Pub Date : 2024-08-10DOI: 10.1177/03064190241269461
Pedro Emilio Zaparoli Trautwein, Vitor Henrique Morais, F. I. Kubota
Extra-curricular activities like Junior Enterprises (JEs) offer unique opportunities for implementing innovative project management methodologies. This study delves into the experiences of undergraduate mechanical engineering students at a JE, focusing on their transition from traditional to agile project management practices to enhance project outcomes and decision-making processes. Employing a case-based approach, we scrutinize three projects undertaken before and three following the JE's organizational overhaul. This analysis highlights the evolved management framework's strengths and how students navigated challenges, devising solutions to enhance both their educational journey and project efficiency. Our findings underscore the dual benefits of agile management: enhanced customer engagement and increased management flexibility. However, challenges such as managing open-scope contracts and accounting for rework time in project planning emerged as critical areas for improvement. Addressing these issues was pivotal not only for the students’ academic and professional growth but also for fostering a more enriching learning environment for future participants. The study's insights contribute to the broader discourse on experiential learning within mechanical engineering education, emphasizing the tangible benefits and challenges of applying agile methodologies in a JE context. Through this exploration, we shed light on the significant managerial and social impacts of student-led project management initiatives, offering a roadmap for others in the field.
青少年企业（JE）等课外活动为实施创新项目管理方法提供了独特的机会。本研究深入探讨了机械工程专业本科生在 JE 中的经历，重点关注他们从传统项目管理实践到敏捷项目管理实践的转变，以提高项目成果和决策过程。我们采用基于案例的方法，仔细研究了 JE 组织结构改革之前和之后开展的三个项目。通过分析，我们突出了改进后的管理框架的优势，以及学生如何应对挑战，制定解决方案，以提高他们的教育历程和项目效率。我们的研究结果强调了敏捷管理的双重优势：增强客户参与度和提高管理灵活性。然而，在项目规划中，诸如管理开放范围合同和计算返工时间等挑战成为需要改进的关键领域。解决这些问题不仅对学员的学术和专业成长至关重要，而且还能为未来的学员营造更加丰富的学习环境。本研究的见解有助于在机械工程教育中开展更广泛的体验式学习讨论，强调了在联合工程教育背景下应用敏捷方法的切实益处和挑战。通过这一探索，我们揭示了学生主导的项目管理活动对管理和社会的重大影响，为该领域的其他人员提供了一个路线图。
{"title":"Project management learnings in higher education through mechanical engineering junior enterprise: A case study","authors":"Pedro Emilio Zaparoli Trautwein, Vitor Henrique Morais, F. I. Kubota","doi":"10.1177/03064190241269461","DOIUrl":"https://doi.org/10.1177/03064190241269461","url":null,"abstract":"Extra-curricular activities like Junior Enterprises (JEs) offer unique opportunities for implementing innovative project management methodologies. This study delves into the experiences of undergraduate mechanical engineering students at a JE, focusing on their transition from traditional to agile project management practices to enhance project outcomes and decision-making processes. Employing a case-based approach, we scrutinize three projects undertaken before and three following the JE's organizational overhaul. This analysis highlights the evolved management framework's strengths and how students navigated challenges, devising solutions to enhance both their educational journey and project efficiency. Our findings underscore the dual benefits of agile management: enhanced customer engagement and increased management flexibility. However, challenges such as managing open-scope contracts and accounting for rework time in project planning emerged as critical areas for improvement. Addressing these issues was pivotal not only for the students’ academic and professional growth but also for fostering a more enriching learning environment for future participants. The study's insights contribute to the broader discourse on experiential learning within mechanical engineering education, emphasizing the tangible benefits and challenges of applying agile methodologies in a JE context. Through this exploration, we shed light on the significant managerial and social impacts of student-led project management initiatives, offering a roadmap for others in the field.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141920206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-09DOI: 10.1177/03064190241272728
Chao Liu, Shengyi Yang
In modern engineering education, the application of digital technologies has significantly improved teaching effectiveness and student learning experiences. This study explores the innovative use of large language models (LLMs) in system modeling and simulation courses. Specifically, LLMs were applied to assist in MATLAB programming tasks, allowing students to learn MATLAB commands and programming techniques more conveniently. Additionally, interactions with LLMs guided students in acquiring cross-disciplinary knowledge related to modeling and simulation. In the context of system modeling and control problems, LLMs were utilized to aid in mathematical logic analysis and reasoning by providing potential solutions. These measures have demonstrated that students’ understanding and mastery of complex concepts were improved, and their interest and initiative in learning were stimulated. This paper summarizes the experiences of integrating LLMs in teaching, discusses their potential advantages and challenges in engineering education, and highlights the importance of incorporating digital technologies, particularly large language models, to support educational innovation.
{"title":"Application of large language models in engineering education: A case study of system modeling and simulation courses","authors":"Chao Liu, Shengyi Yang","doi":"10.1177/03064190241272728","DOIUrl":"https://doi.org/10.1177/03064190241272728","url":null,"abstract":"In modern engineering education, the application of digital technologies has significantly improved teaching effectiveness and student learning experiences. This study explores the innovative use of large language models (LLMs) in system modeling and simulation courses. Specifically, LLMs were applied to assist in MATLAB programming tasks, allowing students to learn MATLAB commands and programming techniques more conveniently. Additionally, interactions with LLMs guided students in acquiring cross-disciplinary knowledge related to modeling and simulation. In the context of system modeling and control problems, LLMs were utilized to aid in mathematical logic analysis and reasoning by providing potential solutions. These measures have demonstrated that students’ understanding and mastery of complex concepts were improved, and their interest and initiative in learning were stimulated. This paper summarizes the experiences of integrating LLMs in teaching, discusses their potential advantages and challenges in engineering education, and highlights the importance of incorporating digital technologies, particularly large language models, to support educational innovation.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141925090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-26DOI: 10.1177/03064190241264663
H. Marouani, Tarek Hassine
The paper addresses the importance of incorporating material behavior models, such as plasticity and fatigue models, into the academic curricula of mechanical engineering, materials science, and structural engineering. It highlights the challenges encountered by students due to the complexity of these models and the necessary mathematical background. The primary objective is to present a systematic implementation of the Chaboche model, which integrates isotropic and kinematic hardening to simulate material behavior under cyclic loading conditions. The implementation involves employing numerical methods like the Newton–Raphson method and solving ordinary differential equations using the implicit Euler method or asymptotic approximations. The paper aims to support and inspire students, engineers, and researchers to master the implementation of material behavior models. It specifically examines the case of isotropic elastoplastic material with mixed hardening subjected to a 1-D tensile-compression test. The provided MATLAB code allows users to customize cyclic loading scenarios and analyze material responses. The article structure encompasses sections introducing the Chaboche model, detailing numerical implementation methods, integrating the model, discussing the MATLAB code (included in the appendix) and results, and concluding remarks.
{"title":"An educational MATLAB code for nonlinear isotropic/kinematic hardening model implementation","authors":"H. Marouani, Tarek Hassine","doi":"10.1177/03064190241264663","DOIUrl":"https://doi.org/10.1177/03064190241264663","url":null,"abstract":"The paper addresses the importance of incorporating material behavior models, such as plasticity and fatigue models, into the academic curricula of mechanical engineering, materials science, and structural engineering. It highlights the challenges encountered by students due to the complexity of these models and the necessary mathematical background. The primary objective is to present a systematic implementation of the Chaboche model, which integrates isotropic and kinematic hardening to simulate material behavior under cyclic loading conditions. The implementation involves employing numerical methods like the Newton–Raphson method and solving ordinary differential equations using the implicit Euler method or asymptotic approximations. The paper aims to support and inspire students, engineers, and researchers to master the implementation of material behavior models. It specifically examines the case of isotropic elastoplastic material with mixed hardening subjected to a 1-D tensile-compression test. The provided MATLAB code allows users to customize cyclic loading scenarios and analyze material responses. The article structure encompasses sections introducing the Chaboche model, detailing numerical implementation methods, integrating the model, discussing the MATLAB code (included in the appendix) and results, and concluding remarks.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141800348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-26DOI: 10.1177/03064190241263575
Monica R. Garcia, C. Walck, Bryan Gonzalez, J. Niemiec, Gabriel Alkire, Aleiya Deets, Zachary Nadeau, Christopher Hockley
With biped and quadruped robots becoming more prevalent in society, there is a strong push for universities to update their robotics curriculum to teach students how to design, build, and program legged robotic systems. One of the challenges associated with developing legged robotics curriculum is finding opportunities for students to engage in hands-on legged robotic activities that complement theory and enhance the overall learning process. This challenge is particularly evident at smaller universities or universities with limited research budgets where the cost of purchasing a quadruped platform can be prohibitive. With the recent release of several open-source quadruped robot designs, there is now an opportunity to incorporate quadruped platforms into more university classrooms. This paper outlines our approach to modifying one of these open-source designs to support our department's education, outreach, and research goals. The development of our modified, opensource quadruped platform (OpenMutt) was conducted under the auspices of a capstone mechanical engineering design project to demonstrate how the platform builds on existing curriculum and to identify areas where additional robotic instruction may be warranted. Our results indicate that it is possible to use capstone engineering design projects to identify and address potential gaps in existing curriculum.
{"title":"OpenMutt: A reconfigurable quadruped robot for research and education","authors":"Monica R. Garcia, C. Walck, Bryan Gonzalez, J. Niemiec, Gabriel Alkire, Aleiya Deets, Zachary Nadeau, Christopher Hockley","doi":"10.1177/03064190241263575","DOIUrl":"https://doi.org/10.1177/03064190241263575","url":null,"abstract":"With biped and quadruped robots becoming more prevalent in society, there is a strong push for universities to update their robotics curriculum to teach students how to design, build, and program legged robotic systems. One of the challenges associated with developing legged robotics curriculum is finding opportunities for students to engage in hands-on legged robotic activities that complement theory and enhance the overall learning process. This challenge is particularly evident at smaller universities or universities with limited research budgets where the cost of purchasing a quadruped platform can be prohibitive. With the recent release of several open-source quadruped robot designs, there is now an opportunity to incorporate quadruped platforms into more university classrooms. This paper outlines our approach to modifying one of these open-source designs to support our department's education, outreach, and research goals. The development of our modified, opensource quadruped platform (OpenMutt) was conducted under the auspices of a capstone mechanical engineering design project to demonstrate how the platform builds on existing curriculum and to identify areas where additional robotic instruction may be warranted. Our results indicate that it is possible to use capstone engineering design projects to identify and address potential gaps in existing curriculum.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141799710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-26DOI: 10.1177/03064190241266066
Jiacheng Xie, Yirong Wang, Xuewen Wang, Juanli Li
This study proposes a virtual reality (VR)-based teaching platform for engineering graduate students specializing in heavy equipment. It addresses the challenges of separating theoretical teaching from practical applications and ensures safe practices. The platform facilitates six key processes: VR teaching, VR practice, prototype production, VR monitoring and development, theoretical model establishment, and industrial applications. This approach enables students to become familiar with various processes, including teaching, practical experience, and scientific research applications. A production-study-research-use framework is used to improve the quality of graduate student education and enhance collaboration between educators, students, and enterprises in completing engineering and research projects. Long-term observations demonstrate significant enhancements in the graduate students’ practical abilities, basic skills, and multidisciplinary design. Moreover, the platform effectively addresses key challenges in intelligent coal mining, providing a solution to the separation of teaching, practice, and scientific research, surpassing traditional teaching methods.
{"title":"A VR-based practice cultivation mode for mechanical engineering graduates to enhance complex engineering abilities","authors":"Jiacheng Xie, Yirong Wang, Xuewen Wang, Juanli Li","doi":"10.1177/03064190241266066","DOIUrl":"https://doi.org/10.1177/03064190241266066","url":null,"abstract":"This study proposes a virtual reality (VR)-based teaching platform for engineering graduate students specializing in heavy equipment. It addresses the challenges of separating theoretical teaching from practical applications and ensures safe practices. The platform facilitates six key processes: VR teaching, VR practice, prototype production, VR monitoring and development, theoretical model establishment, and industrial applications. This approach enables students to become familiar with various processes, including teaching, practical experience, and scientific research applications. A production-study-research-use framework is used to improve the quality of graduate student education and enhance collaboration between educators, students, and enterprises in completing engineering and research projects. Long-term observations demonstrate significant enhancements in the graduate students’ practical abilities, basic skills, and multidisciplinary design. Moreover, the platform effectively addresses key challenges in intelligent coal mining, providing a solution to the separation of teaching, practice, and scientific research, surpassing traditional teaching methods.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141801825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-14DOI: 10.1177/03064190241261058
Eduardo Bernal, Daniel Martínez-Gutiérrez, Benjamin Valera, Salvador Sánchez, David Posadas, Gabriel Ascanio
This paper deals with the measurement of the acceleration of gravity as part of an Experimental Physics Laboratory experiment for undergraduate students. The acceleration of gravity (g) has been commonly determined measuring the travel time of a body by means of a simple pendulum or objects in free fall. However, the use of mechanical or electronic chronometers as well as other devices may generate experimental errors. A prototype for determining such a parameter has been developed. Its operating principle is based on the uniformly accelerated rectilinear motion through the free fall of two bodies. The proposed prototype allows recording the sound caused by the impact of two bodies (steel balls) when falling on a solid surface. The analysis of the signal produced by the sound is made using MATLAB. When graphing the signal, the student can observe two peaks generated by the sound of the impact of each ball when impacting the metal surface for the first time. Knowing the height and sample time, the student can calculate the acceleration of gravity experimentally. Results obtained with the device described have been compared with the theoretical ones.
{"title":"Sonic gravimeter for determining the acceleration of gravity: A laboratory experiment for undergraduate students","authors":"Eduardo Bernal, Daniel Martínez-Gutiérrez, Benjamin Valera, Salvador Sánchez, David Posadas, Gabriel Ascanio","doi":"10.1177/03064190241261058","DOIUrl":"https://doi.org/10.1177/03064190241261058","url":null,"abstract":"This paper deals with the measurement of the acceleration of gravity as part of an Experimental Physics Laboratory experiment for undergraduate students. The acceleration of gravity (g) has been commonly determined measuring the travel time of a body by means of a simple pendulum or objects in free fall. However, the use of mechanical or electronic chronometers as well as other devices may generate experimental errors. A prototype for determining such a parameter has been developed. Its operating principle is based on the uniformly accelerated rectilinear motion through the free fall of two bodies. The proposed prototype allows recording the sound caused by the impact of two bodies (steel balls) when falling on a solid surface. The analysis of the signal produced by the sound is made using MATLAB. When graphing the signal, the student can observe two peaks generated by the sound of the impact of each ball when impacting the metal surface for the first time. Knowing the height and sample time, the student can calculate the acceleration of gravity experimentally. Results obtained with the device described have been compared with the theoretical ones.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141340448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-11DOI: 10.1177/03064190241254033
Isaac Elishakoff, Victor Zauder
This study deals with making the strength of material courses taught at mechanical, civil, and aerospace departments more effective by incorporating a series of personalized projects. These projects are parametrized by some entries that are made personal depending on the serial number of the student in the class. Cooperation is encouraged along with the need to evaluate the results that depend on the student's serial number. The correlation with the so-called IKEA effect is demonstrated. It appears that the results are extremely encouraging, leading to a much better understanding of issues. The project-based teaching has the aim of enhancing involvement and promoting interest and collaboration among students while discouraging cheating. Despite the harder effort required along the course, this method would also increase comprehension and related horizontal engineering skills by increasing motivation and valorizing each student's work thanks to the “IKEA Effect.” Students’ feedback is reported.
{"title":"“IKEA Effect” and project-based instruction in intermediate strength of materials course","authors":"Isaac Elishakoff, Victor Zauder","doi":"10.1177/03064190241254033","DOIUrl":"https://doi.org/10.1177/03064190241254033","url":null,"abstract":"This study deals with making the strength of material courses taught at mechanical, civil, and aerospace departments more effective by incorporating a series of personalized projects. These projects are parametrized by some entries that are made personal depending on the serial number of the student in the class. Cooperation is encouraged along with the need to evaluate the results that depend on the student's serial number. The correlation with the so-called IKEA effect is demonstrated. It appears that the results are extremely encouraging, leading to a much better understanding of issues. The project-based teaching has the aim of enhancing involvement and promoting interest and collaboration among students while discouraging cheating. Despite the harder effort required along the course, this method would also increase comprehension and related horizontal engineering skills by increasing motivation and valorizing each student's work thanks to the “IKEA Effect.” Students’ feedback is reported.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141358689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-11DOI: 10.1177/03064190241261512
Mehmet Pakdemirli
Eigenvalue-eigenfunction problems frequently appear in many physical areas. Some mathematical experience is needed to identify whether the differential system is an eigenvalue-eigenfunction problem or not. Apart from the mathematical nature of the problem, the eigenvalue-eigenfunction solutions have physical interpretations which have to be addressed properly for real problems. The rotating beam problem is treated to exploit the mathematical and physical nature of such problems and the conditions to divert from the eigenvalue-eigenfunction problem. The rotation of a beam about its symmetry axis along its length and about another axis parallel to its symmetry axis changes the nature of the problem. While the former is an eigenvalue-eigenfunction problem, the latter is not. The interpretations of the physical consequences of the solutions are discussed in detail. The problem can be used as supplementary material in undergraduate courses such as differential equations, mechanics and dynamics.
{"title":"Understanding the physics of eigenvalue-eigenfunction problems: Rotating beam problem","authors":"Mehmet Pakdemirli","doi":"10.1177/03064190241261512","DOIUrl":"https://doi.org/10.1177/03064190241261512","url":null,"abstract":"Eigenvalue-eigenfunction problems frequently appear in many physical areas. Some mathematical experience is needed to identify whether the differential system is an eigenvalue-eigenfunction problem or not. Apart from the mathematical nature of the problem, the eigenvalue-eigenfunction solutions have physical interpretations which have to be addressed properly for real problems. The rotating beam problem is treated to exploit the mathematical and physical nature of such problems and the conditions to divert from the eigenvalue-eigenfunction problem. The rotation of a beam about its symmetry axis along its length and about another axis parallel to its symmetry axis changes the nature of the problem. While the former is an eigenvalue-eigenfunction problem, the latter is not. The interpretations of the physical consequences of the solutions are discussed in detail. The problem can be used as supplementary material in undergraduate courses such as differential equations, mechanics and dynamics.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141355424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-11DOI: 10.1177/03064190241258594
Jiagui Liu, MingDer Jean
The aim of this study is to report on the implementation of the laboratory activities of the thin-film module in the learning-by-doing programme. It takes a course in nanotechnology through the implementation of design, process, artefacts, analysis and evaluation in a thin film module, which equips students with hands-on activities. Based on the evaluation results, over 70% of the students finds the use of hands-on activities to learn the thin film module of the programme is very helpful. It strengthens their skills whilst motivating them to take an interest in nanotechnology. The program further offers the benefit of implementing hands-on film modules with laboratory activities, thus creating a more effective learning environment for the nanotechnology program. In addition, the favourable response to the project indicates that the thin film module is successful in helping students understand the concepts and applications of nanotechnology. Regardless, by applying thin-film modules in ‘learning by doing’ activities, students can enhance their self-confidence in nanotechnology-related fields in terms of professional knowledge, technical skills and learning attitudes. Most of all, students get a good satisfaction and achievement. Overall, the feedback from students, both quantitative and qualitative, indicates that the thin film module in the nanotechnology programme is well received by the students.
{"title":"Learning through the design, process, artefact, analysis and evaluation of thin-film modules in nanotechnology","authors":"Jiagui Liu, MingDer Jean","doi":"10.1177/03064190241258594","DOIUrl":"https://doi.org/10.1177/03064190241258594","url":null,"abstract":"The aim of this study is to report on the implementation of the laboratory activities of the thin-film module in the learning-by-doing programme. It takes a course in nanotechnology through the implementation of design, process, artefacts, analysis and evaluation in a thin film module, which equips students with hands-on activities. Based on the evaluation results, over 70% of the students finds the use of hands-on activities to learn the thin film module of the programme is very helpful. It strengthens their skills whilst motivating them to take an interest in nanotechnology. The program further offers the benefit of implementing hands-on film modules with laboratory activities, thus creating a more effective learning environment for the nanotechnology program. In addition, the favourable response to the project indicates that the thin film module is successful in helping students understand the concepts and applications of nanotechnology. Regardless, by applying thin-film modules in ‘learning by doing’ activities, students can enhance their self-confidence in nanotechnology-related fields in terms of professional knowledge, technical skills and learning attitudes. Most of all, students get a good satisfaction and achievement. Overall, the feedback from students, both quantitative and qualitative, indicates that the thin film module in the nanotechnology programme is well received by the students.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141358731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-05DOI: 10.1177/03064190241259305
AlexanderJ.G. Lunt, Steve Cayzer, Yvonne Moore, Anna M Young
Maximising engagement, interaction and providing effective feedback for large engineering cohorts is a significant challenge. Team-based learning is a powerful approach that has been shown to be effective in overcoming these issues. However, the use of team-based learning for very large class sizes, particularly in the field of engineering is limited. This study is focused on refining team-based learning for a large (∼350) student first-year mechanical engineering cohort. Team-based learning was trialled and optimised during tutorials over two successive academic semesters with the same group. Quantitative data collection was collected from student attendance and performance, and regular feedback provided qualitative insight. The results indicate that team-based learning enhances engagement, peer-to-peer learning, and exam performance, particularly for the lower quartile (5%–10% mark increase). However careful tailoring of the methodology is required, monitoring group effectiveness is challenging and the use of hybrid team-based learning needs future refinement.
{"title":"Team-based learning in large cohorts: Successes and challenges in first year mechanical engineering","authors":"AlexanderJ.G. Lunt, Steve Cayzer, Yvonne Moore, Anna M Young","doi":"10.1177/03064190241259305","DOIUrl":"https://doi.org/10.1177/03064190241259305","url":null,"abstract":"Maximising engagement, interaction and providing effective feedback for large engineering cohorts is a significant challenge. Team-based learning is a powerful approach that has been shown to be effective in overcoming these issues. However, the use of team-based learning for very large class sizes, particularly in the field of engineering is limited. This study is focused on refining team-based learning for a large (∼350) student first-year mechanical engineering cohort. Team-based learning was trialled and optimised during tutorials over two successive academic semesters with the same group. Quantitative data collection was collected from student attendance and performance, and regular feedback provided qualitative insight. The results indicate that team-based learning enhances engagement, peer-to-peer learning, and exam performance, particularly for the lower quartile (5%–10% mark increase). However careful tailoring of the methodology is required, monitoring group effectiveness is challenging and the use of hybrid team-based learning needs future refinement.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141382913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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