Improving Students’ Understanding of the Impact of Engineering Solutions in a Global and Societal Context

2007 ◽  
Author(s):  
Richard Bannerot ◽  
Chad Wilson ◽  
Ross Kastor
Keyword(s):  
Heat Transfer ◽  
Student Learning ◽  
Mechanical Engineering ◽  
Engineering Programs ◽  
Capstone Course ◽  
The Past ◽  
College Course ◽  
Societal Context ◽  
Step Over ◽  
The Impact

ABET 2000 imposes the requirement that engineering programs demonstrate that graduates “have the broad education necessary to understand the impact of engineering solutions in a global and societal context”. (Criterion 3h) The implication is that providing the “exposure” to the impact of engineering should be sufficient. However, demonstrating learning takes the process another step. Over the past few years, we have added material to several existing, traditional mechanical engineering courses and added one entirely new course in response to the requirements of ABET 2000 in general and Criterion 3h in particular. We have also introduced additional surveys, assignments and testing into these courses to assess specific aspects of student learning. This paper describes the changes in the sophomore design class, the second course in thermodynamics, the heat transfer course, and the capstone course as well as the new College course in technical communications related to the impact of engineering solutions. The assessment processes are also described.

scholarly journals Pengaruh Game Online Terhadap Cara Belajar Mahasiswa Jurusan Pendidikan Teknik Mesin Universitas Negeri Manado

2022 ◽  
Vol 2 (2) ◽  
pp. 83-89
Author(s):  
Partonduhan aritonang Partonduhan aritonang ◽  
Parsaoran Tamba ◽  
Jemmy Charles Kewas
Keyword(s):  
Student Learning ◽  
Mechanical Engineering ◽  
Online Games ◽  
Learning Ability ◽  
State University ◽  
Online Student ◽  
Quantitative Descriptive ◽  
The Many ◽  
The Impact ◽  
E Mail

PENGARUH GAME ONLINE TERHADAP CARA BELAJAR MAHASISWA JURUSAN PENDIDIKAN TEKNIK MESIN UNIVERSITAS NEGERI MANADO Partonduhan Aritonang1, I. P. Tamba2, Jemmy Charles Kelas3 1,2,3Jurusan Pendidikan Teknik Mesin, Universitas Negeri Manado, Kab. Minahasa e-mail: [email protected], [email protected], [email protected]   ABSTRAK Mahasiswa Pendidikan Teknik Mesin Universitas Negeri Manado yang merupakan anak-anak perantau kini telah mendapatkan dampak yang sangat nyata dari permainan game online. Terbukti dari banyaknya mahasiswa yang ikut ambil bagian dalam permainan ini, dari hasil pengamatan peneliti selaku mahasiswa yang aktif mendapatkan banyak data bahwa mahasiswa Pendidikan Teknik Mesin Universitas Negeri Manado yang aktif bermain memiliki kemampuan cara belajar yang kurang aktif dalam pembelajaran. Penelitian ini menggunakan metode penelitian deskriptif kuantitatif. Metode pengumpulan data yang digunakan yakni kuisioner atau angket. Teknik analisi data yang digunakan dalam penelitian ini yaitu analisis statistik deskriptif, Teknik Analisis Regresi dan pengujian hipotesis.Hasil dari penelitian ini yakni : bahwa pengaruh game online (X) terhadap cara belajar mahasiswa (Y) pada taraf t hitung > t tabel dan hasil uji korelasi rxy 0849. Game online berpengaruh signifikan terhadap cara belajar. Ini dapat dibuktikan dari hasil nilai Fhitung sebesar 4.113 dan nilai signifikansi Ftabel 0.00 < 0.05. Besarnya koefisien determinasi sebesar 0.79 atau 79%. Hal ini berarti 79% pengaruh game online terhadap cara belajar mahasiswa sedangkan untuk selebihnya 21% dipengaruhi oleh variabel lain yang tidak diteliti oleh penelitian ini.   Kata kunci : Game Online, Cara Belajar Mahasiswa THE INFLUENCE OF ONLINE GAMES ON HOW STUDENTS STUDYING MECHANICAL ENGINEERING AT MANADO STATE UNIVERSITY ABSTRACT Manado university's advanced mechanical engineering student who is a migrant child has now had a very real impact on online gaming. It is evident from the many students participating in the game that researchers as active university students have received a wealth of data that students studying engineering at manado state university who actively play have a learning ability that is less active in learning. The study USES a quantitative descriptive study method. The data collection method used was "questionnaire or angket." The data analysis used in the study are descriptive statistical analysis, regression analysis and hypothetical testing. The results of this study are: that how online games affect students' learning (y) at a level of t count > t tables and rxy 0849 cordating results. Online games significantly affect how to learn. This can be verified from the results of the ftable value of 4,113 and the significance of ftable 0.00. Critical coefficiencies by 0.79 or 79%. This means 79% of the impact online games have on student learning while for the rest 21% are affected by other variables not examined by this study. Key words : Game Online, student learning

Do Technological Advancements Lead to Learning Enhancements?: An Exploration in Virtual Product Dissection

2017 ◽  
Author(s):  
Elizabeth M. Starkey ◽  
Cailyn Spencer ◽  
Kevin Lesniak ◽  
Conrad Tucker ◽  
Scarlett R. Miller
Keyword(s):  
Virtual Reality ◽  
Active Learning ◽  
Student Satisfaction ◽  
Student Learning ◽  
Engineering Students ◽  
Learning Assessment ◽  
Immersive Virtual Reality ◽  
Engineering Programs ◽  
Educational Benefits ◽  
The Impact

Recent shifts into larger class sizes and online learning have caused engineering educators to rethink the way they integrate inductive, or active learning activities into their courses. One way engineering educators have done this is through the integration of new technological environments. However, little is known about how the type of technological environment utilized in active learning exercises impacts student learning and satisfaction. Thus, as a first step to understanding the impact of technological advancements on student learning and satisfaction, a study was conducted with 18 senior level undergraduate engineering students who were asked to perform product dissection, or the systematic disassembly of a product, using three technological interfaces (computer, iPad, immersive virtual reality). Variations in the complexity of the product dissected were also explored. The results of this study indicate that variations in technological interfaces did not impact student learning as assessed by a Student Learning Assessment (SLA). However, the complexity of the product dissected did impact learning, with students scoring significantly lower on the SLA when dissecting the most complex product. The results also indicated that students perceived learning and satisfaction were highest when using the immersive virtual reality system. These results suggest that the costs of investing in more technological advanced systems for product dissection may not yet outweigh the educational benefits. However, the increase in student satisfaction with VR environments has the potential to positively impact student retention in engineering programs.

The Development of a Framework for Investigating the Effectiveness of Capstone Course Curricular Changes

2011 ◽  
Author(s):  
Ben Sherrett ◽  
John Parmigiani
Keyword(s):  
Teaching Practice ◽  
Evaluation Framework ◽  
State University ◽  
Student Work ◽  
Engineering Programs ◽  
Capstone Course ◽  
The Past ◽  
Capstone Courses ◽  
Course Changes ◽  
Student Grades

Capstone courses are an integral part of the educational experience in undergraduate engineering programs. However, such courses tend to be challenging in nature for course instructors as many of the features of the capstone course contrast starkly with typical courses in the engineering curriculum. As in any field, communication of effective strategies is crucial as the capstone course community seeks to better their practices. With this goal in mind, the question arises: How does one instructor convince her or his colleagues that a teaching practice implemented at the home university is (i) truly effective, and (ii) can be transferred to other universities with similar results? While effectiveness may be measured in other more traditional courses by simply looking at assignment and test grades, the complexity associated with the capstone course adds ambiguity and complex interrelations that require a more thoughtful and detailed inquiry. This work explains such a framework for evaluating the effectiveness of capstone course changes implemented over the past seven years at Oregon State University. The evaluation framework relies on results from faculty, sponsor, and student surveys as well as sponsor participation data, student work products, course evaluations, and student grades over the period of the past seven years. This work outlines the framework and discusses future plans of implementation of the research project.

Thermo/Fluids Curriculum Development in a New Mechanical Engineering Program

2010 ◽  
Author(s):  
Amir Jokar ◽  
Stephen Solovitz
Keyword(s):  
Heat Transfer ◽  
Graduate Students ◽  
Fluid Mechanics ◽  
Mechanical Engineering ◽  
Dual Approach ◽  
Engineering Programs ◽  
Engineering Research ◽  
Engineering Program ◽  
Research Activities ◽  
Hands On

This study describes a model for developing a thermo/fluids curriculum in a new mechanical engineering program. Hands-on experience and applied engineering research are the center of this development. The efforts in creating undergraduate, elective, and graduate level courses and laboratories in the fundamental topics of thermodynamics, fluid mechanics, and heat transfer are reviewed and explained in detail. A dual approach has been taken in developing the curriculum, so that both undergraduate and graduate students can utilize the facility in their research activities. This development has been revised and optimized since its initiation in 2005, and it has successfully been accredited by ABET. The good results obtained from this model can be used in developing mechanical engineering programs, especially for smaller-sized institutions.

The Teaching Value of Defining Iterative Design Projects in Serving Capstone Engineering Undergraduate Education

2013 ◽  
Author(s):  
Alexander V. Mirzamoghadam ◽  
Jacob C. Harding
Keyword(s):  
Heat Transfer ◽  
Structural Integrity ◽  
Lessons Learned ◽  
First Year ◽  
Engineering Programs ◽  
Iterative Design ◽  
The Past ◽  
Slip Ring ◽  
Steady State Operation ◽  
Student Team

In the past several years, the traditional fourth year “hands-on” requirement for engineering programs in the US is being satisfied by what is now called Capstone Senior Design Project (herein referred to as CSDP). The engineering CSDP program director sends a call to the local industries within the State for solicitation of project proposals that will be worked on by the interdisciplinary engineering student team. Each industrial participant will have to contribute a preset budget defined by the program to the engineering school for each submitted proposal that has been selected by the student team. Honeywell has been an avid participant in the University of Arizona CSDP program for the past several years. Rather than define a simple CSDP that can be fully completed in the first attempt, the author has sought the value of teaching iterative design to the student team by defining a multi-year CSDP scope, in that after the first year, each successive team learns from the past design and implements its own improvement to the design it inherits. This paper gives an overview of Honeywell’s CSDP titled “Measuring Heat Transfer in Annular Flow Between Co-Rotating or Counter-Rotating Cylinders”. Now in its fourth iteration, each wave of student team has been able to understand the complexity of the design, the challenge of testing for structural integrity, the controllability of implementing a balanced system of heat gain and loss to reach steady state operation, the evolution of starting with slip ring temperature measurements and ending at wireless telemetry, DOE testing to rank influencing variables, and heat transfer correlation of the data relating Nusselt versus Reynolds number. Beginning with the first year CSDP team, this paper covers the design approach selected by that team, its results, and the lessons learned as a result of failure in meeting the full requirements, which is then taken on by the next group of students the following year.

scholarly journals Utilizing the CDIO syllabus to reveal CEAB Graduate Attribute Pathways in a Mechanical Engineering Curriculum

2018 ◽  
Author(s):  
Alexandra Meikleham ◽  
Robert Brennan ◽  
Ron J. Hugo
Keyword(s):  
Student Learning ◽  
Mechanical Engineering ◽  
Skills Development ◽  
Engineering Curriculum ◽  
Professional Skills ◽  
Engineering Programs

Many Canadian engineering programs offercourses through a pre-requisite approach: coursework,and therefore knowledge, is assumed to build throughout aprogram. The pre-requisite approach allows postsecondaryinstitutions to monitor the pathway a studenttakes throughout a program, and is assumed to be informedby knowledge journeys. In our experience, however, prerequisitesmay only be loosely based on scaffoldeddevelopment of student learning. Course pathwayssometimes place a greater emphasis on administrativeconvenience and historical relationships, rather thanreflect an up-to-date or meaningful developmental journey.These “pathways” appear to be particularly tenuous whenit comes to professional skills development, despite anincreasing emphasis on their importance (see Canada’sGraduate Attributes 6-12 (Canadian EngineeringAccreditation Board, 2017)). The pre-requisite model mayreinforce a bureaucratic approach to professional skillsdevelopment, inhibiting flexibility and innovation in coursedelivery by allowing administration, rather than learningoutcomes to guide student learning

The Teaching Value of Defining Iterative Design Projects in Serving Capstone Engineering Undergraduate Education

2013 ◽  
Vol 135 (9) ◽  
Author(s):  
Alexander V. Mirzamoghadam ◽  
Jacob C. Harding
Keyword(s):  
Heat Transfer ◽  
Structural Integrity ◽  
Lessons Learned ◽  
First Year ◽  
Engineering Programs ◽  
Iterative Design ◽  
The Past ◽  
Slip Ring ◽  
Steady State Operation ◽  
Student Team

In the past several years, the traditional fourth year “hands-on” requirement for engineering programs in the U.S. is being satisfied by what is now called the capstone senior design project (herein referred to as CSDP). The engineering CSDP program director sends a call to the local industries within the state for solicitation of project proposals that will be worked on by the interdisciplinary engineering student team. Each industrial participant will have to contribute a preset budget defined by the program to the engineering school for each submitted proposal that has been selected by the student team. Honeywell has been an avid participant in the University of Arizona CSDP program for the past several years. Rather than define a simple CSDP that can be fully completed in the first attempt, the author has sought the value of teaching iterative design to the student team by defining a multiyear CSDP scope, in that after the first year, each successive team learns from the past design and implements its own improvement to the design it inherits. This paper gives an overview of Honeywell's CSDP titled “Measuring Heat Transfer in Annular Flow Between Co-Rotating or Counter-Rotating Cylinders.” Now in its fourth iteration, each wave of student team has been able to understand the complexity of the design, the challenge of testing for structural integrity, the controllability of implementing a balanced system of heat gain and loss to reach steady state operation, the evolution of starting with slip ring temperature measurements and ending at wireless telemetry, DOE testing to rank influencing variables, and heat transfer correlation of the data relating Nusselt versus Reynolds number. Beginning with the first year CSDP team, this paper covers the design approach selected by that team, its results, and the lessons learned as a result of failure in meeting the full requirements, which is then taken on by the next group of students the following year.

scholarly journals Between Knowing and Learning: New Instructors' Experiences in Active Learning Classrooms

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Andrea Phillipson ◽  
Annie Riel ◽  
Andy B Leger
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Transformative Learning ◽  
Student Learning ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Educational Development ◽  
The Past ◽  
Student Centred Learning ◽  
The Impact

Over the past 20 years, interest in the impact of space on teaching and learning has grown, and higher education institutions have responded by creating Active Learning Classrooms (ALCs)—spaces designed to promote active, student-centred learning. While ALC research has explored teaching methods, student experience, and student learning, less is known about how teaching in these spaces affects instructors. We contribute to this discussion by investigating teachers’ educational development in these spaces. We asked new instructors to reflect on their ALC experiences, exploring their pre-course preparation and their perceptions about themselves, their students, and teaching and learning. Their reflections revealed key differences between knowing and learning: Although all participants knew about and were dedicated to student-centred pedagogy before teaching in the ALCs, teaching in these spaces prompted transformative learning through which they shifted both their behaviours and perceptions about student learning and about their own roles in the classroom. Au cours des 20 dernières années, l’intérêt consacré à l’impact de l’espace sur l’enseignement et l’apprentissage a augmenté et les établissements d’enseignement supérieur ont répondu en créant des classes d’apprentissage actif (CAA) – des espaces consacrés à la promotion de l’apprentissage actif centré sur l’étudiant. Alors que la recherche portant sur les CAA a exploré les méthodes d’enseignement, l’expérience des étudiants et l’apprentissage des étudiants, on s’est moins intéressé à la question de savoir comment le fait d’enseigner dans ces espaces affectait les instructeurs. Nous contribuons à cette discussion en examinant le développement éducationnel des enseignants dans ces espaces. Nous avons demandé à de nouveaux instructeurs de réfléchir à leurs expériences en CAA, d’explorer leurs préparations avant les cours et leurs perceptions sur eux-mêmes, sur leurs étudiants et sur l’enseignement et l’apprentissage. Leurs réflexions ont révélé des différences majeures entre savoir et apprendre : bien que tous les participants aient été au courant, avant d’enseigner dans une classe d’apprentissage actif, de la pédagogie centrée sur l’apprenant et y aient été dévoués, l’enseignement dans ces espaces a engendré un apprentissage transformateur qui a abouti à un changement à la fois dans leurs comportements et dans leurs perceptions sur l’apprentissage des étudiants ainsi que sur leurs propres rôles dans la salle de classe.

scholarly journals Marketing the Surveying and Geospatial Profession

2014 ◽  
Vol XL-6 ◽  
pp. 99-101
Author(s):  
J. Trinder
Keyword(s):  
General Population ◽  
Education Programs ◽  
Engineering Programs ◽  
The Past ◽  
Career Opportunities ◽  
The World ◽  
The Future ◽  
The Status ◽  
The Many ◽  
The Impact

Many universities around the world are experiencing a decline in the number of students entering programs in surveying and geospatial engineering, including some institutions with prestigious pasts. For Australia, this raises the question of whether there will be adequate graduates in the future to replace the current cohort of surveying and geospatial professionals when they retire. It is not clear why it has not been possible to attract more school leavers into the surveying and geospatial programs, but it may be because the community at large is unaware of the many career opportunities. Several surveys have been carried out in Australia to determine the status of graduates entering the profession and the impact that shortages of graduates in the surveying and geospatial professions in the future. These shortages could seriously limit the development of infrastructure and housing if they are not overcome. Another issue is whether the demand for graduates is changing due to developments in technology that allow surveying and mapping to be undertaken more quickly and efficiently than in the past. Marketing of education programs into schools and the general population is essential. A solution maybe for a concerted global effort to encourage more school leavers to enrol in surveying and geospatial engineering programs and hence improve the viability of the profession for the future. The paper will review the impacts of shortages in graduates entering the profession and approaches to improve the marketing of the surveying and geospatial professions.

Fluorescent potentiometric dyes for membrane-potential imaging

1994 ◽  
Vol 52 ◽  
pp. 166-167
Author(s):  
Leslie M. Loew
Keyword(s):  
Membrane Potential ◽  
Single Cells ◽  
Quantitative Imaging ◽  
Optical Recording ◽  
Biological Processes ◽  
Major Focus ◽  
The Past ◽  
Excitable Systems ◽  
Major Application ◽  
The Impact

A major application of potentiometric dyes has been the multisite optical recording of electrical activity in excitable systems. After being championed by L.B. Cohen and his colleagues for the past 20 years, the impact of this technology is rapidly being felt and is spreading to an increasing number of neuroscience laboratories. A second class of experiments involves using dyes to image membrane potential distributions in single cells by digital imaging microscopy - a major focus of this lab. These studies usually do not require the temporal resolution of multisite optical recording, being primarily focussed on slow cell biological processes, and therefore can achieve much higher spatial resolution. We have developed 2 methods for quantitative imaging of membrane potential. One method uses dual wavelength imaging of membrane-staining dyes and the other uses quantitative 3D imaging of a fluorescent lipophilic cation; the dyes used in each case were synthesized for this purpose in this laboratory.

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