","DOIUrl":"https://doi.org/10.1115/IMECE2020-24644","url":null,"abstract":"\u0000 The Ira A. Fulton Schools of Engineering (FSE) received a two-year grant to institutionalize entrepreneurial mindset (EM) throughout the college. This paper summarizes the history of entrepreneurial education in engineering, then reviews metrics of initial implementation success across 17, ABET-accredited programs. Five strategies were deployed during the implementation stage of the initiative, which strived to engage 66 faculty who taught one of three EM-focus courses in each undergraduate program: a first-year engineering course, a required design or technical course in the second or third year, and Capstone. Strategies were: 1) Adopting a 21st Century Engineer orientation to entrepreneurial education; 2) Operationalizing EM using a single, consistent framework across all courses and programs; 3) Modeling implementation based on ABET accreditation processes; 4) Infusing the initiative with substantial faculty support; and 5) Incentivizing faculty with stipends to promote initial implementation. Challenges revolve around sustaining implementation while improving effectiveness of EM instruction and assessment, particularly after grant funding. Lessons learned are that 1) institutionalization of the initiative needs to be strategized during initial implementation and 2) faculty are more likely to support an initiative that includes activities and outcomes about which they have always cared, including student success, professional development, and collegial interaction.","PeriodicalId":187039,"journal":{"name":"Volume 9: Engineering Education","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127843288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Integrated Engineering Agriculture STEM Program","authors":"Mohamed Gharib, Tala Katbeh, G. B. Cieslinski, Bradley Creel","doi":"10.1115/IMECE2020-23584","DOIUrl":"https://doi.org/10.1115/IMECE2020-23584","url":null,"abstract":"\u0000 Pre-college project-based learning programs are essential means to increase the students’ interest toward STEM (science, technology, engineering, and mathematics) disciplines and careers. Engineering-based projects have shown significant impact on the students’ interests. Therefore, developing countries are investing strategically in their emphasis to attract students to careers in STEM fields, specifically engineering and medicine. That resulted in a steady expansion of their educational pipeline in STEM; and while that emphasis remains, there is a new and urgent need for expertise in agriculture, environmental science, life sciences and sustainability to support the agriculture industry, which is working to secure independent sources of food for their population. New interventions must be devised to stimulate broader interest in STEM fields while also increasing students’ academic readiness for advanced studies in those areas. To target the requirement of increasing people’s competencies in STEM fields, various programs have been created and designed to inspire and broaden students’ inquisitiveness toward STEM.\u0000 This paper presents an integrated science-engineering program, called Qatar Invents, designed to support and enhance students’ learning of science concepts while also increasing students’ understanding of global challenges in food and water security. This goes with close connection to the desire to increase in the domestic production of agricultural resources in developing countries in recent years. Qatar Invents would engage students into learning and applying fundamental engineering skills onto relatable real-world issues: namely, in the design of hydroponics systems. Qatar Invents challenges students to develop critical thinking and problem solving skills in solving modern problems through the use of the engineering design process. With hands-on challenges, modeling, and communication training, students are motivated to tackle problems related to food security where they create hydroponics projects. Qatar Invents’ learning objectives included: teamwork, using proper toolbox skills, understanding what is engineering, the process of brainstorming, creating successful innovative designs, building prototypes, and developing presentation skills. Throughout this program, the participants were equipped with hands-on knowledge and critical thinking skills that helped them achieve their objectives. Utilizing the engineering design process, the students worked in small teams to brainstorm ideas and create inventions. The topics covered during the program included the importance of an engineering notebook and documentation, principals of engineering graphics, basics of agricultural science, foundations of hydroponics, the brainstorming practice, generating a decision matrix, proof of concept, and pitching ideas. At the end of the program, the students came up with novel solutions to serious problems wherein unique hydroponics projects were pr","PeriodicalId":187039,"journal":{"name":"Volume 9: Engineering Education","volume":"37 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124518290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Long-Distance/Online Teaching Model With Video Technology for Engineering Courses Suitable for Emergency Situations","authors":"M. Rodríguez-Paz, J. A. González-Mendivil, Israel Zamora-Hernández","doi":"10.1115/IMECE2020-24365","DOIUrl":"https://doi.org/10.1115/IMECE2020-24365","url":null,"abstract":"\u0000 In this paper we present the implementation of a model involving real-time online education sessions for the continuation of a semester in emergency situations when the university has to stop activities. This model has been used during the strong Earthquakes in Central Mexico in September 2017 and during the most recent global situation due to the coronavirus emergency.\u0000 Teaching of Engineering courses usually involves the combination of lectures, tutorials, problem solving sessions and mid-term exams. In emergency situations when the activities at the university are not possible, other models have to be implemented, usually within a short period of time. In this paper, a model involving the use of video conferencing software, namely zoom, the use of video repositories and the use of digital social media is presented as a successful model for the continuing teaching of courses of Engineering Mechanics. Results show a good acceptance by students and some suggestions given by the students in order to make this model more attractive are also presented. These findings can be applied in the future in the design of schemes for teaching or continuation of a term in higher education when the university faces an emergency that requires activities to be interrupted oncampus.\u0000 As conclusions the authors present a series of recommendations for teachers or professors interested in applying this model or in designing new schemes for teaching online when the university has to be closed.","PeriodicalId":187039,"journal":{"name":"Volume 9: Engineering Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122368517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"STEMpathy Study on Persistence in Mechanical Engineering","authors":"J. Fertig, S. Kumpaty","doi":"10.1115/IMECE2020-23679","DOIUrl":"https://doi.org/10.1115/IMECE2020-23679","url":null,"abstract":"\u0000 Despite widespread targeted efforts at the pre-college level to recruit greater numbers of females and minorities for careers in science, technology, engineering and mathematics (STEM), fewer than 9% of today’s mechanical engineers are female and underrepresented minorities remain under 10%. There is a disproportionately high attrition rate of females and minorities from engineering programs and professions. Female and underrepresented minority mechanical engineering students are discouraged by factors involving: 1) Wider cultural norms and biases (societally pervasive ideas and often discriminatory practices); 2) Social-structural factors that result in differential engineering college preparedness; and 3) Organizational norms and biases within mechanical engineering. At the intersection of these forces is an individual who enters a career to make a difference, but whose fundamental social responsibility goals and leanings are frustrated. This culture alienates many students at a time when prominent engineering organizations like ABET call for greater diversity, empathy and social responsibility. Undergraduates in ten engineering programs at the Milwaukee School of Engineering completed a survey consisting of developed measures of “STEMpathy” (empathy in STEM); equitable treatment across commonly known bases for discrimination; a measure of personal empathy based on Baron-Cohen’s systemizing-empathizing dichotomy; a developed instrument to measure likelihood of persistence; and qualitative questions on reasons for career choice and discriminatory experiences in college. Multiple linear regression analysis supported the hypothesis that persistence likelihood is a function of program STEMpathy and departmental fairness (lack of discrimination) and showed a moderating effect of empathy on program fairness/discrimination. Mechanical engineering was distinguished by low STEMpathy and unique challenges surrounding student persistence.","PeriodicalId":187039,"journal":{"name":"Volume 9: Engineering Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130708069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Use of A3 Report by Industrial Engineering Students As a Tool to Analyze and Interpret a Case Study","authors":"A. Alves","doi":"10.1115/IMECE2020-23075","DOIUrl":"https://doi.org/10.1115/IMECE2020-23075","url":null,"abstract":"\u0000 Lean Thinking is a philosophy which principles were redesigned from Toyota Production System (TPS) by Womack and Jones of MIT. Currently, Lean Thinking principles are taught in the academy and are applied in all sectors, from production to services. Services is what is provided to students in a university. Teachers provide a service to them, and they are the clients of this service. As so, teachers want to provide the best service, adding value to the “client” product. In order to do so, they search for new methods that create flow in the way students learn what they need to learn. Lean Thinking have been providing tools to the classroom to obtain such flow. This paper intends to present a tool, an A3 report, which was used by engineering students to analyze, interpret and report a published case study. This was a team assignment task among others. This task was assessed as a component for the final grade of a course of third year of Master Integrated of Industrial Engineering and Management (IEM). The presentations, A3 reports and discussions results were analyzed and compared using Bloom taxonomy levels and 3H taxonomy to infer about students learning. Main findings obtained were very positive.","PeriodicalId":187039,"journal":{"name":"Volume 9: Engineering Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115037607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}