Mechanical engineering, mechanical engineering technology, and related educational programs are not addressing in a sufficient way the principles associated with applying analytical investigations in solving actual engineering problems. Because of this, graduates do not have the adequate skills required to use the methods of applied dynamics in the process of analyzing mechanical systems. These methods allow one to obtain an understanding of the role of the parameters of a system and to carry out a purposeful control of the values of these parameters with the goal to achieve the desired performance. Engineering and engineering technology programs pay very little attention to addressing these steps. It should be stressed that these programs do not offer a universal straightforward methodology of solving linear differential equations of motion that allow revealing all important interrelationships between the aspects of the engineering problem. It is difficult to formulate the reasons why there is such a low interest in applying the analytical approach in order to reveal the interrelationships between decisive aspects of the operational process of an engineering system in order to achieve the desired goal. Actually, there is almost a complete silence with regard to this issue. Hence, we assume that the first reason could be that there is no recognition of the existence of such a problem. In other words, there is no need to apply these analytical methods since these methods are not beneficial. We do not believe that the engineering community supports this reason. It is not a matter of demonstrating factual data that show how many times the theory was helpful. Without the support of the theory we cannot justifiably evaluate the results of our solutions. If we agree that there is problem, then why are there no publications that would stimulate discussions leading toward a solution of the problem? Here is the second reason. Until now, engineering programs do not present the straightforward universal theoretically sound methodologies for solving the second order linear differential equations that are vital for mechanical and electrical engineering. Without any suggestions of how to solve this problem, it did not make much sense to begin a discussion. In our opinion, this is why we have silence with the regard to this problem. However, it is well known that Laplace Transforms allow solving any linear differential equation of motion. It is justifiable to assume that the main reason why the Laplace Transform methodology is not adopted by learning environments consists in the absence of the majority of tables of Laplace Transform Pairs that are needed for solving differential equations of motion as well as differential equations describing electrical circuits. However, the situation is changed. Current publications comprise the adequate tables that are needed for solving linear differential equations of motion associated with all common mechanical engineering problems. Practicing engineers and students need assistance in acquiring the knowledge of composing differential equations of motion. They need certain training in solving these equations using Laplace Transform methodology. Several recommendations are proposed on how to expedite the implementation in academia and in industry of the methods of applied dynamics in solving common mechanical engineering problems.
Homework is an important out-of-class activity, crucial to student success in engineering courses. However, in a first-semester freshman engineering course, approximately one-fourth of students were completing less than 80% of the homework. The purpose of this study was to examine students’ attribution of their low completion of homework and suggest corresponding interventions to help students with different attribution types. A qualitative approach was applied using semi-structured interviews for data collection. The interviewees were students who were on track to complete less than 80% of the homework. Students in the study attributed their low rates of completion to multiple factors. We coded and summarized students’ attributions of homework incompletion according to Weiner’s attribution theory and suggested corresponding interventions for students with different attribution types. Results show that most students attributed their failure to complete their homework to external reasons rather than internal reasons. A large portion of student’s attributions for low homework completion was due to poor time management skills. Some students attributed low homework completion to unstable factors such as illness, transition, or adjustment problems. A small portion attributed low homework completion to uncontrollable reasons, such as sickness and homework difficulty. Students’ reasons for homework incompletion varied across the three dimensions of Weiner’s attribution theory suggesting that a variety of intervention techniques is required. In addition to use of widely adopted interventions such as first year seminars, tutoring, and tutorial sessions, intervention techniques based on attribution theory may be necessary to employ, to help students avoid negative emotional and behavioral consequences of homework incompletion.
Research suggests that a significant reason that a large number of students earn low grades in the fundamental engineering science course Statics is that they may be entering the course with incorrect conceptual knowledge of mathematics and physics. The self-explanation learning approach called collective argumentation helps k-12 students to understand their misconceptions of mathematical principles that often appear abstract to them. This study investigated collective argumentation as an instructional approach that helps engineering students identify and correct their misconceptions of topics taught in Statics. Results suggest that argumentation improves student performance as measured by grades earned on semester exams. Survey and focus group results suggest that students did not understand the argumentation process. Therefore, the students did not like using it as a learning approach.
There is a major trend in engineering education to provide students with realistic hands-on learning experiences. This paper reports on the results of work done to develop standardized test instruments to use for student learning outcomes assessment in an experiential hands-on manufacturing engineering and technology environment. The specific outcomes targeted for assessment are those defined under the MILL (Manufacturing Integrated Learning Laboratory) Manufacturing Competency Model. In a unique feature aimed at experiential learning, the test instruments incorporate the use of a physical manipulative to evaluate attainment of particular hands-on skills. The resulting standardized tests have been subjected to extensive psychometric analysis. The results of the analysis indicate excellent structure of the test instruments. The test instruments have shown high levels of stability, internal consistency, and reliability. These tests can be used as instruments for outcomes assessment to help document attainment of targeted learning outcomes for program assessment, accreditation, and other assessment purposes. Outcomes Assessment; Standardized Test; Psychometrically Validated; Experiential Learning
Generation Z is gaining popularity as the name used to refer to those born beginning in the mid to late 1990s. This is the generation that follows the Millennials, and they are just starting to arrive on college campuses. Much attention has been paid to Millennials and their impact on society, and because of this Generation Z members are often lumped together with this older cohort. But Generation Z students are unique, and universities and colleges must prepare to meet the challenges of instructing this new generation. Engineering educators in particular are being challenged to adapt to the speed of technological change. Faculty must consider how to adjust to this new environment, including the changing needs and expectations of Generation Z students. This paper explores these topics. The first section will explore the concept of a generation and describe some of the attributes associated with Generation Z. The second section will review the development of engineering education in the United States and some of the major reforms that have occurred in the past 100 years. The last section will discuss potential changes in the classroom to try and address some of the characteristics of Generation Z students.
Universities across the United States (U.S.) are perplexed as to why fewer women than men study engineering and why even fewer complete the curriculum and earn an undergraduate degree in engineering. The percentage of undergraduate engineering degrees awarded annually to women in the U.S. since 2000 has remained relatively constant at around 20%. However, some engineering disciplines have had much greater success in graduating women, with some programs awarding 50% or more of their bachelor’s degrees to women. The purpose of this research was to gain a better understanding of why women preferred certain engineering disciplines over others. Up to 17 years of undergraduate engineering department data from the University of Florida (UF) and national averages from the National Science Foundation (NSF) were reviewed to evaluate graduation rates for women in engineering. The total number of graduates at the undergraduate level were compared to the number of undergraduates who identified themselves as women. Linear regression of the data was used to identify trends. In the last 17 years, there has been little change in the overall percentage of women engineering undergraduates, but there is a great disparity between the engineering disciplines. Women earn larger proportions of undergraduate degrees in engineering disciplines where they perceive a societal benefit. How can engineering departments improve their enrollment and retention of women? One way is by providing early-on specific real life examples of how engineers solve society’s most challenging problems.
Team projects are increasingly used in engineering courses. Students may develop attitudes toward team projects from prior experience, and their attitudinal responses could influence their performance during team project-based learning in the future. Thus, instructors need to measure students’ attitudes toward team projects during their learner analysis to better understand students’ characteristics and be proactive in providing effective strategies to help students succeed in a team project environment. The purpose of our study was to develop a survey instrument that measures students’ attitudes toward team projects to be used as a learner analysis tool, derived from our local practical needs and due to the lack of appropriate existing instruments. The study was conducted at a mid-sized university in the northwestern United States during 2015-2016. After we generated an initial pool of 50 items, we administered the survey to 225 undergraduate engineering students, performed exploratory factor analysis on the data, and arrived at a four-factor solution of 20 items and a three-factor solution of 14 items. We tested the two competing solutions with another set of 330 undergraduate engineering students. Based on our confirmatory factor analysis results, we arrived at a three-factor model of 12 items as the finalized scale, which measures: (a) professional capacity building, (b) learning and problem-solving skills development, and (c) workload challenges. We call the scale, the Attitudes toward Team Projects Scale on Capacity, Learning, and Workload (ATPS-CLW). Suggestions for future research include continuous development, testing, and validation of the scale.
Student access to the Internet has made it much easier for students to find solutions to traditional homework problems online and thereby has made this traditional assessment method of monitoring student progress and gauging the assimilation of knowledge in engineering and technology courses less reliable. This paper presents an in-class, group-based quiz technique where students are quizzed typically on a weekly basis on material presented during the same week in lecture, but before doing any homework. Homework is typically not graded or its impact reduced on its percentage impact on the final class grade, whereas the quizzes are assigned a higher percentage impact on the final grade. Mid-term and final exams are based or derived from the homework assignments. Since students have not usually had any time to study the new material, they can work in groups of typically two or three students and if they get stuck, they have the option of asking the instructor for hints to prevent them from being stuck. Quizzes are graded in real-time during the class and provide the instructor with continuous, week to week, assessment as to a student’s progress. The study found that the use of this quiz technique creates a more interactive experience between students, between the student and the instructor, and reduces the possibility of plagiarism on homework assignments.
This study had three purposes and four hypotheses were tested. Three purposes: (1) To use hierarchical linear modeling (HLM) to investigate whether students’ perceptions of their engineering career intentions changed over time; (2) To use HLM to test the effects of gender, engineering identification (the degree to which an individual values a domain as an important part of the self), and engineering program expectancy (one’s belief in the possibility of his or her success in engineering) on the growth trajectory of students’ engineering career intentions; and (3) To introduce the uses of longitudinal design and growth curve analysis in engineering education research. Survey data was collected at four time points using measures that produce scores with known validity. Sample sizes at each time point were 470, 239, 129, and 115, respectively. We used SPSS 22.0 to perform descriptive statistics and reliability analyses, and HLM version 7.0 to analyze growth. Between their first and third years, undergraduate students’ perceived engineering career intentions neither grew nor declined significantly, with no significant difference between male and female students. Engineering identification significantly predicted individual differences when controlling for engineering program expectancy, whereas engineering program expectancy did not predict career intentions when controlling for engineering identification. These findings are possibly signs of overall stabilization of the declining trends in career intentions and reversal of women’s perceptions of commitment to engineering careers. The contributions and limitations of this study are also discussed.
This paper describes a student-centered approach to a power engineering technology course using the flipped or inverted classroom as well as active learning in the form of group discussions and team problem solving. The study compares student performance and perceptions of a traditional, teaching-centered classroom to two different flipped courses: one using video lectures and one using a media-enhanced electronic textbook. The authors compared courses in the areas of 1) student performance on multiple choice and numerical analysis problems, 2) students’ perceptions of course delivery format and satisfaction with the course and instructor, and 3) technical content coverage. Results show little difference in student achievement between the course formats, strong negative reactions by students to unfamiliar instructional methods, and little difference in content coverage. The authors believe that the outcomes of this study can be attributed to the benefits of small class sizes (n<12), which naturally enable active learning to be utilized without the need for rigid and formal course structure,
This work describes the educational experiences gained teaching the Senior Design I & II courses, a senior level, two-semester sequence in the Electrical Engineering (EE) program at Georgia Southern University (GSU). In particular, the authors present their experiences in using robotics as the main area to develop the capstone senior design, with focus in interdisciplinary interactions and teamwork for the design and implementation of autonomous mobile robots. Other main purpose of the capstone design course sequence is for the students to experience working in an engineering application project researching and analyzing the sustainability, ethical and social impact issues related to their projects. The students work for two semesters as a team to design, test and build a mobile robot project for a particular application. Some of these projects have been fabricated to participate in different robotic competitions, including the IEEE sponsored hardware competition, the lawn mower competition, and the robot waiter competition.
A multidisciplinary entrepreneurial senior capstone has been created for engineering technology students at a research I land-grant university statewide extension. The two semester course sequence welcomes students from Mechanical Engineering Technology, Electrical Engineering Technology, Computer Graphics Technology, and Organizational Leadership. The goal was to provide an avenue for technology students to learn about, actively participate in, and form small scale startups in a multidisciplinary approach. Student are introduced to fundamental techniques and methodologies for effective product development, such as design thinking, technical data package, rapid prototyping, testing, and validation. As well as entrepreneurship concepts, such as product ideation, market research, capital exploration, customer acquisition, customer discovery, intellectual protection, marketing and branding, and leadership. The capstone has provided real-world, hands-on learning of the components and processes necessary to take a product idea from initial concept to successful business. Currently entering in to its third year, the capstone continues to evolve. This paper presents a brief description of the capstone, including formation, execution, and outcomes. The curriculums used are outlined and future changes are discussed. Lastly, the presentation of challenges, lessons learned, and course accomplishments will be discussed.
Final program projects (capstone course) in manufacturing design engineering technology at National University are intensive experiences in critical thinking and analysis, designed to broaden students’ perspectives and provide an opportunity for integration of coursework in the area of manufacturing design engineering. This paper focuses on three specific capstone projects that were worked on in an undergraduate manufacturing design engineering program. The projects include an office chair design, development of an improved balloon marker placement system for catheter manufacturing, and a modular motorcycle helmet design. This paper summarizes the design methodologies and strategies that were adopted by the students and faculty. In addition, this paper draws on the experiences gained from working on these projects to describe how a capstone project in manufacturing design engineering should be designed for maximum effectiveness. In this context, this paper presents a useful do’s and don’ts list.
Capstone design projects have become commonplace among engineering and engineering technology programs. These projects are valuable tools when assessing students, as they require students to work in teams, communicate effectively, and demonstrate technical competency. The use of industrial sponsors enhances these projects by giving these projects more of a “real world” feel. Most of the research into capstone design projects focuses on student learning as well as the overall design process. However, very little research has been performed from the perspective of the industrial sponsor. In this paper, an industrial sponsor who has sponsored several large-scale capstone design projects presents their perspective on working with students on these projects. These projects serve as training systems for their existing employees and clients, and offer the sponsor the opportunity to evaluate the students as prospective future employees.
Capstone engineering design courses have been a feature at research universities and four-year schools for many years. Although such classes are less common at two-year colleges, the experience is equally beneficial for this population of students. With this in mind, Madison College introduced a project-based Engineering Design course in 2007. This paper explores Madison College’s experience over the past decade offering this class. Unique challenges and opportunities for engineering design courses at two-year colleges are discussed. Our findings include several recommended practices to benefit colleges and universities at any level that are creating new engineering design courses.
The principal purpose of this investigation is to study the effect of robotic cooperative learning methodologies on middle school students’ critical thinking, and STEM interest. The semi-experimental inquiry consisted of ninety four six-grade students (forty nine students in the experimental group, forty five students in the control group), chosen by their principals. A critical thinking test was administered to evaluate the cognitive skills and STEM interest of the students. Instruction was implemented in two formats: cooperative learning and problem-based learning. The experimental group utilized robotic cooperative learning while the control group utilized problem-based learning. After four sessions of both instruction types with both groups the findings reveal that critical thinking of students is enhanced significantly by robotic cooperative learning (P<0.01).
A new, interdisciplinary, team-taught course has been designed to educate students in Electrical and Computer Engineering (ECE) so that they can respond to global and urgent issues concerning computer control systems in nuclear power plants. This paper discusses our experience and assessment of the interdisciplinary computer and nuclear energy course, which was developed and offered primarily to ECE students at Howard University. A unique team-teaching model utilized with ECE professors and nuclear field experts was applied to teach the two diverse subjects: computer safety and nuclear energy. The survey result from the first offering of the course showed a very positive response from the majority of the students about the team-teaching method and the knowledge acquired on the two subjects.
We have conducted an education project to communicate the wave energy concept to high school students. A virtual reality system that combines both hardware and software is developed in this project to simulate the buoy-wave interaction. This first-of-its-kind wave energy unit is portable and physics-based, allowing students to conduct a number of hands-on activities. This system is the core component of an educational experience that integrates demonstration and hands-on learning, with an aim of introducing the wave energy conversion process to students in an interactive environment. Presentations have been made at two different high schools with diverse student populations, and students involved in this project rated very positively about their learning experience. As revealed by their feedback, the virtual environment and its combination with the hardware are the most important factors that help students to appreciate the knowledge in the wave energy conversion process.
This article presents a case study that illustrates the paradigmatic shift in higher education from content-centered teaching to learning-centered academic programs. This pragmatic change, triggered by the STEM movement, calls for the introduction of success measures in the course development process. The course described in this paper illustrates such a goal-driven approach to the development of an entire multidisciplinary curriculum in mechanical engineering and mechatronics. The effectiveness of this new curriculum was confirmed by findings of a survey of graduates of the first six graduating classes who studied on the basis of this curriculum.
