scholarly journals Henry Lewis Guy, 1887-1956

1958 ◽  
Vol 4 ◽  
pp. 98-101
Keyword(s):  
Mechanical Engineer ◽  
Steam Turbine ◽  
Technical Progress ◽  
Engineering Students ◽  
Prime Mover ◽  
Technical School ◽  
Railway Company ◽  
Science Degree ◽  
Engineering Department ◽  
The University

Sir Henry Lewis Guy was born at Penarth, near Cardiff, on 18 June 1887, and died on 20 July 1956, aged 69 years. He began his career as a pupil of the late T. Hurry Riches, Chief Mechanical Engineer of the Taff Vale Railway Company, in 1903. Studying at the Technical School, he obtained a scholarship to the University of Wales and Monmouthshire and for three years he studied under Professor A. C. Elliott, who was the head of the Engineering Department. Guy took a triple course of Mechanical, Civil and Electrical Engineering and he obtained the University Diploma in all three branches, which was a feat indicative of his diligence and capacity for study. In his early days, he concentrated so much on technology that he did not matriculate and this prevented him from taking the University of Wales degree of engineering. This was made good in later years when he was honoured with a Doctor of Science degree. Guy was one of the outstanding engineering students at Cardiff. Each year he carried off many of the high prize awards. He was a deep thinker and absorbed in technical progress and although attracted to locomotive engineering he realized, even as a student, that the steam locomotive and even reciprocating engines did not offer a great future for more than a limited number of mechanical engineers and even as a student he made up his mind that the prime mover of the future was the steam turbine.

A novel approach to physiology education for biomedical engineering students

2007 ◽  
Vol 31 (1) ◽  
pp. 45-50 ◽  
Author(s):  
J. DiCecco ◽  
J. Wu ◽  
K. Kuwasawa ◽  
Y. Sun
Keyword(s):  
Rhode Island ◽  
Biomedical Engineering ◽  
Engineering Students ◽  
Engineering Programs ◽  
Anatomy And Physiology ◽  
Novel Approach ◽  
Engineering Department ◽  
Physiology Laboratory ◽  
The University ◽  
Mathematical Curriculum

It is challenging for biomedical engineering programs to incorporate an indepth study of the systemic interdependence of cells, tissues, and organs into the rigorous mathematical curriculum that is the cornerstone of engineering education. To be sure, many biomedical engineering programs require their students to enroll in anatomy and physiology courses. Often, however, these courses tend to provide bulk information with only a modicum of live tissue experimentation. In the Electrical, Computer, and Biomedical Engineering Department of the University of Rhode Island, this issue is addressed to some extent by implementing an experiential physiology laboratory that addresses research in electrophysiology and biomechanics. The two-semester project-based course exposes the students to laboratory skills in dissection, instrumentation, and physiological measurements. In a novel approach to laboratory intensive learning, the course meets on six Sundays throughout the semester for an 8-h laboratory period. At the end of the course, students are required to prepare a two-page conference paper and submit the results to the Northeast Bioengineering Conference (NEBC) for consideration. Students then travel to the conference location to present their work. Since the inception of the course in the fall of 2003, we have collectively submitted 22 papers to the NEBC. This article will discuss the nature of the experimentation, the types of experiments performed, the goals of the course, and the metrics used to determine the success of the students and the research.

NASA Student Programs and Senior Capstone Design Experience

2005 ◽  
Author(s):  
M. Parang ◽  
V. I. Naumov ◽  
L. A. Taylor
Keyword(s):  
Engineering Students ◽  
Engineering Majors ◽  
Senior Year ◽  
Technical Problems ◽  
Engineering Department ◽  
Design Skills ◽  
The University ◽  
Senior Students ◽  
Design Experience ◽  
Capstone Design

A significant way to attract engineering students, especially aerospace and mechanical engineering majors, to space issues is to implement exciting NASA student programs into the senior-year capstone design experience. Three years ago the University of Tennessee’s Mechanical, Aerospace and Biomedical Engineering Department offered two new projects, named “Microgravity” and “Lunar Rover Vehicle”, as senior capstone design projects. Both require participation, on a competitive basis, in two corresponding NASA programs: “The Reduced Gravity Student Flight Opportunities Program” and “The Great Moonbuggy Race”. Three years of experience have demonstrated that both programs are very suitable in offering senior students unique opportunities to improve their analytical abilities, develop design skills, gain experience in working in multi-disciplinary teams, solve cutting-edge engineering problems, and familiarize themselves with space issues and technical problems.

Enhancement of Undergraduate Materials Education through Research and Industry-Academia Interactions

2001 ◽  
Vol 684 ◽  
Author(s):  
Asit K. Ray
Keyword(s):  
Engineering Students ◽  
Chemical Engineering ◽  
Joint Venture ◽  
Polymeric Materials ◽  
Main Body ◽  
Polymer Science ◽  
Engineering Department ◽  
Materials Research ◽  
Local Companies ◽  
The University

ABSTRACTThe Chemical Engineering Department at Christian Brothers University (CBU) offers an introductory courses on materials at the sophomore level followed by a course on polymer science and engineering at the senior level complete with laboratory. Students desiring further exposure to materials processing are connected with local polymeric materials companies where they work as interns. These students have the opportunity to be involved in undergraduate materials research in the CBU Polymer Laboratory with the author funded by the university or local polymer companies. Their works are acknowledged in terms of student paper presentations at local or regional research seminars. In 1998, CBU Engineering School's research involvement with the polymeric materials industry was expanded when local polymer company personnels were allowed to conduct proprietary research at the institution's Polymer Engineering Laboratory with the help of paid undergraduate chemical engineering students. Recently the Chemical Engineering Department at CBU initiated collaborative research with the engineering school of a local university and a local biomaterials company. In order to meet the growing needs of packaging engineers in this area, local companies (polymer and others) that have packaging departments and the School of Engineering at CBU recently joined forces to develop a packaging teaching and training program for students as well as employees of these companies. This program would include packaging materials and engineering. The details of Phase I and Phase II of this joint venture are described in the main body of the paper that follows.

Engineering for good: A case of community driven engineering innovation

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Chinweike Eseonu ◽  
Martin A Cortes
Keyword(s):  
Engineering Students ◽  
Technology Innovation ◽  
Local Communities ◽  
First Year ◽  
Engineering Curriculum ◽  
Engineering Design Process ◽  
The World ◽  
The University ◽  
Social Consideration

There is a culture of disengagement from social consideration in engineering disciplines. This means that first year engineering students, who arrive planning to change the world through engineering, lose this passion as they progress through the engineering curriculum. The community driven technology innovation and investment program described in this paper is an attempt to reverse this trend by fusing community engagement with the normal engineering design process. This approach differs from existing project or trip based approaches – outreach – because the focus is on local communities with which the university team forms a long-term partnership through weekly in-person meetings and community driven problem statements – engagement.

scholarly journals Compartmental Learning versus Joint Learning in Engineering Education

Mathematics ◽  
2021 ◽  
Vol 9 (6) ◽  
pp. 662
Author(s):  
María Jesús Santos ◽  
Alejandro Medina ◽  
José Miguel Mateos Roco ◽  
Araceli Queiruga-Dios
Keyword(s):  
Engineering Students ◽  
Chemical Engineering ◽  
Linear Equations ◽  
Mathematical Software ◽  
Mathematical Concepts ◽  
Joint Learning ◽  
The University ◽  
Academic Year ◽  
Non Linear Equations ◽  
Mathematics And Physics

Sophomore students from the Chemical Engineering undergraduate Degree at the University of Salamanca are involved in a Mathematics course during the third semester and in an Engineering Thermodynamics course during the fourth one. When they participate in the latter they are already familiar with mathematical software and mathematical concepts about numerical methods, including non-linear equations, interpolation or differential equations. We have focused this study on the way engineering students learn Mathematics and Engineering Thermodynamics. As students use to learn each matter separately and do not associate Mathematics and Physics, they separate each matter into different and independent compartments. We have proposed an experience to increase the interrelationship between different subjects, to promote transversal skills, and to make the subjects closer to real work. The satisfactory results of the experience are exposed in this work. Moreover, we have analyzed the results obtained in both courses during the academic year 2018–2019. We found that there is a relation between both courses and student’s final marks do not depend on the course.

scholarly journals A Simple but Efficient Concept of Blended Teaching of Mathematics for Engineering Students during the COVID-19 Pandemic

2021 ◽  
Vol 11 (2) ◽  
pp. 56
Author(s):  
Saray Busto ◽  
Michael Dumbser ◽  
Elena Gaburro
Keyword(s):  
Facial Expressions ◽  
Engineering Students ◽  
Video Quality ◽  
Lecture Hall ◽  
Ex Post ◽  
Teaching Of Mathematics ◽  
Online Streaming ◽  
The University ◽  
Blended Teaching

In this article we present a case study concerning a simple but efficient technical and logistic concept for the realization of blended teaching of mathematics and its applications in theoretical mechanics that was conceived, tested and implemented at the Department of Civil, Environmental and Mechanical Engineering (DICAM) of the University of Trento, Italy, during the COVID-19 pandemic. The concept foresees traditional blackboard lectures with a reduced number of students physically present in the lecture hall, while the same lectures are simultaneously made available to the remaining students, who cannot be present, via high-quality low-bandwidth online streaming. The case study presented in this paper was implemented in a single University Department and was carried out with a total of n=1011 students and n=68 professors participating in the study. Based on our first key assumption that traditional blackboard lectures, including the gestures and the facial expressions of the professor, are even nowadays still a very efficient and highly appreciated means of teaching mathematics at the university, this paper deliberately does not want to propose a novel pedagogical concept of how to teach mathematics at the undergraduate level, but rather presents a technical concept of how to preserve the quality of traditional blackboard lectures even during the COVID-19 pandemic and how to make them available to the students at home via online streaming with adequate audio and video quality even at low internet bandwidth. The second key assumption of this paper is that the teaching of mathematics is a dynamic creative process that requires the physical presence of students in the lecture hall as audience so that the professor can instantaneously fine-tune the evolution of the lecture according to his/her perception of the level of attention and the facial expressions of the students. The third key assumption of this paper is that students need to have the possibility to interact with each other personally, especially in the first years at the university. We report on the necessary hardware, software and logistics, as well as on the perception of the proposed blended lectures by undergraduate students from civil and environmental engineering at the University of Trento, Italy, compared to traditional lectures and also compared to the pure online lectures that were needed as emergency measure at the beginning of the COVID-19 pandemic. The evaluation of the concept was carried out with the aid of quantitative internet bandwidth measurements, direct comparison of transmitted video signals and a careful analysis of ex ante and ex post online questionnaires sent to students and professors.

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.

Learning by Doing on Computational Fluid Dynamics

2016 ◽  
Author(s):  
Teresa Parra-Santos ◽  
José M. Molina Jordá ◽  
Gabriel Luna-Sandoval ◽  
Mariano Cacho-Perez ◽  
J. Rubén Pérez
Keyword(s):  
Fluid Dynamics ◽  
Computational Fluid Dynamics ◽  
Engineering Students ◽  
Active Role ◽  
Learning By Doing ◽  
Critical Thought ◽  
Multimedia Material ◽  
Technical Report ◽  
Scale Down ◽  
The University

This work involves the methodology used in the University of Valladolid for Mechanical Engineering students to learn Computational Fluid Dynamics playing an active role. Students pretend to be engineers in a consulting or design office carrying out a fluid mechanics scale down projects. Later they act as reviewers evaluating a project from a colleague. There is a deeper understanding of the topic when they need to discuss the strategies to accomplish the project, to write a technical report and finally to justify the evaluation of other works. Furthermore, they develop their critical thought, writing skills and synthesis capacity. Multimedia material from other institutions that review the concepts learned in the course can be a suitable way to improve the understanding of concepts.

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