scholarly journals Using Recycled Photovoltic Modules and Batteries for Engineering Education, Student Projects, and as Viable Portable, Backup Storage Power Sources

2020 ◽  
Author(s):  
Robert Fletcher ◽  
Naim Shandi
Keyword(s):  
Engineering Education ◽  
Education Student ◽  
Power Sources ◽  
Student Projects ◽  
Backup Storage

The Three Rs in Research and Education: A Long Road Ahead in the United States

1996 ◽  
Vol 24 (2) ◽  
pp. 151-158 ◽  
Author(s):  
F. Barbara Orlans
Keyword(s):  
United States ◽  
Animal Experiments ◽  
The United States ◽  
Education Student ◽  
Funding Sources ◽  
Research And Education ◽  
The Right ◽  
Student Projects ◽  
Institutional Oversight ◽  
The Three Rs

Attitudes toward the Three Rs concept of refinement, reduction and replacement in the United States in research and education are widely divergent. Positive responses have come from several sources, notably from four centres established to disseminate information about alternatives. Funding sources to support work in the Three Rs have proliferated. The activities of institutional oversight committees have resulted in the nationwide implementation of important refinements. In the field of education, student projects involving pain or death for sentient animals have declined, and the right of students to object to participation in animal experiments on ethical grounds has been widely established. However, there is still a long way to go. Resistance to alternatives is deep-seated within several of the scientific disciplines most closely associated with animal research. The response of the National Institutes of Health to potentially important Congressional directives on the Three Rs has been unsatisfactory. The prestigious National Association of Biology Teachers, which at first endorsed the use of alternatives in education, later rescinded this policy, because of opposition to it. An impediment to progress is the extreme polarisation of viewpoints between the biomedical community and the animal protectionists.

scholarly journals Jobsheet Learning Media Development of Stone and Concrete Working Practice Courses Building Engineering Education Program of Padang State University

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Wahyu Hutria ◽  
Nurhasan Syah ◽  
Azwar Inra
Keyword(s):  
Engineering Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Education Student ◽  
State University ◽  
Study Program ◽  
A Value ◽  
Building Engineering ◽  
Improve Student Learning

Jobsheet learning media is designed to improve student learning outcomes so that students can understand the overall material provided and help learn independently. This research aims to develop a  Jobsheet learning medium in the course of Stone and Concrete Work Practices Building Engineering Education Study Program that is valid, practical, and effective. This research uses Research and Development (R&D)method with 4-D development model. The subject of the study was a building engineering education student who took a course in Working Practice of Stone and Concrete Semester January-June 2019. The results obtained in this study are as follows:(1) produce jobsheet learning media    (2) Validity of Jobsheet learning media,  declared valid on the content aspect with a value of   0.83 and valid on the aspect of media format with a value of 0.89,  (3) Practicality of  jobsheet learning media based on two responses lecturers expressed very practical with a percentage of 89.92% and based on  15 responses students expressed very practical with a percentage of 85.03%, (4)  Jobsheet learning media, otherwise effective can improve the knowledge aspect of students who use  Jobsheet seen from student learning outcomes and effectively improve aspects of student skills seen from results and practice reports. Based on the results of this study, it can be concluded that  jobsheet learning media has been valid, practical and effective as a teaching material in the course of Working Practice of Stone and Concrete.

scholarly journals CORRELATION BETWEEN SOFT SKILLS AND HARD SKILLS (ACHIEVEMENT OF HIGH COMPETENCY) WITH PREPARATION TO BE TEACHER OF MECHANICAL ENGINEERING EDUCATION STUDENTS

2019 ◽  
Vol 2 (1) ◽  
pp. 41
Author(s):  
Budi Harjanto
Keyword(s):  
Teacher Education ◽  
Engineering Education ◽  
Mechanical Engineering ◽  
Soft Skills ◽  
P Value ◽  
Reliability Test ◽  
Education Student ◽  
Teacher Education Student ◽  
Hard Skills ◽  
Vocational Competence

This study aims to acquire a good knowledge of (1) influence of soft skills with the readiness to be a teacher education student of Mechanical Engineering, 2015; (2) influence achievement of vocational competencies (hard skills) with the readiness of a teacher education student of Mechanical Engineering, 2015; (3)influence of soft skills and vocational competence achievement (hard skills) with the readiness of a teacher education student of Mechanical Engineering in 2015. This type of research is correlational research. The population of this research is the students of Mechanical Engineering Education FKIP UNS of 2015 class, which amounted to 62 students. The sample size was determined by simple random sampling technique, and the totalled 55 students. I am collecting data using the method of documentation for performance variables vocational competencies (hard skills) and a questionnaire to the variable soft skills and readiness to be a teacher. Validity test of item using Pearson Product Moment formula and reliability test instrument using Alpha Cronbach formula. Grain validity test and instrument reliability test using SPSS Version 19 program. The prerequisite analysis test consists of a normality test, linearity test, and multicollinearity test. Data analysis techniques use partial correlation and multiple linear regression. The level of significance of the analysis is 5%. The results are as follows. First, there is a positive and significant relationship between soft skills with the readiness of a teacher education student of Mechanical Engineering in 2015 (r count = 0,806> r table = 0.2681; p-value = 0.000 <0.05). If soft skills increase, the readiness to become a teacher is also increasing. Secondly, there is no positive correlation between the achievement of vocational competencies (hard skills) with the readiness of a teacher (r count = 0.187 <r table = 0.2681; p-value = 0.177> 0.05). Scientifically proven that when the achievements of vocational competencies (hard skills) increase, so do not affect the readiness to become a teacher. Third, there is a positive and significant relationship between soft skills and vocational competence achievement (hard skills) together with a readiness to be a teacher (f count = 48.357> f table = 3.18).

Development of Undergraduate Mechatronics Course in the School of Mechanical Engineering at Georgia Tech

2001 ◽  
Author(s):  
I. Charles Ume ◽  
Akio Kita
Keyword(s):  
Collaborative Learning ◽  
Engineering Education ◽  
Mechanical Engineering ◽  
Learning Approach ◽  
Georgia Tech ◽  
Open Area ◽  
Hands On ◽  
The Subject ◽  
Laboratory Experiences ◽  
Student Projects

Abstract As the field and applications of Mechatronics grow, engineering education must grow with it to meet the changing needs of students and industry. How to teach Mechatronics continues to be an open area for discussion. The subject is interdisciplinary and it is continuously changing. This presentation focuses on the structure and growth of the undergraduate Mechatronics courses in the Woodruff School of Mechanical Engineering at Georgia Tech. The goal is to provide students with a fun, hands-on, challenging, project based and collaborative learning approach to mechatronics education. An overview of the course and the laboratory experiences is presented. Student projects are included to highlight the topics tackled in the course.

Digital Representation of Physical Artifacts: The Effect of Low Cost, High Accuracy 3D Scanning Technologies on Engineering Education, Student Learning and Design Evaluation

2013 ◽  
Author(s):  
Nitish Vasudevan ◽  
Conrad S. Tucker
Keyword(s):  
Engineering Education ◽  
Engineering Design ◽  
Real Time ◽  
3D Scanning ◽  
Learning Activities ◽  
Education Student ◽  
Similarity Metric ◽  
Time Dynamic ◽  
Tactile Learning ◽  
The Impact

This paper aims to address two fundamental challenges in engineering education; i) the disconnect between digital and tactile learning activities in traditional Engineering Design curricula and ii) variations in standards used to assess digital activities completed by students. Digital 3D scanning technologies have the potential to mitigate the disconnect between digital and tactile learning activities by providing students with a real time understanding of the relationship between the digital and tactile design space in a real time, dynamic manner. In the process, students are introduced to the concept of reverse engineering as a means of understanding product assembly/disassembly as tactile activities, which can be then seamlessly represented/augmented in the digital space. The researchers of this work aim to understand the impact on the learning outcomes experienced by students when digital and tactile engineering activities are integrated in a real time dynamic manner. To mitigate variations in standards used to assess digital activities completed by students, the authors propose employing a 3D similarity metric that quantifies the differences between digital solutions created by students and a baseline solution from which student solutions are compared against. By establishing a quantitative similarity metric to assess student solutions, variations in grading across different instructors can be minimized and scores finalized in a more timely and efficient manner. The case study presented in this work is based on an Introduction to Engineering Design course, where freshmen students working both in individual and team based design projects are introduced to both digital and tactile activities. The research findings reveal students’ perception of 3D scanning technologies as it relates to their experiences with digital and tactile learning activities. After being introduced to digital and tactile activities, students’ performance are quantified through controlled design activities that are then assessed/graded using the proposed digital similarity metric.

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