expand on the scope of this study by investigating the generalizability of the resultsto other regions and cultures and exploring potential ways to improve the program to support thedevelopment of future leaders in sustainable engineering.IntroductionEngineering education has transformed in recent years, emphasizing experiential learning todevelop students' competencies. One example of this trend is Engineers Without Borders (EWB),which provides students hands-on field experience through sustainable engineering projects. [1].EWB's experiential learning program is based on the principle of direct experience and reflection,which effectively develops the skills necessary for engineering practice, including problem-solving, teamwork, and leadership
course on EDP will be purposefullyintegrated with an in-depth discussion of 3DP. The approach is to dissect a 3D printer’s hardware,explain each component’s function, introduce each component’s manufacturing methods, describepossible defects, and elucidate what works and what does not. This has at least four benefits: 1)PSTs will know what is possibly wrong when a printer or printing process fails, 2) PSTs will learnmore manufacturing processes besides 3DP that can be used to support engineering designprototyping, 3) PSTs will know how to design something that can meet the manufacturingconstraints, i.e., can be actually fabricated, and 4) reduce errors and frustrations caused by faileddesign and failed prints which happen frequently to novices
develop a better understanding of the technical content, societal andeconomic impact of the proposed solution, while supporting the students’ preparedness andreadiness for the workforce.IntroductionThere are numerous recent scholarly works examined the way in which the Kern EntrepreneurialEngineering Network (KEEN)’s mindset is enhancing the students’ engagement and skills invarious engineering courses, like Material Science [1], or Mechanical Design or StructuralAnalysis [2, 3, 4], or Fluid Mechanics [5, 6, 7, 8] or across engineering curriculum [9, 10, 11, 12,13].In all instances, the authors found that the inclusion of an entrepreneurship education, aspromoted by KEEN, and further support the engineering students’ readiness for the
Title: Consensus Building Method for Expert Crowdsourcing of Curriculum TopicsAbstractState of the art curriculum development efforts are done with a committee often consisting oftwo to four faculty members but are commonly undertaken by the assigned course instructor.However, the small number of faculty participants in the curriculum development effort canyield an out-of-date and insufficient curriculum for students entering the industry workforce [1],[2], [3], [4]. Crowdsourcing has been used to gather more input from domain experts consistingof faculty and industry professionals [2], [3], [5]. However, these efforts can yield large amountsof inputs from various crowd workers resulting in additional time required for the
skills.An end-of-course survey was also given to provide insights on the extent to which projectelements reinforced targeted thermodynamics concepts. This paper will describe the project indetail, discuss the implementation of the project in the course, and provide an analysis of theproject’s impact on student learning of fundamental topics throughout the course.Introduction/Literature ReviewThe importance of hands-on experiences in engineering education has been recognized fordecades [1]. Despite this, in certain classes, such as thermal sciences courses, incorporating theseexperiences can be challenging. These classes tend to be taught in a traditional lecture format asa consequence. However, literature has shown that traditional lectures are
readiness, faculty skills, and industrial fundingto support academic experiences.IntroductionTeaching through experiential learning practice is a given for an Engineering Technology (ET)baccalaureate program, but experiential learning comes in many forms. It is also expected that anaccredited Engineering Technology (ET) baccalaureate program require capstone coursework asone of the ways to execute experiential learning. Since TC2K was implemented as the “new”wave of accreditation for ET programs at the turn of the century, ABET has required that ETprogram content be integrated within a capstone course that develops student competencies inapplying both technical and non-technical skills in solving problems [1]. This experientiallearning encounter
technologies or hardwareare not required for students. However, for both online synchronous and asynchronous onlinemodes computer and reliable internet access is necessary. For online synchronous mode studentneeds microphone and video camera in addition with computer for effective communication.Students have freedom to choose any learning modality and allowed to change the modality choicefrom session to session. Tetsuro Kakeshita [1] clarify the characteristics of various types of coursedelivery methods. Traditional in-person course: communication occur inside a classroom as wellas outside of class as a formal or informal way which play a key role to develop relationship withstudents. Online synchronous course is the live streaming the class lecture
Technology.IntroductionThe implementation of solar-based car speed display systems aims to reduce a driver’s speed inresidential or other areas. Some studies have shown that for more than two decades, speeding hasled to approximately one-third of all motor vehicle fatalities [1]. In 2020, there were 11,258speeding-related deaths, which accounted for 29% of all traffic fatalities [2]. This fatality rateaverages out to over 30 people per day. The history of fatality numbers and rates for the past twodecades is depicted in Figure 1 [2]. Speeding-related fatalities and their percent of total fatalities 35 16000
have been adopted widely in undergraduate robotics curricula. The kitcontains various mechanical components, sensors, actuators, and a microcontroller (Cortex). Thekit provides instructions to build a mobile robot with a simple arm on top. Using this kit, studentscan go through the process of construction, electronics assembly, and programming. The VEXrobot has been used to implement waypoint navigation, map building, and path planning [1]. However, VEX robots primarily focus on motion control and low-level sensing, and they donot have a vision sensor (such as a CCD camera). As a result, it does not provide an onboard imageprocessing capability. In recent years, cameras have become more widely used on robots, allowinga representation of the
students in a learning experience, which can further lead them to computer science,mechatronics, electrical engineering, and electrical engineering technology career pathways. Thepaper also presents sample Arduino projects showcased through readily available Arduinosimulators.IntroductionAs time progresses, so does the development of technologies, which affect the world around us[1]. Nowadays, computers are found in almost every facet of a person’s daily life, ranging fromsensors used in various devices [2] to personal devices and home devices, as well as advancedcomputing that supports various daily activities. Computers can be found on a personal level inthe form of a smartphone, which can allow people to communicate with each other across
student readiness and contribute to the development of skilled professionalsin the engineering industry. This study provides insights for educators seeking to enhance onlinehands-on learning in engineering education.IntroductionOnline engineering education has seen significant growth in recent years due to advancements indigital technologies and the need for flexible, accessible learning opportunities [1]. However,traditional hands-on engineering courses present unique challenges in the online format. Thesecourses often involve laboratory or project-based work requiring access to specialized equipmentand collaboration with peers, which can be challenging to achieve in an online setting [2]. As aresult, educators are exploring new strategies to
responses too open-ended. In addition, it is important to equip students with the necessary research skills to findappropriate sources when conducting independent research on a topic. Therefore, students werealso asked to identify relevant articles to the course and instructed to leave comments for tworeading assignments.A questionnaire regarding the reading assignments was designed and distributed to students atthe end of the semester. The purpose of the survey was to gain insight into how students feltabout the reading assignments, evaluate the effectiveness of the assignments, and to locatepotential deficiencies for future improvement. In the paper, we discussed our observations fromthe survey results.1. IntroductionTextbooks are written by
ABET’s Criterion 4 CI [11] states, "The program must regularly useappropriate, documented processes for assessing and evaluating the extent to which the studentoutcomes are being attained. The results of these evaluations must be systematically utilized asinput for the program’s continuous improvement actions". To accomplish the CI requirements,the department followed four strategies that encapsulate the faculty efforts toward CI.The four strategies were: (1) Department faculty, led by the main author of this paper, developeda 3-year schedule of assessment and evaluation, two Student Outcomes (SO) each year in arotating cycle. (2) Documented evidence of implemented action items (2019-22) demonstratingthat the results of student outcome
have been changing to produce competentpractitioners who will be prepared for the multifaceted challenges of current technological advancements.Today’s real-world problems are more global and typically are not confined to a single discipline. Theknowledge needed by engineering or engineering technology graduates joining the workforce comes fromdifferent domains and disciplines. According to a Purdue University survey of employers in 2013, skillsand competencies that employers are seeking from recent graduates include: innovation as a priority,followed by problem solving in diverse settings, critical thinking, and complex problem solving [1]. Thesurvey revealed that innovation, critical thinking, and complex problem solving are becoming
TechnologyAccreditation Commission (ETAC) requires baccalaureate engineering technology programs toinclude a capstone project. Capstone project courses are designed to develop the student’s abilityto integrate technical and non-technical skills [1]. Technical skills are developed in the normalsequence of required coursework. The non-technical skills such as communication, timemanagement, project management, and interpersonal skills such as teamwork are developedthroughout the capstone course. The University of New Hampshire at Manchester (UNHM) usesa two-course, one academic year capstone project (fall and spring terms). The course combinesboth Mechanical and Electrical Engineering Technology (MET-EET) program students.An ideal capstone project involves an open
educationalopportunities. © American Society for Engineering Education, 2023 2023 ASEE Annual ConferenceIntroductionEngineering education is an essential discipline that endeavors to create a learning environmentcapable of developing engineering skill sets, like problem-solving, logical thinking, etc., [1]. Itenables the development of students’ engineering skills providing real-world applicability totheoretical engineering concepts. Despite the significant role of engineering in preparing studentsfor their future careers, educators have faced multiple challenges because of technologicaladvancements and societal developments [2]. Such challenges are related to being out-paced bynew advances of new
same network [1]. Computer networks are designed to accommodate various sizes,depending on the use case. Local-area networks (LANs) connect devices in a limited physicallocation, such as a home or office network. On the other hand, wide-area networks (WANs)connect multiple LANs and can span over a large geographic area. [1]. The importance ofcomputer networking as a research topic continues to grow as more and more devicescommunicate with each other. From 1981 to 2008, over 500 million computers were connectedto the internet, even reaching the rate of two new computers connecting every second [2]. Withthe widespread availability of internet access across the globe, the reliance on computernetworks for communication has grown significantly [3
various facets of this evolving technology in the ETcurriculum. Integration of emerging technologies, such as Industry 4.0, technological skills tomeet the demand of the regional workforce can be accomplished by few methods. One suchmethod is integration of professional publications in the coursework. This paper will elucidatethe results of successful implementation of Industry 4.0 concepts in ET curriculum through apilot summer course, Control Systems. Additionally, the authors aim to present the opportunitiesfor expansion to include other professional journals for continued implementation in the variousconcentrations of ET.This paper aims to discuss and present the key findings in the following areas: (1) Explicateintegration of student
thetheoretical background necessary to provide a meaningful opportunity for students to performanalysis in the laboratory portion of the class. The purpose of this activity is to bring students toa common level of proficiency so that they can perform an iterative engineering designexperiment investigating the performance of a small vertical axis wind turbine, VAWT.BackgroundBeing mindful of how students acquire knowledge, Turns and Van Meter [1] discuss teachingmethods to improve problem solving, informed by cognitive science. Part of the objective of thisintroduction to engineering and technology course is to show students that engineers work tosolve concrete problems and improve solutions. For many of the students, they are embarking onthe first step
still an ongoing evolution, the fundamental ROS principles ofpublishing and subscribing to topics, application-specific messages, invoking services, and shar-ing parameters remained constant. Due to the growing importance of ROS in research [1] andcommercial robotics, educators began introducing ROS to enhance their robotic curricula [2–10]. Robotics is perceived in education as an excellent way to promote higher-quality learning bygrounding theoretical concepts into reality. To maximize the learning throughput, the focus of anyrobotics software platform should be on ease of use, with little time spent integrating the compo-nents [11]. This paper describes the development of three projects on the MATLAB-ROS-Gazeboplatform for a senior-level
National ScienceFoundation (NSF-ATE), has launched a demonstrate project that features the LIMS’sappliance as a learning tool and demonstration device for edge computing.IntroductionThe continuous and rapid development of an Industry 4.0 (I4.0) technology-basedworkforce environment spotlights an Engineering Technology (ET) professional situationwith an important scenario question as presented in Figure 1. Although this illustrationemphasizes the edge access common to this new I4.0 landscape, most of thatconnection is not apparent when the technician is observed in this working environment. Figure 1: ET Technician in I4.0 Technology driven work environment.The reason for this transparency is the insertion of multiple Input/output ports
technology students enrolled in the Principles ofMechanical Systems course participated in this study, and were tasked with the design of avehicle that would solve overcrowdedness in urban areas in the next century. Focus of theresearch was on innovative bio-inspired design that is backed by scientific evidence and the useof arts to convey the design. The students then expressed their opinions on their design projectusing a photovoice reflection of their learning. Student responses to the photovoice reflectionprompts related to the design were qualitatively categorized under three themes: 1)demonstrating the importance of entrepreneurial thinking from the end user’s perspective 2)stressing the importance of teamwork and communication and 3) using
motorized mechanical system that controls a modular cameratraveling along a previously buried clear tube to take images of the suspected plants' root systemsfor further analysis. The device integrates mechanical motion control, digital imaging, and imageanalysis components into a portable handheld device for on-site rapid detection of PNs. The teamfollowed the product design processes to build the prototype, including concept design,specifications development, alternative designs, analysis, prototype construction, experimentaltests, and optimization to finalize product. The design and development of the proposed deviceinvolve three major components requiring multi-disciplinary collaboration: 1. Mechanical Design and Prototype Development: design
, applications, andmore. 1. A process interfaced with sensors and possible actuators. 2. A microcontroller connected to a network. 3. A ‘cloud platform’ to remotely receive and process the data. 4. Software at the microcontroller and cloud levels. 5. Additional elements might include Web or App interfaces for users (and much more.)The Hardware PlatformThere are many excellent choices for embedded systems in lower-level engineering courses.Over the years the author has made good use of Arduinos [8] and custom hardware [6][7]. Overtime the cost for these platforms has dropped consistently to the point now when they arebasically disposable components.In this recent application, the Raspberry Pi (RP) Pico W [1] was used. Some of the features
verification.Introduction / Review of LiteratureThe Engineering Technology program at Illinois State University has offered a stand-aloneGD&T course since the fall of 2016. Faculty and industrial advisory board members had beendiscussing adding the course in prior years with the goal of providing students more experiencein dimensioning and tolerancing and precision measurement methods. The course covers GD&Tcontent based on the current ASME Standards for Dimensioning & Tolerancing [1], which issupported by workbook content and exercises [2], measuring activities (calipers and coordinatemeasuring machines), and modeling and drawing activities. Grades are based on laboratoryactivities (30%), weekly online quizzes (20%), two tests (30%), and an exam (20
management, operation of automated systems,machining, and electro-mechanical maintenance skills, managing cyber-physical systems, andsystem-wide implementation and improvement of technological processes for manufacturingfirms.A curriculum development and assessment committee was formed in the Autumn of 2020 to devisea plan for measuring student learning outcomes based on the Engineering TechnologyAccreditation Commission (ETAC) of the Accreditation Board for Engineering and Technology,Inc [1]. During 2020-2021, the faculty team was charged with the implementation of a robustframework for the assessment of student learning outcomes using Canvas; the university’s learningmanagement system (LMS) which can be used as a tool to help in decision-making
distance learning tools. These papers not only address experienceswith more traditional classroom formats, but also with laboratories and other activities that werethought to require a face-to-face setting [1-5]. Authors have documented lessons learned andhow to profitably apply these lessons to improve instruction when used with face-to-faceinstruction [6-18]. Several authors have addressed the student perspective [9-11]. The searchresults presented here are by no means exhaustive.While the need for video and other distance learning technologies diminished at someinstitutions, at others a need existed both before and after the pandemic. There is a long-recognized need for programs to reach students who cannot attend classes in a traditional
pathways, the Mechatronics ET baccalaureate degreeplan has had 10 graduates by the Spring of 2022, with three graduates taking and passing thepilot SMSCP Level 3 examination in the summer of 2022. An additional 11 students graduatedin the Fall 2022 semester, and a location-specific faculty member will be hired in the spring of2023.IntroductionDue to the federally directed restructuring of the United States Army in the mid-2010s, militarybases experienced reductions in personnel [1], [2]. As a result of these cuts, supportorganizations and grants were created to ease the economic burden of these reductions [3]. Theeffect of one of these federal grants was the procurement of approximately $300,000 inequipment slated for use in a newly revamped
for skilled workers across a range of energy sectors because ofretirements, infrastructure growth, and changing energy technologies [1]. Science, technology,engineering, and mathematics (STEM) education and a diversified workforce are the essentialbuilding blocks to accomplishing the U.S. Department of Energy's mission. Further, theConsumer Energy Alliance has indicated, STEM education is a must for the next generation ofenergy workers as a STEM bachelor's degree nearly doubles the likelihood of working in theenergy industry. Currently, the energy industry is facing three key workforce challenges: (i)technical and soft skills gap, (ii) lack of awareness of job opportunities, and (iii)underrepresentation of minorities and women. The adoption
preventative maintenanceprocedures and gaining experience with troubleshooting were most important. The studyidentified challenges associated with internships and outcomes and experiences that wereimportant to include in a virtual alternative. The results of this study can be applied broadly toensure that internships, regardless of modality, are worthwhile experiences for both students andsupervisors.KeywordsInternship; Biomedical Engineering Technology; Clinical Engineering; Experiential Learning;Virtual InternshipIntroductionIdentified in the late 2000s as a high impact practice (HIP), internships in fields such asbiomedical engineering technology/clinical engineering have been shown to provide numerousbenefits in terms of student success [1]–[7