Improving Participation of Engineering Students Studying Abroad: An International Dual-Degree Program in Materials Science and Mechanical Engineering

JOM ◽  
2013 ◽  
Vol 65 (7) ◽  
pp. 840-845 ◽  
Author(s):  
William H. Warnes ◽  
Jamie J. Kruzic ◽  
Clara C. Pratt ◽  
Christian Stehr ◽  
David P. Cann ◽  
...  
Keyword(s):  
Mechanical Engineering ◽  
Engineering Students ◽  
Materials Science ◽  
Degree Program ◽  
Studying Abroad ◽  
Dual Degree

Combined Mechanical Engineering Materials Lecture and Mechanics of Materials Laboratory: Cross-Disciplinary Teaching

2005 ◽  
Author(s):  
Michael D. Nowak
Keyword(s):  
Biomedical Engineering ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Soft Tissues ◽  
Materials Science ◽  
Tensile Shear ◽  
Engineering Programs ◽  
Mechanics Of Materials ◽  
Engineering Materials ◽  
Selection Of

We have developed a course combining a Mechanical Engineering Materials Laboratory with a Materials Science lecture for a small combined population of undergraduate Mechanical and Biomedical Engineering students. By judicious selection of topic order, we have been able to utilize one lecture and one laboratory for both Mechanical and Biomedical Engineering students (with limited splitting of groups). The primary reasons for combining the Mechanical and Biomedical students are to reduce faculty load and required resources in a small university. For schools with medium or small Mechanical and Biomedical Engineering programs, class sizes could be improved if they could include other populations. The heterogeneous populations also aid in teaching students that the same engineering techniques are useful in more than a single engineering realm. The laboratory sections begin with the issues common to designing and evaluating mechanical testing, followed by tensile, shear, and torsion evaluation of metals. To introduce composite materials, wood and cement are evaluated. While the Mechanical Engineering students are evaluating impact and strain gauges, the Biomedical Engineering students are performing tensile studies of soft tissues, and compression of long bones. The basic materials lectures (beginning at the atomic level) are in common with both Mechanical and Biomedical student populations, until specific topics such as human body materials are discussed. Three quarters of the term is thus taught on a joint basis, and three or four lectures are split. Basic metal, plastic and wood behavior is common to both groups.

A Pillar of Mechanical Engineering Design Education in Australia: 25 Years of the Warman Design and Build Competition

2013 ◽  
Author(s):  
Warren F. Smith
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Student Assessment ◽  
National Committee ◽  
Engineering Design Education ◽  
Wide Range ◽  
Institutional Learning ◽  
History Of

The “Warman Design and Build Competition”, running across Australasian Universities, is now in its 26th year in 2013. Presented in this paper is a brief history of the competition, documenting the objectives, yearly scenarios, key contributors and champion Universities since its beginning in 1988. Assuming the competition has reached the majority of mechanical and related discipline engineering students in that time, it is fair to say that this competition, as a vehicle of the National Committee on Engineering Design, has served to shape Australasian engineering education in an enduring way. The philosophy of the Warman Design and Build Competition and some of the challenges of running it are described in this perspective by its coordinator since 2003. In particular, the need is for the competition to work effectively across a wide range of student group ability. Not every group engaging with the competition will be competitive nationally, yet all should learn positively from the experience. Reported also in this paper is the collective feedback from the campus organizers in respect to their use of the competition as an educational experience in their classrooms. Each University participating uses the competition differently with respect to student assessment and the support students receive. However, all academic campus organizer responses suggest that the competition supports their own and their institutional learning objectives very well. While the project scenarios have varied widely over the years, the intent to challenge 2nd year university (predominantly mechanical) engineering students with an open-ended statement of requirements in a practical and experiential exercise has been a constant. Students are faced with understanding their opportunity and their client’s value system as expressed in a scoring algorithm. They are required to conceive, construct and demonstrate their device with limited prior knowledge and experience, and the learning outcomes clearly impact their appreciation for teamwork, leadership and product realization.

An Entrepreneurship Education Co-Curricular Program to Stimulate Entrepreneurial Mindset in Engineering Students

MRS Advances ◽  
2017 ◽  
Vol 2 (31-32) ◽  
pp. 1673-1679 ◽  
Author(s):  
Moraima De Hoyos-Ruperto ◽  
Cristina Pomales-García ◽  
Agnes Padovani ◽  
O. Marcelo Suárez
Keyword(s):  
Educational Program ◽  
Engineering Students ◽  
Materials Science ◽  
Core Competencies ◽  
Value Added ◽  
Entrepreneurship Education ◽  
Student Experiences ◽  
Evaluation Tool ◽  
Early Assessment ◽  
Science And Engineering

ABSTRACTThere is a need to expand the fundamental skills in science and engineering to include innovation & entrepreneurship (I&E) skills as core competencies. To better prepare the future Nanotechnology workforce, the University of Puerto Rico-Mayagüez Nanotechnology Center, broadened the educational content beyond traditional skills in science and engineering. The Center, offers a rich educational program for materials and nano scientists that aims to create the next generation of knowledgeable, experienced professionals, and successful entrepreneurs, who can develop value-added innovations that can spur economic growth and continue to impact the quality of life for society. Within the educational program an Entrepreneurship Education Co-Curricular Program (EEP) incorporates I&E training into the Materials Science, Nanotechnology, STEM (Science, Technology, Engineering, and Mathematics) faculty and student experiences. The EEP consists of a two-year series of workshops that seek to develop an entrepreneurial mindset, including five key topics: 1) Generation of Ideas, 2) Entrepreneurial Vision, 3) Early Assessment of Ideas, 4) Identification of Opportunities, and 5) Strategic Thinking. The EEP goals, target audience, and implementation strategy, is described with an evaluation tool to assess the program’s success in developing an entrepreneurial mindset.

scholarly journals Development and delivery of a work experience week programme for mechanical engineering

2020 ◽  
pp. 030641902098104
Author(s):  
A Gonzalez-Buelga ◽  
I Renaud-Assemat ◽  
B Selwyn ◽  
J Ross ◽  
I Lazar
Keyword(s):  
Work Experience ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Impact Analysis ◽  
Legal Term ◽  
Stage 4 ◽  
Engineering Design Problem ◽  
Hands On ◽  
University Of Bristol ◽  
The University

This paper focuses on the development, delivery and preliminary impact analysis of an engineering Work Experience Week (WEW) programme for KS4 students in the School of Civil, Aerospace and Mechanical Engineering (CAME) at the University of Bristol, UK. Key stage 4, is the legal term for the two years of school education which incorporate GCSEs in England, age 15–16. The programme aims to promote the engineering profession among secondary school pupils. During the WEW, participants worked as engineering researchers: working in teams, they had to tackle a challenging engineering design problem. The experience included hands-on activities and the use of state-of-the-art rapid prototyping and advanced testing equipment. The students were supervised by a group of team leaders, a diverse group of undergraduate and postgraduate engineering students, technical staff, and academics at the School of CAME. The vision of the WEW programme is to transmit the message that everybody can be an engineer, that there are plenty of different routes into engineering that can be taken depending on pupils’ strengths and interests and that there are a vast amount of different engineering careers and challenges to be tackled by the engineers of the future. Feedback from the participants in the scheme has been overwhelmingly positive.

scholarly journals Design Integrated in the Mechanical Engineering Curriculum: Assessment of the Engineering Clinics

2007 ◽  
Vol 129 (7) ◽  
pp. 682-691 ◽  
Author(s):  
Jennifer Kadlowec ◽  
Krishnan Bhatia ◽  
Tirupathi R. Chandrupatla ◽  
John C. Chen ◽  
Eric Constans ◽  
...  
Keyword(s):  
Survey Data ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Integrated Design ◽  
Curriculum Assessment ◽  
Rowan University ◽  
Core Courses ◽  
Team Environment ◽  
Design Skills ◽  
The Impact

At Rowan University, design has been infused into the curriculum through an eight-semester course sequence called the Engineering Clinics. Through this experience, students learn the art and science of design in a multidisciplinary team environment and hone their design skills throughout their 4-year career. This paper describes the objectives of the clinics, types of projects, and how the clinics complement traditional core courses in the curriculum. Impacts and benefits of the clinics on students and faculty are discussed, including retention and graduate study rates comparing Rowan University mechanical engineering students to their peers nationally. An assessment of the clinics is presented based on survey data and accreditation objectives and outcomes. Survey data from students were assessed to determine levels of students’ satisfaction and confidence based on the clinics. Results of alumni and employer surveys also provide valuable feedback for assessing and improving the clinics as well as confirmation of the impact of clinics after graduation. Survey data are discussed along with challenges of the clinics at Rowan and adaptability of them at other institutions. Overall, the clinics are a positive and integrated design experience in the curriculum and assist students in achieving the program objectives.

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