Volume 9: Engineering Education最新文献

{"title":"New ABET Student Outcomes Assessment: Developing Performance Indicators and Instruments for Outcome 4","authors":"S. Kumpaty, Katie Reichl, Anand Vyas","doi":"10.1115/IMECE2020-23079","DOIUrl":"https://doi.org/10.1115/IMECE2020-23079","url":null,"abstract":"\u0000 Milwaukee School of Engineering’s Mechanical Engineering Department, having successfully completed the accreditation of the ME program in 2018–19 under the prior a through k student outcomes, dedicated the program meetings during academic year 2019–20 to develop assessment instruments in transitioning to the new ABET Student Outcomes 1–7. By deliberately involving the entire faculty to participate in the development of instruments, a grassroots level discussion and creation ensued for each outcome. The process is showcased in this paper for Student Outcome 4 on ethics as a model to share with our engineering faculty and to highlight salient features in the developed instrument and associated rubrics. The details of performance indicators interwoven across the curriculum and the methods of data collection are provided in a tabular form for ease of expectation and implementation. How the readily available materials from the National Society of Professional Engineers could be incorporated at early years of the baccalaureate program while the outcome’s performance indicators could be assessed at a deeper level during junior and senior years are showcased in this paper. The periodic dialogue among all colleagues who were working on various outcomes ensured proper communication of what one outcome group is prescribing that we do and receive input from those who are involved with the courses in which the data needed to be collected and the performance indicators are to be assessed. The general structure of our standing committees on freshman courses, energy, mechanics, and controls also provided the cushion to review the assessment instruments and provide constructive feedback from the corresponding committee’s perspective. These details of a very interactive Student Outcomes Assessment process will be presented.","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":"126212439","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":"Positive Intelligence Training to Develop Self-Awareness for Enhancing Student Learning Potential During Higher Education","authors":"P. Tyagi, Wondwosen Demisse, M. Savadkoohi, Takele Gemeda","doi":"10.1115/IMECE2020-23845","DOIUrl":"https://doi.org/10.1115/IMECE2020-23845","url":null,"abstract":"\u0000 Positive intelligence (PI) training can produce a transformative impact on college students. PI, a branch of human psychology, provides a tool to identify significant compulsive habits that can inhibit students’ learning potential and ability to understand others. This paper discusses the two training methods adopted for teaching graduate and undergraduate students. It is considered that including such training is fundamentally crucial for developing 21st century STEM workforce with a well-rounded personality. However, PI training may consume a significant class time allocated for covering course contents under the degree-specific curriculums. Starting a new course may increase the credit overload beyond the approved BS and graduate credits. This paper discusses introducing different modules in the existing classes to foster PI training. The PI training method for undergraduate students focuses on self-education via online videos and freely available content and self-assessment tests. Undergraduate students were given a set of questions to guide them about the important PI topics and to pay attention while self-learning the PI elements. The PI assignment starts with the familiarization of the Maslow hierarchy of needs governing the motivation behind human actions. This assignment mainly focuses on understanding the “sage” mode in which a human tends to utilize his/her latent and earned skills towards the attainment of goals and living life purposefully. The PI assignment had several questions on self-sabotaging “saboteurs” and judging traits that almost everyone develops as a survival mechanism while facing emotional and physical survival challenges for an extended period. During class discussion, students were exposed to their hidden/invisible saboteurs which could be easily triggered by unrealistic mental threats and thus compromise their learning function and performance. Students were asked to take free online self-assessment saboteur test to find the numerical values of their traits and do self-evaluation and plan to counteract the effect of self-sabotaging habits. PI training fulfills ABET student learning outcomes focusing on developing their life-long learning skills. This paper mainly discusses the PI training for graduate students under the mechanical engineering department. PI training is one of the first and essential modules in the mandatory MECH 500 Research Methods and Technical Communication course. Graduate students enrolled in this course are first introduced to the importance of PI and its potential impact in developing self-efficacy. After the initial introduction, graduate students are asked to do the following (a) Complete the abovementioned assignment given to the undergraduate student, (b) prepare a presentation on PI by including their insights for class discussion. After the PI training, students were asked to reflect on their competence in PI and the ability to apply it. In the survey and direct feedback, students exp","PeriodicalId":187039,"journal":{"name":"Volume 9: Engineering Education","volume":"38 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":"126969933","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":"Vision-Based SLAM Robot Spider: An Undergraduate Project of Advanced Robotics of Bachelor of Technology","authors":"Caleb Beckwith, Shaojin Zhang, S. Esche, Zhou Zhang","doi":"10.1115/IMECE2020-23220","DOIUrl":"https://doi.org/10.1115/IMECE2020-23220","url":null,"abstract":"\u0000 Bachelor of Technology (B.Tech) of robotics is a skill-oriented degree, and the students are usually not well-prepared both in theoretical knowledge and the opportunities to reach cutting-edge technologies. To overcome the above two difficulties, some challengeable projects are designed as the undergraduate projects of B.Tech of robotics. Among them, a SLAM robot spider is implemented. This project employed robotics vision, PID control, dynamics, kinematics, and additive manufacturing. Its structure is fabricated through additive manufacturing. The skeleton is composed of three main parts: six legs, torso, and head. Each leg has three joints which are driven by servo motors. The torso is used to mount the sensors, control modules, communication modules, and power source. The ‘NVIDIA Jetson Nano’ is used to control the motors, manage the communication interfaces, and process the sensing data. The ‘Intel RealSense depth camera’ and ’Intel RealSense tracking camera’ are used to futile the task of SLAM. The depth camera is used to acquire depth data to generate 3D point clouds. The tracking camera is an auxiliary reference to help to steer and to locate the position. Besides, an iPad tablet is used to provide a manual control option and render the scene in real-time.","PeriodicalId":187039,"journal":{"name":"Volume 9: Engineering Education","volume":"185 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":"133671797","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":"Experiences of Teaching Hands-on Classes in Places Where They Are Rare","authors":"Shuvra Das","doi":"10.1115/IMECE2020-24492","DOIUrl":"https://doi.org/10.1115/IMECE2020-24492","url":null,"abstract":"\u0000 Engineering education in many countries still follows a traditional model where the curriculum is broadly divided into lecture-based theory classes and laboratory classes where experiments are conducted by students using step by step instructions. This type of curriculum has heavy emphasis on theory and less on exploration, application and design. In this model, opportunities for students to do hands-on activities such as building hardware and deal with troubleshooting, writing simulation models and learning by failing, etc. are quite limited. Also, many instructors in these systems are uncomfortable to adopt more hands-on teaching for the fear of failure. In 2019, in China, I taught a freshmen-level course on Introduction to Robotics using Arduino-based hardware where the students had to work in teams to build and program a mobile robot using parts that were provided to them. In 2020, I taught two classes in India for junior/senior level students on Modeling and Simulation of Mechatronic Systems and Modeling and Simulation of Hybrid Vehicles, respectively. In both courses the students spent over 80% of class time developing models and running simulations. In all three courses, enrolling about 60 students each, extensive survey-based assessment showed students are hungry for this type of hands-on experience and would be embracing these types of classes with a lot of enthusiasm. This paper discusses the details of the three classes and results from all the survey-based assessments that were done in the courses.","PeriodicalId":187039,"journal":{"name":"Volume 9: Engineering Education","volume":"13 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":"130736142","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":"Design of a Simple Experimental Setup for P-I-D Control Testing","authors":"Z. Ilhan, W. Loveland, Justiz Baker","doi":"10.1115/IMECE2020-24204","DOIUrl":"https://doi.org/10.1115/IMECE2020-24204","url":null,"abstract":"\u0000 This work aims to demonstrate the use of a simple experimental setup for accurate position control, which will be used to supplement the senior level “Control Systems” class taught in McCoy School of Engineering at Midwestern State University. The experimental setup is an unstable, doubleintegrator system, which consists of a ping-pong ball rolling on a pivoted beam. The control task is to stabilize the ball at the center of the beam by systematically changing the angle of rotation of the beam through the servomotor. The experimental setup is built out of 3D-printed parts, and simple electronics are used for controls. A control-oriented dynamic model is first obtained based on the standard Lagrangian approach and the model is linearized to simplify the control design. Proportional Integral Derivative (PID) controller is then designed based on the system transfer function, and the performance of the PID controller is tested in closed-loop numerical simulations in MATLAB-SIMULINK environment. Finally, the proposed PID algorithm is implemented in the actual setup using the ARDUINO microcontroller platform. Performance of the PID controller is discussed based on the initial results and possible improvement areas are addressed.","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":"133897491","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":"Using Private Industry Based Projects to Teach an Air Conditioning Technical Elective Course","authors":"K. Anderson","doi":"10.1115/IMECE2020-23000","DOIUrl":"https://doi.org/10.1115/IMECE2020-23000","url":null,"abstract":"\u0000 This paper presents the use of private industry based projects to augment the teaching of a senior level thermal design Heating Ventilation Air Conditioning and Refrigeration (HVAC/R) technical elective. The projects describe herein are used to augment the laboratory portion of the course, and act a synthesizing agents allowing students to experience real-world problem solving first hand. The industry based projects are solicited form local industry representatives, whereby mentors from the engineering company are assigned to direct a team of students to complete a given set of action items during the duration of a semester concluding in an end of semester customer design review. The key to this type of learn-by-doing is the active engagement and willingness on behalf of the industry mentors to take time to guide the students via biweekly face to face or web based tag up meetings. This type of experience is invaluable for the students, since it demonstrates the importance of establishing a network of mentors in order to foster life-long learning in the students chosen field of study.","PeriodicalId":187039,"journal":{"name":"Volume 9: Engineering Education","volume":"1 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":"127427711","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":"Design Innovation Incorporating Additive Manufacturing: Creation and Assessment of a Design Tool","authors":"Mark Menefee, Mahesh Pokharel, Brian Kaplun, Dan Jensen, C. M. Yakacki, K. Wood","doi":"10.1115/IMECE2020-24309","DOIUrl":"https://doi.org/10.1115/IMECE2020-24309","url":null,"abstract":"\u0000 Additive Manufacturing (AM) offers design engineers new and advanced manufacturing processes to consider when developing new products or redesigning and evolving current products. AM includes 3D printing processes to quickly produce complex parts and prototypes, that were previously uneconomical or impossible to fabricate. Engineers and organizations have an increasing need to incorporate AM as part of product development; however, design heuristics, design methodologies, and design tools to support AM are nascent and only recently emerging. To enhance Design for Additive Manufacturing (DfAM), this research seeks to develop an accessible, computer-based design assistant that will aid designers in incorporating AM into their design processes. The design assistant implements a distinctive and user-centered Design Innovation (DI) process, set of methods, and set of principles based on a 4D design framework. This 4D framework encompasses the UK Design Council’s double diamond model and includes the phases of Discover, Define, Develop, and Deliver. The Discover phase entails user studies and a deep understanding and empathy for the user. The Define phase considers the reframing of design opportunities based on derived insights from the modeling users’ interactions. The Develop phase uses a variety of methods to create a large quantity of innovative ideas and concepts, and the Deliver phase implements a set of methods to prototype, test, pitch, and ultimately produce deliverables for a market or community.\u0000 We demonstrate the design assistant tool for AM through the development of high-end bracket design for space applications. The design considers the Selective Laser Melting (SLM) process for productions and incorporated topology optimization approaches. This demonstrative case study shows how the tool includes design heuristics and approaches for each of the 4-Ds that assist designers in implementing AM capabilities as part of repeatable design processes. Assessment of the tool is carried out through systematic assessments performed by practicing design engineers that have knowledge of AM. Initial results show that the design assessment tool is very helpful when designers consider using AM and also in helping them use AM in effective and efficient manners.","PeriodicalId":187039,"journal":{"name":"Volume 9: Engineering Education","volume":"41 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":"127877938","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":"Student Experiential Learning Through Design and Development of a Subsurface Melting Head for NASA RASCAL-Special Edition Competition","authors":"Jiajun Xu, S. Haghani, G. D'Orazio, Carlos Velázquez","doi":"10.1115/IMECE2020-23287","DOIUrl":"https://doi.org/10.1115/IMECE2020-23287","url":null,"abstract":"\u0000 In order for students to enhance their understanding of engineering concepts, hands-on experience proves to be essential. Incorporating the design component in undergraduate engineering education has been an immediate and pressing concern for educators, professional societies, industrial employers and agencies concerned with national productivity and competitiveness. It is crucial to enhance undergraduate design and research experiences to meet both societal needs and the growing job-market demands. The University of the District of Columbia (UDC), the District of Columbia’s only public institution of higher education, and a historically black college and university (HBCU), had recently modernized its undergraduate curricula in engineering to meet that need. This paper presents a case study of recent implementation of student experiential learning approach through undergraduate research experience course (MECH 302). This student group participated in the 2019 US National Aeronautics and Space Administration Revolutionary Aerospace Systems Concepts – Academic Linkages (RASC-AL) Challenge, in which they will develop concepts that may provide full or partial solutions to specific design problems and challenges currently facing human space exploration.","PeriodicalId":187039,"journal":{"name":"Volume 9: Engineering Education","volume":"297 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":"126648059","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":"Second Modified Student Presentation Based Effective Teaching (SPET) Method Tested in COVID-19 Affected Senior Level Mechanical Engineering Course","authors":"P. Tyagi","doi":"10.1115/IMECE2020-23615","DOIUrl":"https://doi.org/10.1115/IMECE2020-23615","url":null,"abstract":"\u0000 Student presentation based effective teaching (SPET) approach was designed to engage students with different mindsets and academic preparation levels meaningfully and meet several ABET student learning outcomes. SPET method requires that students prepare themselves by guided self-study before coming to the class and make presentations to teach the whole class by (a) presenting complex concepts and systems appealingly and engagingly, and most importantly (b) serving as the discussion platform for the instructor to emphasize on complex concepts from multiple angles during different presentations. In class, SPET presentations address the conceptual questions that are assigned 1–2 weeks before the presentation day. However, the SPET approach becomes impractical for large class sizes because (i) during one class period all the students can not present, (ii) many students do not make their sincere efforts. This paper focuses on the second modification of SPET to make it practical for large classes. The method reported in this paper was tested on MECH 462 Design of Energy System Course. Unlike the first modified approach, all the students were expected to submit the response to the preassigned questions before coming to the class. In class, SPET group presentations were prepared by the group of 3–6 students, who prepared themselves by doing SPET conceptual questions individually. Students communicated with each other to make a cohesive presentation for ∼30 min. In two classes per week, we covered 5–6 group presentations to do enough discussions and repetition of the core concepts for a more in-depth understanding of the content. During the presentation, each student was evaluated for (a) their depth of understanding, (b) understanding other parts of the presentation covered by other teammates, and (c) quality of presentation and content. The student who appeared unprepared in the class group presentation were provided direct feedback and resources to address concerning areas. SPET approach was applied in the online mode during the campus shut down due to COVID-19. SPET was immensely effective and helped to complete the course learning outcomes without interruptions. SPET could be customized for the online version without any additional preparation on the instructor part.","PeriodicalId":187039,"journal":{"name":"Volume 9: Engineering Education","volume":"113 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":"115302829","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":"Enhancement of Mechanical Engineering Education With Additive Manufacturing Projects","authors":"C. Billings, Z. Siddique, Yingtao Liu","doi":"10.1115/IMECE2020-24568","DOIUrl":"https://doi.org/10.1115/IMECE2020-24568","url":null,"abstract":"\u0000 This paper presents an undergraduate research project developed to enhance mechanical engineering education at the University of Oklahoma. Selective Laser Sintering (SLS) is a promising additive manufacturing method for high-temperature materials with high spatial resolution and surface quality. As one of the most capable engineering-grade thermoplastics, polyether ketone (PEEK) can be used in additive manufacturing due to its elevated working temperature. This printer will use multiple heat zones, adjustable layer height, and a controlled hopper system to allow the user to fine-tune every print.\u0000 In this paper, students are required to analyze the technical challenges of SLS based 3D printing technology. Using three separate controlled heat zones, the user will be able to hold the part above its glass transition temperature until the entire part finishes, therefore, annealing it in the process. This will additionally allow for testing and documentation of the effect of heat during preheating, pre-sintering, and post sintering. These features in a small-scale machine will allow thorough documentation of how controlled heated environments can alter the physical properties of a 3D printed part. Using a full steel platform with CNC machined parts and an off the shelf laser, the cost will be reduced to under ten thousand dollars. This undergraduate project to design an SLS based 3D printer provide a unique opportunity for students to fully understand the challenges of SLS manufacturing and gain experience in developing a complex 3D printing system.","PeriodicalId":187039,"journal":{"name":"Volume 9: Engineering Education","volume":"22 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120907520","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}