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 Filling the Talent Gap

2017 ◽  
Vol 139 (01) ◽  
pp. 28-33 ◽  
Author(s):  
Jeff O’Heir
Keyword(s):  
Mechanical Engineering ◽  
Social Impact ◽  
Engineering Students ◽  
Skills Training ◽  
Engineering Industry ◽  
University Of Wisconsin ◽  
Global Engineering ◽  
Hands On ◽  
Set Up ◽  
The University

This article focuses on the need of engineers with the skills to build the Internet of Things (IoT) in the mechanical engineering industry. Many companies, especially those that cannot afford to train young employees, expect universities to do a better job in teaching mechanical engineering students practical IoT skills. Training efforts by corporations and organizations can help teach young mechanical engineers how to incorporate IoT technologies on the job. ASME hosts a series of global engineering competitions called the IShow, challenging young engineers to design a marketable product that will have a social impact. The University of Wisconsin–Madison IoT Lab is ‘a tech sandbox’ that is expected to bring together engineering and non-engineering students. Experts believe that one of the best ways to train young engineers is to have students from different majors collaborate on hands-on projects that include IoT components. A handful of university engineering departments have developed initiatives in which they are set up in partnership with government or industry, which are turning to universities to understand IoT and figure out how to take advantage of the technologies and related business and marketing strategies.

Incorporation of Manufacturing Process Design Into the Senior Capstone Design Course

2011 ◽  
Author(s):  
Douglas V. Gallagher ◽  
Ronald A. L. Rorrer
Keyword(s):  
Process Design ◽  
Manufacturing Process ◽  
Engineering Students ◽  
Cnc Machining ◽  
Senior Design ◽  
Solid Models ◽  
Hands On ◽  
Design Projects ◽  
The University ◽  
Capstone Design

At the University Colorado Denver, a manufacturing process design course was specifically created to raise the level of the as constructed senior design projects in the department. The manufacturing process design course creates a feed forward loop into the senior design course, while the senior design course generates a feedback loop into the process design course. Every student and student project has the opportunity to utilize CNC mills and lathes where appropriate. Specific emphasis is placed upon the interfaces from solid models to CAM models and subsequently the interface from CAM models to the machine tool. Often the construction of many senior design projects approaches the level of blacksmithing due to time constraints and lack of fabrication background. Obviously, most engineering students have neither the time nor the ability to become expert fabricators. However, the wide incorporation of CNC machining in the program allows, an opportunity to not only raise the quality of their prototypes, but also to immerse in the hands on experience of living with the ramifications of their own design decisions in manufacturing. Additionally, some of the art of fabrication is turned into the science of fabrication. The focus of this paper will be primarily on examining the effect of formal incorporation of the manufacturing process in the capstone design course.

scholarly journals Understanding The Text Content: Applying Asking – Question Technique in English Text for Mechanical Engineering Students

2020 ◽  
Vol 3 (1) ◽  
pp. 45-55
Author(s):  
Norita Prasetya Wardhani ◽  
Muhammad Mujtaba Mitra Zuana
Keyword(s):  
Mechanical Engineering ◽  
Engineering Students ◽  
English Text ◽  
Basic Question ◽  
Question Mark ◽  
Field Note ◽  
Reading Text ◽  
Field Notes ◽  
Text Content ◽  
The University

Purpose - The study aims to observe the students ' skills in reading text with the instrument asking and writing the summary results read the text. Design/methodology/approach - To explain the process and the result of students’ writing wrote everything they saw in the class in field notes. Natural design and the phenomenon (descriptive qualitative) were also noted in the field note helping to analyze the data easily. The participants of this study were from mechanical engineering students, 53 students. Findings - The result showed many students could answer the question given and write a summary of the text having been read. Originality/value - Although this research is conducted at the university, the teachers, tutors, and parents to familiarize students or children with questions from the beginning six questions using WH-question mark. This is to train you to ask critically later when you become older. Because actually, the basic question with the WH-question mark is, directing students to take philosophical views. Paper type – Research paper

scholarly journals UNDERGRADUATE WRITING ASSIGNMENTS IN ENGINEERING: TRACKING ATTRIBUTE 7 IN TWO ACCREDITATION CYCLES

2019 ◽  
Author(s):  
Kathryn Marcynuk ◽  
Anne Parker
Keyword(s):  
Political Science ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
National Study ◽  
Writing Assignments ◽  
The Social ◽  
Course Syllabi ◽  
University Of Manitoba ◽  
The University ◽  
Written Assignments

This paper reports on two iterations of our study of course syllabi in the Faculty of Engineering, University of Manitoba. The first iteration was part of a national study investigating the writing demands placed on students in a variety of disciplines, including those in the Social Sciences and the Humanities as well as Engineering. This first iteration followed an accreditation visit and the Faculty’s introduction of the C.E.A.B. graduate attributes and outcome-based assessment. Although one would expect Engineering to have far fewer written assignments than these other disciplines, such was not always the case. For example, the national study captured results for Political Science that closely matched those for Mechanical Engineering; Political Science students typically wrote, on average, 2.3 written assignments in year 2 of their program, 2.4 written assignments in year 3, and 4.2 written assignments in year 4, while Mechanical Engineering students wrote 4, 3 and 4.2 written assignments in those same years. Such a finding suggested that more writing was happening in the Faculty of Engineering than we might realize – and quiteapart from that done in the mandatory communication class. So, our second iteration of the study followed another accreditation cycle, but this time we focused solely on the Faculty of Engineering at the University of Manitoba. In this second iteration, our goal was to refresh the data so that we could clarify how Attribute 7, “communication skills,” is being met in the Faculty of Engineering at the University of Manitoba.  

Lessons in Teaching an Interdisciplinary Mechatronics Class

2005 ◽  
Author(s):  
Michael Turner
Keyword(s):  
Autonomous System ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Electrical Engineering ◽  
Electromechanical Systems ◽  
Covering Material ◽  
The University ◽  
University Of Dayton

It is common for engineers but rare for engineering students to be asked to work on projects with people whose expertise is in other fields. In an effort to address this shortcoming at the University of Dayton, an interdisciplinary mechatronics class was developed. This lab based course with equal numbers of electrical engineering and mechanical engineering seniors focused on designing, building and controlling electromechanical systems. This paper covers the development of the course and the challenges posed in teaching such a course. The course is centered on the concept of building an autonomous system by integrating a well designed mechanism with a well designed electrical controller. Particular emphasis is placed on the challenge of covering material which is basic and familiar to one set of students while being novel and challenging to another set of students. Additional discussion is included on encouraging cross-disciplinary communication, preventing asymmetrical workloads and stimulating innovation.

Industry Based “Hands-On” Undergraduate Vibration Course for Engineering and Engineering Technology Students

2012 ◽  
Author(s):  
Geoffrey J. Peter
Keyword(s):  
Real World ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Modern Technology ◽  
Instructional Approach ◽  
Engineering Technology ◽  
Technology Students ◽  
Hands On ◽  
Institute Of Technology ◽  
Real World Problems

Modern technology and manufacturing methods often require engineers who understand the fundamental principles of vibration theory and who are also skilled in vibration applications. Simply processing, remembering and applying the material learned from lectures and laboratory experiments with artificial criteria are inadequate. Hands-on teaching techniques with real-world problems are needed to complete the engineering students’ education. This paper demonstrates how hands-on experiments performed in industry support and increase the students’ understanding of fundamental principles and skill in their applications. Graduates with both knowledge and skill are more competitive in today’s job market. A one-quarter industry-based vibration course was developed and taught with a hands-on segment at the Manufacturing and Mechanical Engineering and Technology (MMET) program at Oregon Institute of Technology (OIT) - Portland Campus. This novel instructional approach provided students with the opportunity to immediately apply material, learned in class and laboratory, in real-world industry situations with real-world problems. This instructional approach is applicable in many engineering fields and the author found the mechanical vibrations class particularly well suited for this instructional design style. The hands-on approach, grounded in the vibration course curriculum, provided a direct link to the fundamentals of vibration in industry. Student comments are included to demonstrate the value perceived by the students. Although this curriculum experiment involved mechanical engineering technology students, it would benefit mechanical engineering students equally well. In addition, the paper provides a brief description of the industries that participated in this project. Industries were selected because they use vibration based manufacturing, perform extreme testing or design their products to avoid failure due to vibrations.

scholarly journals Integrative Activities for First Year Engineering Students-Fuel Cell Cars as a Linking Project Between Chemistry, Mechatronics Concepts and Programing

2015 ◽  
Author(s):  
Carol Hulls ◽  
Chris Rennick ◽  
Mary Robinson ◽  
William Melek ◽  
Sanjeev Bedi
Keyword(s):  
Fuel Cell ◽  
Engineering Students ◽  
Low Voltage ◽  
First Year ◽  
Joint Project ◽  
Graduate Attributes ◽  
Hands On ◽  
Team Environment ◽  
Hands On Learning ◽  
The University

In Mechatronics Engineering at the University of Waterloo, a joint project involving small, inexpensive fuel cells cars was introduced to show how courses in the first term relate to one another. Additionally, the project was designed to provide the students with hands on learning, to give the students a taste of what to expect in later years, and to start incorporating many of the CEAB's graduate attributes at an introductory level. The fuel cell car consists of two low-voltage cells, a low power microcontroller and several sensors mounted on a motorised platform. Students employed concepts from chemistry, programming and mechatronics systems throughout the project, submitting reports at key milestones. during the projet, students needed to make decision in a team environment on which strageties to implement to meet the goals of the project. The project culminated in a final competition and report. Students were surveyed at the start, and end, and the term to measure any changes in attitude with regards to the courses as well as their satisfaction with the project. The project was well recieved by students but significant challenges remain to be solved.

SATISFACTION OF MECHANICAL ENGINEERING STUDENTS AT THE UNIVERSITY OF LA RIOJA WITH INTERNSHIPS IN BUSINESSES

2017 ◽  
Author(s):  
Esteban Fraile-García ◽  
Javier Ferreiro-Cabello ◽  
Marina Corral-Bobadilla ◽  
Ruben Lostado-Lorza
Keyword(s):  
Mechanical Engineering ◽  
Engineering Students ◽  
La Rioja ◽  
The University

scholarly journals The Impact of Entrepreneurship on Engineering Education

2017 ◽  
Author(s):  
Majed Jarrar ◽  
Hanan Anis
Keyword(s):  
Engineering Education ◽  
Technological Innovation ◽  
Direct Observation ◽  
Engineering Students ◽  
Graduate Attributes ◽  
Start Up ◽  
Hands On ◽  
Survey Results ◽  
The University ◽  
The Impact

Engineering schools are integrating entrepreneurship within their curriculum in order to equip their students with the capacity to adapt quickly to technological innovation. The University of Ottawa has developed an entrepreneurship course that is open to all engineering students, and aims to provide them with a hands-on approach to starting and growing a technology start-up. This paper is centred on assessing the students who took this course. The results of the survey analyze the impact entrepreneurship has had on their engineering skillset. This skillset reflects the graduate attributes that the Canadian Engineering Accreditation Board (CEAB) expects engineering students to develop. We will observe whether this impact has changed since the inception of this course in 2012 and throughout 5 course cycles. Using the survey results as well as the direct observation during those semesters, we present our analysis on how these outcomes can be replicated in other environments.

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