Incorporating Student-Led Design Projects in Instrumentation and Measurements Laboratory

2018 ◽  
Author(s):  
Emine Celik Foust
Keyword(s):  
Student Outcomes ◽  
Knowledge Retention ◽  
Measurement Laboratory ◽  
Force Measurements ◽  
Student Surveys ◽  
Bicycle Helmets ◽  
Engineering Program ◽  
Time Investment ◽  
Intensity Measurements ◽  
Design Projects

Proposal-based design projects are an effective tool for teaching and reinforcing fundamental concepts. These projects require significant time investment for both students and faculty. Studies have shown that execution of these projects leads to larger knowledge retention. This paper illustrates the examples of student-led projects developed during instrumentation and measurement laboratory class. The Instrumentation and Measurement Laboratory is a requirement of the Mechanical Engineering program at York College of Pennsylvania. The class features an introduction to experimental design, measurement and data analysis. The number of credits dedicated to this class is one laboratory credit. Description of the course, student outcomes, class exercises and examples of student-led design projects are illustrated. In the current paper, these projects include the study of water hammer characteristics in a pipe, force measurements on two types of bicycle helmets, and light intensity measurements for five different light bulbs. Outcomes of student surveys and recommendations for future class offerings are also included.

The Effects of Online Assignments and Weekly Deadlines on Student Outcomes in a Macroeconomics Course

2020 ◽  
pp. 056943452096825
Author(s):  
Laurie A. Miller ◽  
James R. Schmidt
Keyword(s):  
Student Retention ◽  
Adaptive Learning ◽  
Student Outcomes ◽  
Knowledge Retention ◽  
The Other ◽  
Student Knowledge ◽  
Final Exam ◽  
Online Assignments ◽  
Positive Effect ◽  
Jel Classifications

This study examined how weekly, externally set deadlines affected the completion of adaptive learning assignments and student outcomes in an introductory macroeconomics course. We imposed different deadline schemes for the same adaptive learning assignments in two sections of the course. One section was given flexible deadlines and the other section was given rigid weekly deadlines. We found that weekly deadlines did not affect assignment completions or total points earned on unit exams. We investigated how the adaptive learning assignments affected student retention of material. A measure of staying on pace in the course provided a positive effect on the comprehensive final exam for students with weekly deadlines. The weekly deadlines may not have influenced assignment completions but consistent engagement with the flow of topics through the course increased student knowledge retention. Regardless of deadline type, completions of adaptive learning assignments positively affected outcomes on the unit exams and final exam. JEL Classifications: A20, A22

scholarly journals Providing a Uniform Design Experience in an Undergraduate Mechanical Engineering Program

2021 ◽  
Author(s):  
Filippo A. Salustri ◽  
W. Patrick Neumann
Keyword(s):  
Design Process ◽  
Mechanical Engineering ◽  
Uniform Design ◽  
Design Engineering ◽  
Specific Design ◽  
Design Work ◽  
Design Project ◽  
Engineering Program ◽  
Design Projects ◽  
Design Experience

The design experience of 3rd year undergraduates in Mechanical Engineering at Ryerson University, and the assessment of student design work, was found to be disjointed and highly variable across the program. To attempt to address this, the authors are constructing courseware to help instructors of non-design engineering courses embed rich and consistent design projects into their courses. A “lightweight” Fast-Design process was developed. Course-specific design project examples of the process are being developed for five 3rd year courses using this design process. Current versions of all courseware are freely available. This paper details the nature of the courseware and how it was designed, developed,and deployed for the project. To date, one case has been deployed, two developed, and two more are under development. While results are so far only anecdotal, there is reason to believe that our approach can noticeably improve the design experience of students in non-design engineering courses.

Providing a uniform design experience in an undergraduate Mechanical Engineering Program

2021 ◽  
Author(s):  
Filippo A. Salustri ◽  
W. Patrick Neumann
Keyword(s):  
Design Process ◽  
Mechanical Engineering ◽  
Uniform Design ◽  
Design Engineering ◽  
Specific Design ◽  
Design Work ◽  
Design Project ◽  
Engineering Program ◽  
Design Projects ◽  
Design Experience

The design experience of 3rd year undergraduates in Mechanical Engineering at Ryerson University, and the assessment of student design work, was found to be disjointed and highly variable across the program. To attempt to address this, the authors are constructing courseware to help instructors of non-design engineering courses embed rich and consistent design projects into their courses. A “lightweight” Fast-Design process was developed. Course - specific design project examples of the process are being developed for five 3rd year courses using this design process. Current versions of all courseware are freely available. This paper details the nature of the courseware and how it was designed, developed, and deployed for the project. To date, one case has been deployed, two developed, and two more are under development. While results are so far only anecdotal, there is reason to believe that our approach can noticeably improve the design experience of students in non-design engineering courses.

scholarly journals DESIGN AND INNOVATION IN WESTERN'S INTEGRATED ENGINEERING PROGRAM

2011 ◽  
Author(s):  
Ralph O. Buchal
Keyword(s):  
Engineering Education ◽  
Engineering Design ◽  
Emerging Technologies ◽  
Career Goals ◽  
Design Problems ◽  
Engineering Program ◽  
Design Projects ◽  
The University

Society needs innovators to solve pressing design problems, and emerging technologies drive innovation. The Integrated Engineering Program offered at the University of Western Ontario develops engineering innovators by offering an interdisciplinary engineering education with emphasis on emerging technologies and engineering design. The program incorporates design in every year, and offers students the unique opportunity to participate in large multi-year design projects as part of their formal engineering education. A survey shows that students rate these features of the program important and valuable contributors toward their career goals.

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