School Students to Study Engineering Technology through Hands-on Mechatronics Product Design ProjectsAbstractThis poster presents the work on using hands-on mechatronics design activities to attract college, aswell as high school students, to study engineering technology. This work is supported by a grant fromNational Science Foundation (NSF) Advanced Technology Education (ATE) division. TheMechatronics Technology Center (MTC) established by the grant enables faculty members fromdifferent engineering technology fields to collaborate to introduce mechatronics technology to collegestudents through multidisciplinary hands-on design projects, enable students from mechanicalengineering technology, computer engineering technology, electrical
the desktop prototyping process, students will be able to explore multiple designsand experiment with newly developed manufacturing techniques. As a result, we believe studentswill gain confidence and motivation toward engineering product design. Using these lower-costdesktop CNC machines, the science and engineering of modern prototyping and manufacturingwill be presented, thereby allowing students to experience an integrated, hands-on, design-oriented environment with the aim to engage students’ critical thinking abilities.2 Desktop CNC TechnologyComputer Numerical Control (CNC) machines are used extensively in modern manufacturing toenable the fabrication of complex parts. These machines were introduced in the 1940s, usingpunched tapes
Paper ID #25121Board 23: RET in Functional Materials and ManufacturingProf. Scott W Campbell, University of South Florida Dr. Scott Campbell has been on the faculty of the Department of Chemical & Biomedical Engineering at the University of South Florida since 1986. He currently serves as the department undergraduate advisor. Scott was a co-PI on an NSF STEP grant for the reform of the Engineering Calculus sequence at USF. This grant required him to build relationships with engineering faculty of other departments and also faculty from the College of Arts and Sciences. Over the course of this grant, he advised over
achieve criticalcognitive learning objectives - such as fundamental design principles, basic engineering analysis,basic machine design, and design for manufacturing methods, as well as affective learningoutcomes - such as project management and teamwork skills, engineer identity formation, etc. Toachieve the desired learning outcomes through a student-centered pedagogical approach, thecourse integrates traditional lectures and assignments, with Project-based hands-on learningexperiences in the lab.Project-based learning (PBL) is rooted in the science of how people learn throughexperience[1][2][3], also grounded in social constructivist learning theory [4]. As aninstructional method under the umbrella of experiential learning, PBL provides
Paper ID #25931Innovative Baccalaureate Degree Program in Advanced Manufacturing Sci-encesDr. Robert M. Park, Metropolitan State University of Denver Dr. Robert Park is the Lockheed Martin Endowed Director of the Advanced Manufacturing Sciences Institute at MSU Denver. He previously held executive and management positions at manufacturing com- panies and was a tenured professor of materials science and engineering at the University of Florida. He has published over 70 peer reviewed papers and has received over $2M in sponsored research support.Dr. Ananda Mani Paudel, Metropolitan State University of Denver Ananda Mani Paudel
of Arts & Sciences. A fourth-generation Coloradoan and educator, she lives in Denver with her husband, two college-aged children, and rescue dog.Mr. Kai Amey, University of Colorado Boulder Kai Amey is the Director of Engineering Education and Operations & Associate Program Director of the Integrated Teaching and Learning Program in the College of Engineering & Applied Science at CU Boulder. He brings over 10 years of experience developing and implementing hands-on engineering education programming. Kai holds a master’s degree in business administration with a specialization in business strategy from CU Denver and a bachelor’s degree in aerospace engineering from CU Boulder. He is currently
Paper ID #36875Work in Progress: Designing a First-Year Hands-on CivilEngineering Course to Reduce Students Dropout andImprove the Overall College ExperienceMariaEmilia MariñoCryseyda Jacoba Ubidia (Civil Engineer ) Jacoba Ubidia is a research assistant at Universidad San Francisco de Quito in the Civil Engineering department. She holds a B.A. on Architectural Studies & Environmental Science from the University of Toronto and a B.Sc. in Civil Engineering from Universidad San Francisco de Quito.Miguelandres Guerra (Professor of Civil Engineering and Architecture) MiguelAndres is an Assistant Professor in the
Paper ID #40977Work In Progress: Improving Mechanical Engineering Students’ Program-mingSkills Through Hands-On Learning Activities Designed in MATLAB LiveEditorDr. Ayse Tekes, Kennesaw State University Ayse Tekes is an Assistant Professor in the Mechanical Engineering Department at Kennesaw State Uni- versity. She received her B.S., M.S. and Ph.D. in Mechanical Engineering from Istanbul Technical Uni- versity, Turkey. She worked as a research engineer at RoRazvan Cristian Voicu, Kennesaw State UniversityCoskun Tekes ©American Society for Engineering Education, 2024 Improving Mechanical Engineering
hands-on materials and a number of examples thatdemonstrated how to apply each program’s capabilities to engineering problems. Participantswere also directed to additional resources made available by faculty within the College, as wellas external resources. The workshops were well-received by all participants, with attendanceincreasing for each successive offering of the workshops. For the MATLAB workshops, severalfaculty members have expressed interest in adding additional sessions that target severaltoolboxes that are in common use within the College.AcknowledgementsFunding for this work has been provided by the NSF CCLI Program (Grant # 0410653).Project faculty from the TU Department of Mathematical and Computer Sciences are ThomasCairns
facilities, as well asrecommendations for programs seeking to implement such classlab and supporting spaces forother hands-on curricula.BackgroundCampbell University has a long history of excellence in the health sciences, with doctoralprograms in pharmacy, medicine, physical therapy, as well as physician assistant and nursingprograms, pre-pharmacy, pre-med, etc. Other areas of strength include trust and wealthmanagement, PGA golf management and law, among others. In the interest of diversifyingofferings, and in response to ongoing interest from prospective students in engineering, theUniversity decided to launch an eighteen-month study on the feasibility of starting a new Schoolof Engineering. The recommendation from the external consultant’s
surveys suggest that the project helps enhance their understanding of basic designconcepts, such as modeling and assumptions, and encourages them to apply course concepts ineveryday situations. In addition, the majority of students believe the project is a worthwhileaddition to the class. It is simple to implement in a mechanics course. One likely improvementfor the project is to provide time for students to present their projects to their peers. To date, thishas been prohibited by time constraints; however, the course syllabus is being adjusted toaccommodate this in future semesters.Bibliography 1. National Science Foundation Division of Undergraduate Education (1995), “NSF-95-65 Restructuring Engineering Education: A Focus on
AC 2007-644: USING STATE OR FEDERAL DEPARTMENT OF ENERGYDEMONSTRATION GRANT FUNDS AS HANDS-ON EDUCATIONALOPPORTUNITIES FOR ENGINEERING STUDENTSRobert Fletcher, Lawrence Technological University Robert W. Fletcher joined the faculty of the Mechanical Engineering Department at Lawrence Technological University in the summer of 2003, after twenty-four years of continuous industrial research, product development and manufacturing experience. He teaches a number of alternative energy courses and is leading LTU’s efforts to establish a full energy engineering program that addresses both alternative and renewable energy systems, as well as energy conservation and optimization of traditional energy
Engineering Education Annual Conference & Exposition Copyright ©2004, American Society for Engineering Educationclassroom and Web-based environments for learning the engineering design process. The modelemploys three major components designed to reinforce student learning: Simulation,Construction, and Connections. Student learning begins with an engaging, teacher-facilitatedclass discussion that introduces students to the science content necessary to begin theengineering project. Students then go to the web to experience a java applet simulation of thesystem of variables in the design project. Throughout the simulation, students are required tocollect and analyze data and interpret the results. Using hands-on materials
showcase several student projects and someof the design. These projects indicate that students’ critical-thinking ability and creativity can begreatly increased when given the freedom to develop their own signature-thinking projects.1. IntroductionMiddle Tennessee State University (MTSU) offers an ABET Engineering AccreditationCommission (EAC) accredited mechatronics engineering program, in which students learn bothelectrical and mechanical engineering course materials. Digital Circuits Fundamentals is one ofthe required electrical courses in the curriculum, typically taught in the junior year. Theprerequisites of this course are Computer Science I and Electrical Circuit Analysis I. It is theprerequisite of two other courses: Programmable Logic
collaboration, overall coordination, early outcomes, includingchallenges and lessons learned from this initiative.Keywords: College experience, experiential learning, hands-on skills, mentoring, technologies A. IntroductionThe College of Engineering and Technology (CET) is comprised of four academic departments(Computer Science, Construction Management, Engineering, and Technology Systems). TheCollege enrolls approximately 3,000 undergraduate and graduate students. CET offers a varietyof graduate and undergraduate programs and places a strong value on undergraduate teachingwith close faculty-student interaction and strong student-student collaboration. The CET StudentSuccess Center (SSC) provides support and services needed to recruit students to
. Page 9.450.7 Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering EducationA sequence of CFD, EFD, and UA labs developed to meet these goals. Labs intended for hands-on seamless teaching of CFD, EFD, and UA methodology and procedures as tools of engineeringpractice while at the same time relating results to fluid physics and classroom lectures. Table 2provides an overview of the lab materials. During the first week of class, 1 classroom lecture isused to provide overview of AFD, EFD, and CFD as complementary tools of fluids engineeringpractice, which was followed throughout the semester by the AFD and problem solving
introductoryengineering courses have hands-on projects in their syllabi, and we intend to increase studentaccessibility to these resources for their projects. It is hoped that this will also increase studentknowledge of and participation in programs such as Supplemental Instruction, as there areseveral courses required for engineering students (chemistry, physics, mathematics andengineering mechanics) that have higher rates of grades of D, F or W (most of our coursesrequire C or better to prove a student has understood prerequisite material) and impactengineering student persistence, retention and graduation rates. Another benefit of this newmodel is that by hosting senior design and capstone design teams in the STEAM incubators,first-year students who explore
© American Society for Engineering Education, 2023phases: (1) Triggering events: identifying a problem or an issue through initiating the inquiryprocess, (2) Exploration: Searching for relevant information and offering explanations, (3)Integration: interpreting and constructing possible solutions to make decisions, and (4) Resolution:providing or defending potential solutions by means of practical applications. Triggering eventsand exploration phases represent low levels of cognitive presence where students are presentedwith a triggering question and then they begin to understand the problem through engaging in ameaningful dialogue. On the other hand, the integration and resolution phases represent high levelsof cognitive presence where students
provided a set of standards for K-12science education called the National Science Education Standards3. Among the goals setin these standards are science taught through inquiry. At the same time, Pauschke andIngraffea4 report that recent innovations in undergraduate education indicate trends suchas emphasis on design, multidisciplinary approaches, team dynamics, hands-on designand analysis experiences, communication skills and tying theory to practice. Indeveloping activities for our students at any level, we must strive to integrate relevantexperiences which result in enduring frameworks upon which individuals can better relateto the world around them. 5Infrastructure Materials is an inquiry-based design sequence for high
Readjustment Act, alsoknown as GI Bill, on June 22, 1944, to send thousands of veterans went back to school and theengineering institutes must adjust their curriculum for these special students. After WWII, whenapprenticeship was not emphasized as it was before. More and more scientific theory courses wereadded onto the curricula while the hands-on practice and the chance to practice in the real industrywere snudged out because of the limited credit hours for undergraduate engineering majors.In 1986, Neal Report (Undergraduate Science, Mathematics and Engineering Education) wasissued to raise awareness of curricular reforming from regional needs to wider and highercompetitive national or global needs, by elevating the importance and quality of
-requisite courses for the First Year Engineering Program Proceedings of the 2003 American Society for Engineering Educations Annual Conference & Exposition Copyright © 2003, American Society for Engineering EducationEngineering & Science Applications in Pre -Calculus - ENG1001ENG1001 was pilot tested Spring 2001 and refined and expanded in Fall 2001 and Fall 2002.Some of the improvements that were made after the pilot course were: • Class meeting twice a week instead of once a week, • Additional engineering topics, • Hands-on engineering and teaming activities, • Tutoring one hour a week, • Data collection and lab reports, and, • Semester design project.Pre-Calculus is a co-requisite of ENG1001
and the importance of close mentorship.We motivate further persistence research in ML/AI with particular focus on social belonging andclose mentorship, the role of intersectional identity, and introductory ML/AI courses.IntroductionArtificial intelligence (AI) is now used in almost every industry [1]. As such, ML/AI courses, majorsand careers are increasingly sought out by university graduates. While ML/AI falls within theboundaries of Science, Technology, Engineering and Math (STEM), there are elements of this newfield, industry and type of work which set it apart; Thus, a study dedicated to understanding thedynamics of student perceptions of ML/AI can help us better evaluate how the field may beencouraging or discouraging broad
illustrate basic concepts of thesensorimotor feedback loop. However, several of the units only feature low-cost, readilyavailable materials to be implemented in schools with limited resources. “This set of lessons was more hands-on, tactile learning than any other lesson set I have learned from this academic year.” (Science student)Program evaluation results indicate that 100% of RET teachers who authored and enacted units(N = 12) agreed or strongly agreed on a 5-point Likert scale that the units were: effectivelypresented through engaging, real life contexts; presented at an appropriate age level; includedadequate resources to support student learning; and well aligned to the NGSS. Also, 100% of theteachers felt that their
who major or minor inConstruction Engineering take it. On the other hand, PMGT 401 is an elective course which isopen to all students, but most of its students major in Mechanical or other engineeringdisciplines.Figure 1.a: Students Playing the Game in CONE 415 Figure 1.b: Flags made by students in PMGT 401 CONE 415 had twenty students who were divided into two teams of 10 members each. Inteam 1, nine students worked independently on making the flags and one student served as thesupervisor to others. Team 1 created a total of 27 flags out of which 6 were rejected either due towrong number of stars or wrong number of stripes. Team 2 was divided into one Stripes and oneStars sub-teams each with four workers and one supervisor
. Without exposure to multipledisciplines, students can find themselves frustrated as they discover that their chosen major is notas rewarding or is not providing career opportunities as expected.Currently, at the authors’ institution, all freshmen complete a discipline-specific introduction-to-engineering course. As is true at many other institutions, the engineering majors are isolated, i.e.there is little overlap between curricula. On the other hand, some institutions have implementeda common first year across their disciplines which includes an introduction-to-engineering andproblem-solving course in the Fall followed by a computer-aided problem-solving course in theSpring. Other schools split this difference; they offer a common Fall-semester
so well defined that the content and coverage of the course have been almostfixed for many decades. Most of the textbooks are similar. On the other hand, due to theadvancement of technology, MoM has found many new applications. Mechanicalengineering students are having more and more employment opportunities in emergingtechnologies other than conventional industries such as automobile companies. There isa need to expose students to many applications of MoM in real life especially inemerging technologies. The work reported in this article is part of the department’s effort in incorporatingemerging technologies into undergraduate curriculum, which is supported by a grant fromthe National Science Foundation. For this particular course, the
students in science and engineering fieldsinclude hands-on approaches1- 3, field trips4, 5, summer workshops6, 7, competitions8, andsoftware training programs9. This paper describes the activities of a new project, Impactof Space Exploration Programs (ISEP), designed to educate the public about the benefitsof space exploration and to attract minority students to science and engineering careers.Specifically, the goals and objectives to be accomplished under ISEP are: ‚ Increase K-12 educator knowledge of space research projects and educational opportunities ‚ Inspire students and increase their interest in science, mathematics, and technology ‚ Increase the public’s knowledge of the benefits of space
without the need to be in a physical plant. Even seeing real-time changes in fuel fluidsflowing through the underground pipes of an airport layout is possible with virtual learningenvironments (VLEs).2 As it has developed, this technology has empowered Science, Technology,Engineering, and Mathematics (STEM) educators to bring hands-on experiences from around theglobe into a classroom. Now more than ever, STEM educators lean towards VLEs to conceptualizetheoretical knowledge into practical observations. This claim is reinforced by Yildirim et al.saying, “Every individual must meet the needs of 21st-century skills and understand the basicconcepts of STEM…[integrating] them into one cohesive teaching and learning paradigm.”3Unlike other fields of
software, to further reinforce the material. 5. For some topics, a plant visit demonstrates the application within industry (electric utility distribution system). Site visits showcase the work of engineers and scientists, and the practical results of their efforts. Field trips make the learning process fun and relevant, and introduce potential career fields.Math, science, and engineering are tied together in this fashion. Thus students see the value ofmath as a tool for science and engineering, as well as experience the excitement of discovery.Some of the activities are pieces of topics normally covered in college but not part of the normalhigh-school curriculum. Examples are in the following sections.Laboratory: Hands-on
methods, or impactful results.Some STEAM (Science, Technology, Engineering, Art and Math) events take the format of atraditional science fair, where students develop experiments and present, but integrate arts andcreativity. These tend to still be focused on students ages 10 and up [5] [6]. Alternatively,STEAM Nights tend to be family events where attendees visit various booths to conduct hands-on activities appropriate for all ages. These nights are an opportunity for students and theirfamilies to engage in a plethora of hands-on, mind-on activities. They ignite an interest inacademic areas that perhaps students would not typically be interested in or deepen an alreadyfound passion. STEAM Nights are generally set-up as an open house style event