Volume 5: Engineering Education最新文献

{"title":"A Consistent Approach to Problem Solving in Mechanical Vibrations","authors":"A. Danesh-Yazdi, Yi Wu, O. Onipede","doi":"10.1115/IMECE2018-88241","DOIUrl":"https://doi.org/10.1115/IMECE2018-88241","url":null,"abstract":"A consistent approach to solving problems in an undergraduate vibrations course in Mechanical Engineering is presented in this paper. The traditional approach of solving vibration problems involves several steps such as classifying the system according to degrees of freedom, free or forced vibrations and with or without damping. Based on the classification, an appropriate solution technique is applied and the results are obtained. Since the mathematical solution technique is strictly tied to the classification, students have to learn and apply a variety of solution methods based on the particular form of the mathematical model. The course was literally more like a math course rather than an engineering course. By introducing students to the state-space solution method early in the course and using it as the main/dominant solution method, students can focus more on learning both the physical modeling and mathematical modeling of the vibration systems as well as interpreting results in the engineering context. Since state-space computational solvers are readily available to students (MATLAB, Mathcad, etc.) and they can be applied to solve most (but not all) vibration problems including free or forced SDOF, 2DOF, MDOF systems with or without damping, it allows for consistency when teaching students how to solve vibration problems. State-space solvers can solve for either the time or the frequency response and provides a graphical solution. The students can go from modeling to visually exploring and interpreting results. The students’ response to this approach is also discussed.","PeriodicalId":191997,"journal":{"name":"Volume 5: Engineering Education","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131680401","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":"Blended Learning by Gamification in a Second-Year Introductory Engineering Design Course","authors":"Alyona Sharunova, A. Ead, C. Robson, M. Afaq, P. Mertiny","doi":"10.1115/IMECE2018-86879","DOIUrl":"https://doi.org/10.1115/IMECE2018-86879","url":null,"abstract":"With the rapid development of engineering and new demands of contemporary employers, post-secondary institutions have to adapt, improve and enhance engineering curricula to ensure that recent graduates possess appropriate levels of technical and professional skills and multilateral abilities for a successful start in industry. As industrial technologies, tools, and processes evolve, so must teaching methodologies and approaches, which significantly changes the structure of engineering courses. To ensure that students not only master technical knowledge but also develop their professional, interpersonal, cognitive and computer skills, engineering curricula have begun to shift from a classic instruction format to a blended learning format. Blended learning, the strategy of combining regular face-to-face instruction with online learning and/or other out-of-class-activities, is increasingly used in post-secondary education and disciplines and can take different forms depending on the course needs and desired learning outcomes. This paper reviews the recent implementation of blended learning in the form of gamification of a second-year introductory engineering design course using a commercial online learning platform. The reasoning, methodology, process and the results of student surveys before and after the online game are discussed along with suggested improvements.","PeriodicalId":191997,"journal":{"name":"Volume 5: Engineering Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115357715","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":"User Centered Design Applied to the Improvement of Fine Motor Skills","authors":"Carolina Castro Alarcon, Santiago Castillo Cadena, Daniel Haro Mendoza, Jessica Daniela Vega Bello, Vicente Borja Ramírez, A. Ramírez-Reivich, Yesica Escalera Matamoros, A. Arizmendi","doi":"10.1115/IMECE2018-88407","DOIUrl":"https://doi.org/10.1115/IMECE2018-88407","url":null,"abstract":"This paper reports the development of a method to improve practical skills. The developed method arises from the observations made to the second-year students of Medicine degree at the National Autonomous University of Mexico (UNAM) in order to improve the learning of practical skills used in the “Introduction to Surgery” course.\u0000 However, the results obtained can be extrapolated to any profession that requires the usage of manual tools or fine and precise movements of hands. In the case of engineering, the proposed method can be applied to basic courses in electronics, technical drawing, manufacturing engineering, among others. As well as it can be used for specialized training in tasks such as welding, conventional machining, handling of hazardous materials or any other manual activity that requires precision. As a result, a methodology is presented to improve the learning of fine motor skills in a person, this allows developing of his/her professional activities in a fast and accurate way.","PeriodicalId":191997,"journal":{"name":"Volume 5: Engineering Education","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114730237","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":"Sensitising Core Employability Skill Through Peer Assessment Approach","authors":"Siddharthsinh Jadeja, S. Wadhwa, Kapila G Shukla, A. Ved","doi":"10.1115/IMECE2018-86056","DOIUrl":"https://doi.org/10.1115/IMECE2018-86056","url":null,"abstract":"Indian Engineering Education is transforming from traditional approach to Outcome based Education approach. The engineering education organizations are not only to change the assessment strategies, evaluation patterns and student’s success with evidences but also to satisfy the employer perspective to be developed among the students. This paper discuss about the how a peer assessment strategy has been implemented to enhance the engagement of the learner to foster the core employability skills. A three layered model has been adopted to measure the progress of the Learner and to collect the reflections on core employability skills. In the first year of the study, a larger mass (more than 300 students) has been assessed through this model, and for next two years they have been closely monitored for the growth. In the final year of their study, all the parameters have been compared and it has evidently improved the acquisition of essential required core employability skill at entry level Job.","PeriodicalId":191997,"journal":{"name":"Volume 5: Engineering Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128871253","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 Reflection of a Pedagogic Approach in an Engineering Course","authors":"M. Ferreira, J. Ferreira, C. Leão","doi":"10.1115/IMECE2018-88538","DOIUrl":"https://doi.org/10.1115/IMECE2018-88538","url":null,"abstract":"This paper focused the subject of engineering education for Energy Conversion, last year of the the Integrated Master in Mechanical Engineering Master Course of University of Minho. This curricular unit focus on the fossil fuel resources and combustion. Previous study, carried out by one of the authors, show that a final project can be used as a lever for students’ awareness and to understand the renewable energy sources. Also, it allowed students to identify several challenges to be addressed in the future. The present study goes further and the aim behind it is to understand students’ concerns in this area. To do so, both quantitative and qualitative approaches were used. Quantitative approach, by taking account of the results of an inquiry questionnaire applied to obtain students’ perceptions towards the implementation of this teaching approach and assessment methodology. Qualitative approach, to complement the quantitative findings, using both written project report and oral presentations, to perceive students’ awareness, knowledge and sustainability in Energy and Environment topic. So, it will be possible to understand which topic was preferred, why this particular topic was chosen, how the topic was addressed, if students identified challenges and opportunities, and learn from developing this projects, among others.","PeriodicalId":191997,"journal":{"name":"Volume 5: Engineering Education","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122858005","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":"Assessing the Impact of Using Educational Videos in Teaching Engineering Courses","authors":"Essam Zaneldin, W. Ahmed","doi":"10.1115/IMECE2018-88216","DOIUrl":"https://doi.org/10.1115/IMECE2018-88216","url":null,"abstract":"Traditional ways of delivering lectures in classrooms proved to be inadequate and inefficient. Recently, the education sector is witnessing a dramatic progress and is undergoing a major shift. This shift has been influenced largely by technological and pedagogical trends and the greater worldwide access to the Internet. Videos were seen to be a major contributor to the shift in the educational landscape, acting as a powerful agent that adds value and enhances the quality of the learning experience. To be an effective player, videos continue to have a dramatic impact on higher education challenging the traditional way of delivering course content. While some lecturers may be embracing the use of videos in teaching, there are still lecturers who are reluctant to integrate this technology into their teaching methodology or do not have the skills to do so. This paper highlights the use of videos in teaching undergraduate courses in an international institution in order to boost students’ knowledge and enhance their learning experience. Findings of this study will be analyzed and discussed to address the main advantages of this promising initiative.","PeriodicalId":191997,"journal":{"name":"Volume 5: Engineering Education","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115690140","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":"Development of a New Course on Microgrids and Distributed Energy Resources","authors":"S. Haghani","doi":"10.1115/IMECE2018-88506","DOIUrl":"https://doi.org/10.1115/IMECE2018-88506","url":null,"abstract":"Microgrids are an essential element of smart grids and are identified as a key component for improving power reliability and quality, increasing system energy efficiency, and providing the possibility of grid-independence to individual end-user sites. Microgrids support a flexible and efficient electric grid by enabling the integration of growing deployments of distributed energy resources such as solar and wind power. According to a recent Navigant report, spending on microgrid enabling technologies will reach 112 billion dollars by 2026. While the development of microgrids and distributed energy technologies are underway, a recent Department of Energy jobs report indicates that the U.S. does not have enough skilled workers to fill 1.5 million new energy jobs by 2030. Furthermore, even the most experienced workers often lack the updated skills and training needed to successfully support the advanced systems, tools and devices that make up microgrids. Hence it is important to develop new courses that can equip our students with the necessary technical skills to enter the microgrids job market.\u0000 This paper presents the development of a new course on microgrids and distributed energy resources. This course is a follow up to a previously developed course on Smart Grids. The paper will discuss the course content, the pedagogical approach used to deliver the course, and some of the students’ projects and presentations.","PeriodicalId":191997,"journal":{"name":"Volume 5: Engineering Education","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129173774","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":"Collaborative Multidisciplinary Engineering Design Experiences in IoT (Internet of Things) for Teachers Through Summer Research Site Program","authors":"Alireza Karbalaei, D. Turgut, Melissa A. Dagley, Eleazar Vasquez, H. Cho","doi":"10.1115/IMECE2018-87491","DOIUrl":"https://doi.org/10.1115/IMECE2018-87491","url":null,"abstract":"The objective of the NSF RET (Research Experiences for Teachers) site program hosted by the University of Central Florida is to provide K-12 teachers with a hands-on engineering design experience covering all aspects of the Internet of Things, from the manufacturing of a sensor, to the hardware and software that allows it to connect to the Internet. This program gives teachers learning opportunities to explore the practical use of science for engineering applications, and provide a context in which students in their classroom can test their own scientific knowledge as they recognize the interplay among science, engineering and technology. The uniqueness of this site program lies in the engagement of teachers in various facets of scientific, engineering, and educational methods based on Train-the-Trainer model with rotation in multiple research labs. In order to support the STEM educational services for teachers and students in middle and high schools, our site program aims at creating competent teacher trainers who ensure quality pre-service and in-service teacher education, by providing multidisciplinary experiences that are relevant to the current technical development. Teachers in the adjacent public school districts are primary participants in this site program. Significant efforts have been made to recruit teachers serving underrepresented student populations, and female and minority teachers who can reach out to them.\u0000 In our RET site program, the participants rotated to four different laboratories with a 1.5–3 week residency in each, where they learned about the practice of engineering in various disciplines at the research laboratories on the university campus under the guidance of faculty and graduate mentors. The teachers presented their learning outcomes in the final week and were invited back to share their educational implementation experiences in their classes. This site program provided teachers with interdisciplinary engineering design experiences relevant to innovative technical development, and helped them develop teacher-driven teaching modules that can be deployed in the classroom.","PeriodicalId":191997,"journal":{"name":"Volume 5: Engineering Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125749944","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 Gear-Chain Based Transmission for the Machine Elements Design Laboratory","authors":"Salim Azzouz, G. Bernard","doi":"10.1115/IMECE2018-87107","DOIUrl":"https://doi.org/10.1115/IMECE2018-87107","url":null,"abstract":"This project describes the collaboration of two instructors, one from the mechanical engineering department and one from the mathematics department with a group of mechanical engineering students to build and analyze a new type of transportation transmission. Current transmissions have torque limitations when working at various vehicle loading conditions. The ideal vehicle transmission is a continuously variable transmission that delivers optimum torque at any loading condition. The motivation for this research project is to design a new transmission that would increase the number of gear ratios using a chain element, and consequentially, increasing the number of available torques to achieve better overall vehicle performance. The new transmission consists of two planetary gears systems linked by a chain. It includes multiple inputs and outputs with the possibility of using one of the outputs to drive other engine components. The system is currently investigated for all possible gear ratios and usable torque configurations. The gear ratios are determined using Willis’s formula for planetary gear systems. All possible gear combinations are investigated and their gear ratios mathematically determined. A prototype was designed and built. It is being automatized, currently.","PeriodicalId":191997,"journal":{"name":"Volume 5: Engineering Education","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126251041","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":"Post-Graduation Assessment of the Effectiveness of an Industrially Sponsored Senior Design Capstone Course","authors":"Vito Moreno, B. Weber, T. Barber","doi":"10.1115/IMECE2018-86812","DOIUrl":"https://doi.org/10.1115/IMECE2018-86812","url":null,"abstract":"Results of a survey of recent graduates who completed the Mechanical Engineering Senior Design Capstone course at the University of Connecticut are presented. Student perspectives on level of effort, effectiveness of course outcomes, and value of the course in their current jobs are presented. Overall results suggest that the industrially sponsored projects together with the class lectures have provided valuable experiences.","PeriodicalId":191997,"journal":{"name":"Volume 5: Engineering Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129962811","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}