Lessons Learned: Implementing the Case Teaching Method in a Mechanical Engineering Course

2010 ◽  
Vol 99 (1) ◽  
pp. 55-69 ◽  
Aman Yadav ◽  
Gregory M. Shaver ◽  
Peter Meckl
2012 ◽  
Vol 239-240 ◽  
pp. 1624-1627
Yu Zhuo Men ◽  
Hai Bo Yu ◽  
Hua Wang ◽  
Liang Xu

The practical teaching method is proposed based on the comprehensive training, applies virtual sandbox in practical teaching of mechanical engineering project management, and makes detailed researches on the advantages of virtual sandbox applied in project management as well as design of practical teaching system, in order to improve the practical ability on project management of students in major of mechanical engineering; it is shown from the results that the method is capable of effectively helping students strengthening vocational skills under teaching mode of comprehensive training and enhancing their overall quality and practical ability.

2011 ◽  
Vol 199-200 ◽  
pp. 1676-1679
Ping He ◽  
Nai Chao Chen ◽  
Jiang Wu

A novel teaching method is proposed to design the contents of the interdisciplinary courses for the specialized mechanical engineering education. The paper discusses the necessity of assigning the proper interdisciplinary courses on the analysis of currently increasing mixed-talent requirement in our modern society. The characteristics of interdisciplinary research are elucidated in order to obtain the hints for guiding the reform of teaching method to suit for the new status that occur in the interdisciplinary course. The relationships and intersections among the different majors are regards as the most important factor for teaching the interdisciplinary courses well. Refining the associated knowledge from these intersections is the core task for teachers since these contents are very easy to avoid the intense inner anxiety and conflict for the student due to the difference between the own and other majors. For the teacher, the contents of lessons should be designed on the basic of the specialized skill of student’s major and not exceed their knowledge structures on a large degree. Based on this behavior, the detailed knowledge of specialized mechanical engineering is gradually assigned in the classes and terminally the whole specialized industry is learned by the student, which is the desired goal. Finally, the example of electrical machinery is addressed for verifying the effectiveness of the approach of refining the intersections to design the contents and classes. The practical results show that the method proposed in this paper has the high effectiveness on teaching the interdisciplinary specialized mechanical engineering education. In addition, we believe that this schema is also able to be applied for the related interdisciplinary courses.

2019 ◽  
Vol 1 (2) ◽  
pp. 186-193
Minh Tan Tang ◽  
Tuan Van Phan

The paper generally presents about integrating soft skills into teaching by using experience-based teaching method. This method is the process in which the teacher plays the roles of organizing, guiding, orienting and implementing activities with learners, helping learners to find new knowledge, values and capabilities. That new knowledge and capacity continue to be verified in the process of experiencing reality, solving tasks posed by teacher, and then sharing the knowledge that has just been acquired with their friends and lecturer. Therefore, learners will be more receptive. Through the article, the authors would like to share teaching methods via practical experience in teaching specialized subjects of Mechanical Engineering to help students have more opportunities to experience, to apply the knowledge into reality, thence, forming skills and practical capacity as well as promoting the creative potential of the learners themselves.

This research was done because of the covid-19 pandemic. One regulation impact of this pandemic is social distance, so it disturbed the implementation of learning because students did not allowed to learn face to face in a room or at campus. They must learn from home by online learning. This regulation was not a problem for some courses, but it was not easy for practice course because students need tools and do demonstration in laboratory or workshop. This descriptive qualitative reseach was done to observed people who involved in specific teaching method course in the mechanical engineering department of Universitas Negeri Padang (UNP). The key of this research are about data observation, triangulation, careful examination, then data reduction, presentation, and conclusion. The research result stated that; 1) there was no changes in the substance of the learning planning during covid-19, 2) the implementation of practice learning was done by fully learning during covid-19, student and lecture did communication by using whatsapp, e-mail, zoom cloud meeting, UNP’s e-learning, and others tools such as youtube, 3) the assessment of learning was done by testing and observation.

Speaking and listening are the four essential macro skills in English as Second Language (ESL) learning. In recent years, education evaluation has become a vital indicator in assessing the outcomes of the education delivery system. In this study, speaking and listening skills of students were assessed by using the Can-do scales. The scope of the study is confined to undergraduate and postgraduate mechanical engineering students with the aim to evaluate their capability in practicing their English language skills, particularly speaking and listening. The respondents are undergraduate and postgraduate students from Faculty of Mechanical Engineering, Universiti Teknikal Malaysia Melaka (UTeM). A total of 39 respondents were involved in the survey conducted for this study. It is found that respondents have no difficulties if the conversation is regarding basic topics. Nevertheless, respondents have problems to speak when dealing with unfamiliar topics. The outcomes of this study can be utilised to improve students’ English communication skills. In addition, the teaching method can also be enhanced in order to enable students to communicate their subject matter that is engineering in both academic life and future career.

F. Jorge Lino ◽  
Teresa P. Duarte

Nowadays, the Web is a common tool for students searching information about the subjects taught in the different university courses. Although this is a good tool for the first rapid knowledge, a more deep study is usually demanded. After many years of teaching one course about ceramic and composite materials, the authors, used the Bologna reformulation of the mechanical engineering course to introduce new teaching methodologies based on continuous evaluation. One of the main innovations is one practical work that comprises the study of a recent ceramic scientific article, using all the actual available tools, elaboration of a scientific report, present the work and participate in a debate. With this innovative teaching method the enrolment of the students was enhanced with a better knowledge about the ceramics subject and the skills related with the CDIO competences.

2014 ◽  
Vol 518 ◽  
pp. 361-365
Jian Gang Yi

In view of the existing problems in traditional experiment teaching of mechanical engineering curriculums of high school, the method of virtual experiment teaching is proposed in this paper, which aims at developing students creative thinking and enhancing their innovation ability. According to the two aspects of the teaching method and its realization, the various experiments are designed based on virtual design and computer simulation. The results show the proposed virtual experiment teaching method improves students' creative thinking, stimulates students' enthusiasm and creativity, enhances students' overall understanding on mechanical system, and has received good learning effect.

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