Pub Date : 2024-05-24DOI: 10.1177/03064190241255468
A. K. Ong, Timothy Scott Chu, Josephine D. German
Constant development in the fields of mechanical and manufacturing engineering has been observed since the pandemic due to the rise of technology, robotics, and connectivity. However, a decline in enrollees for these programs is evident. The main objective of this study was to assess the pursuance intention of students to take these programs among 337 enrolled students in the Philippines. The integrated self-determination theory (SDT) and theory of planned behavior underwent a higher-order partial least square structural equation modeling analysis to completely assess significant factors affecting pursuance intention. Results showed that the SDT domains presented the most significant effect, followed by student motivation, attitude, and control. Based on the results, it could be posited that students from the Philippines believe that there are ample opportunities and careers in this engineering field. They anticipate having a well-respected profession with significant societal impact and practical applications, along with challenging responsibilities, and both local and international opportunities both local and international opportunities. In addition, they foresee great mobility, job security, and professional establishment in the future. As the first study to consider this area of analysis, the framework and methodology could be further developed, extended, and applied in other educational studies worldwide.
{"title":"Evaluation of pursuance intention among mechanical and manufacturing engineering students in the Philippines: A higher-order structural equation modeling approach","authors":"A. K. Ong, Timothy Scott Chu, Josephine D. German","doi":"10.1177/03064190241255468","DOIUrl":"https://doi.org/10.1177/03064190241255468","url":null,"abstract":"Constant development in the fields of mechanical and manufacturing engineering has been observed since the pandemic due to the rise of technology, robotics, and connectivity. However, a decline in enrollees for these programs is evident. The main objective of this study was to assess the pursuance intention of students to take these programs among 337 enrolled students in the Philippines. The integrated self-determination theory (SDT) and theory of planned behavior underwent a higher-order partial least square structural equation modeling analysis to completely assess significant factors affecting pursuance intention. Results showed that the SDT domains presented the most significant effect, followed by student motivation, attitude, and control. Based on the results, it could be posited that students from the Philippines believe that there are ample opportunities and careers in this engineering field. They anticipate having a well-respected profession with significant societal impact and practical applications, along with challenging responsibilities, and both local and international opportunities both local and international opportunities. In addition, they foresee great mobility, job security, and professional establishment in the future. As the first study to consider this area of analysis, the framework and methodology could be further developed, extended, and applied in other educational studies worldwide.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141101576","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 : 2024-05-24DOI: 10.1177/03064190241255113
Renee M. Clark, Rasim Guldiken, A. Kaw, Ozge Uyanik
The metacognitive strategies of planning, monitoring, and evaluating can be promoted through systematic reflection to drive self-directed, lifelong learning. This article reports on a three-year study on systematic written reflection within an undergraduate Fluid Mechanics course to promote planning, monitoring, and evaluation. Students were prompted weekly to reflect on their in-class problem-solving, classroom and exam preparation, performance, behaviors, and learning in a flipped classroom at a large southeastern U.S. university. In addition, they received intentional instruction on how to plan, monitor, and evaluate their problem-solving during class. To enable a comparative assessment, a flipped classroom without these interventions was also implemented as a non-experimental cohort. The cohorts were compared using a final exam, concept inventory, and the Metacognitive Activities Inventory (MCAI). The MCAI indicated a significantly higher positive change (pre- to post-course) in self-regulatory behavior for the experimental cohort ( p = 0.037). The weekly reflections were studied using an inductive content analysis to assess students’ self-regulatory behaviors. They were also used to investigate statistical associations between reflection content and course outcomes. This revealed that academic self-discipline via planning, monitoring one's work, or being careful and diligent may be as aligned with course performance in STEM as is practice with the problem-solving itself. The effects for the final exam in the experimental cohort were positive overall as well as statistically or practically significant for various demographic strata. These results provided evidence for the potential enhancement of course performance with metacognition support. A positive shift in students’ perspectives regarding the value of the reflection questions was observed throughout the study. Therefore, as an implementation guide for other educators, the reflection questions and any changes made in posing them to students are discussed chronologically. Overall, the study points to the desirability of providing metacognition support in a STEM course.
{"title":"The case for metacognition support in a flipped STEM course","authors":"Renee M. Clark, Rasim Guldiken, A. Kaw, Ozge Uyanik","doi":"10.1177/03064190241255113","DOIUrl":"https://doi.org/10.1177/03064190241255113","url":null,"abstract":"The metacognitive strategies of planning, monitoring, and evaluating can be promoted through systematic reflection to drive self-directed, lifelong learning. This article reports on a three-year study on systematic written reflection within an undergraduate Fluid Mechanics course to promote planning, monitoring, and evaluation. Students were prompted weekly to reflect on their in-class problem-solving, classroom and exam preparation, performance, behaviors, and learning in a flipped classroom at a large southeastern U.S. university. In addition, they received intentional instruction on how to plan, monitor, and evaluate their problem-solving during class. To enable a comparative assessment, a flipped classroom without these interventions was also implemented as a non-experimental cohort. The cohorts were compared using a final exam, concept inventory, and the Metacognitive Activities Inventory (MCAI). The MCAI indicated a significantly higher positive change (pre- to post-course) in self-regulatory behavior for the experimental cohort ( p = 0.037). The weekly reflections were studied using an inductive content analysis to assess students’ self-regulatory behaviors. They were also used to investigate statistical associations between reflection content and course outcomes. This revealed that academic self-discipline via planning, monitoring one's work, or being careful and diligent may be as aligned with course performance in STEM as is practice with the problem-solving itself. The effects for the final exam in the experimental cohort were positive overall as well as statistically or practically significant for various demographic strata. These results provided evidence for the potential enhancement of course performance with metacognition support. A positive shift in students’ perspectives regarding the value of the reflection questions was observed throughout the study. Therefore, as an implementation guide for other educators, the reflection questions and any changes made in posing them to students are discussed chronologically. Overall, the study points to the desirability of providing metacognition support in a STEM course.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141102189","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 : 2024-05-24DOI: 10.1177/03064190241255639
J. Gallardo-Alvarado
The shaking or fluctuating reaction forces produced by the moving links of a mechanism negatively impact its adequate performance due to the inherent generation of base vibrations, fatigue stresses, accuracy loss of the end-effector or moving platform, and so on. To increase the functionality and durability of the mechanism is therefore strongly advised to eliminate these parasitic forces. This article provides the balancing conditions for planar multi-degree-of-freedom linkages by canceling the total shaking force generated by the moving links of the mechanism. The method avoids the classical computation of the total linear momentum employed in existing methods. The balancing of three representative linkages proves the reliability of the proposed method.
{"title":"A simple matrix method for the force balancing of planar multi-degree-of-freedom linkages","authors":"J. Gallardo-Alvarado","doi":"10.1177/03064190241255639","DOIUrl":"https://doi.org/10.1177/03064190241255639","url":null,"abstract":"The shaking or fluctuating reaction forces produced by the moving links of a mechanism negatively impact its adequate performance due to the inherent generation of base vibrations, fatigue stresses, accuracy loss of the end-effector or moving platform, and so on. To increase the functionality and durability of the mechanism is therefore strongly advised to eliminate these parasitic forces. This article provides the balancing conditions for planar multi-degree-of-freedom linkages by canceling the total shaking force generated by the moving links of the mechanism. The method avoids the classical computation of the total linear momentum employed in existing methods. The balancing of three representative linkages proves the reliability of the proposed method.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141100109","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 : 2024-05-23DOI: 10.1177/03064190241253509
Kimberly LeChasseur, Sarah Wodin-Schwartz, A. Sloboda, Adam Powell
Although faculty-centered pedagogies are endemic across undergraduate science, technology, engineering, and mathematics education, there is increasing interest in active learning approaches. As discipline-based educational research in mechanical engineering continues to assess strategies for improving student learning and development, researchers need data collection tools that ameliorate issues of bias, minimize costs (e.g. time and student attention), and provide reliable data that has been validated within the disciplinary context. This study analyzes the validity and reliability of a commonly used survey, the Students’ Assessment of their Learning Gains (SALG). Data from seven Introduction to Statics courses at two universities were used to identify and confirm the latent constructs of the measure and to assess their reliability and criterion validity. Results demonstrated that four scales—active learning, concept knowledge and skills, self-efficacy, and feedback mechanisms—explain the majority of variation in the SALG survey in relation to the teaching and learning of statics. These scales were statistically validated and shown to accurately capture the criterion they represent. The primary advantage of the SALG is that it is less burdensome to students, who are only required to spend 10 to 15 min once at the end of the course to complete the survey, rather than spending more time with longer surveys or with those that require completion at multiple points in time. The tool is therefore also less disruptive to the class, which may make it more likely that faculty will be willing to include data collection efforts in their courses.
{"title":"Validity of a self-report measure of student learning in active learning statics courses","authors":"Kimberly LeChasseur, Sarah Wodin-Schwartz, A. Sloboda, Adam Powell","doi":"10.1177/03064190241253509","DOIUrl":"https://doi.org/10.1177/03064190241253509","url":null,"abstract":"Although faculty-centered pedagogies are endemic across undergraduate science, technology, engineering, and mathematics education, there is increasing interest in active learning approaches. As discipline-based educational research in mechanical engineering continues to assess strategies for improving student learning and development, researchers need data collection tools that ameliorate issues of bias, minimize costs (e.g. time and student attention), and provide reliable data that has been validated within the disciplinary context. This study analyzes the validity and reliability of a commonly used survey, the Students’ Assessment of their Learning Gains (SALG). Data from seven Introduction to Statics courses at two universities were used to identify and confirm the latent constructs of the measure and to assess their reliability and criterion validity. Results demonstrated that four scales—active learning, concept knowledge and skills, self-efficacy, and feedback mechanisms—explain the majority of variation in the SALG survey in relation to the teaching and learning of statics. These scales were statistically validated and shown to accurately capture the criterion they represent. The primary advantage of the SALG is that it is less burdensome to students, who are only required to spend 10 to 15 min once at the end of the course to complete the survey, rather than spending more time with longer surveys or with those that require completion at multiple points in time. The tool is therefore also less disruptive to the class, which may make it more likely that faculty will be willing to include data collection efforts in their courses.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141103573","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 : 2024-05-21DOI: 10.1177/03064190241254020
Efstratios L. Ntantis, Vasileios Xezonakis
The adjoint method is a powerful tool in high-fidelity aerodynamic shape optimization, providing an efficient means to compute derivatives of a target function with respect to various design variables. This paper delves into the discrete adjoint method. It offers a theoretical exploration of its implementation as an innovative tool for calculating partial derivatives (sensitivities) related to objective functions and design variables, specifically applied to a subsonic NACA0012 airfoil. The study conducts a qualitative evaluation using a designated test case, considering specified Mach number and Reynolds number values of 0.297 and 6,667 million, respectively. The Spalart-Allmaras turbulence model is employed to enhance computational cost efficiency. The results affirm the efficacy of the introduced tool, DAFoam, showcasing its ability to generate optimal geometries. The achieved performance optimization is evidenced by minimizing the drag coefficient value (CD) to an impressive 0.0131. While this research does not delve into the post-processing of sensitivity calculations, it acknowledges the potential for future investigations. The primary objective and novelty of this study is to provide the elementary background of the state of the art test case (NACA0012) within the subsonic regime, introducing the pioneer discrete adjoint aerodynamic optimization methodology (DAFoam) with the potential to explore its higher order capabilities in other aerodynamic related studies. Furthermore, it caters the educational needs of both graduate students and engineers in this exciting field. By presenting this cutting-edge methodology, it contributes to future advancements for the aerodynamicists in terms of optimal solutions.
{"title":"Aerodynamic design optimization of a NACA 0012 airfoil: An introductory adjoint discrete tool for educational purposes","authors":"Efstratios L. Ntantis, Vasileios Xezonakis","doi":"10.1177/03064190241254020","DOIUrl":"https://doi.org/10.1177/03064190241254020","url":null,"abstract":"The adjoint method is a powerful tool in high-fidelity aerodynamic shape optimization, providing an efficient means to compute derivatives of a target function with respect to various design variables. This paper delves into the discrete adjoint method. It offers a theoretical exploration of its implementation as an innovative tool for calculating partial derivatives (sensitivities) related to objective functions and design variables, specifically applied to a subsonic NACA0012 airfoil. The study conducts a qualitative evaluation using a designated test case, considering specified Mach number and Reynolds number values of 0.297 and 6,667 million, respectively. The Spalart-Allmaras turbulence model is employed to enhance computational cost efficiency. The results affirm the efficacy of the introduced tool, DAFoam, showcasing its ability to generate optimal geometries. The achieved performance optimization is evidenced by minimizing the drag coefficient value (CD) to an impressive 0.0131. While this research does not delve into the post-processing of sensitivity calculations, it acknowledges the potential for future investigations. The primary objective and novelty of this study is to provide the elementary background of the state of the art test case (NACA0012) within the subsonic regime, introducing the pioneer discrete adjoint aerodynamic optimization methodology (DAFoam) with the potential to explore its higher order capabilities in other aerodynamic related studies. Furthermore, it caters the educational needs of both graduate students and engineers in this exciting field. By presenting this cutting-edge methodology, it contributes to future advancements for the aerodynamicists in terms of optimal solutions.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141113925","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 : 2024-05-21DOI: 10.1177/03064190241252844
Maeve Bakic, Krishna Pakala, D. Bairaktarova, Devshikha Bose
The COVID-19 pandemic has affected learning at all levels; particularly, in higher education, where levels of independence and self-motivation are required during distance learning. In engineering, distance learning adds another degree of difficulty to an already complex field. Comprehension in engineering requires the repeated use of diagrams, high-level charts, and practice problems. Mobile devices, combined with a technology-enhanced curriculum, provide an excellent platform for learning in engineering as it allows for clear illustration and the transfer of complex ideas at any time and place. In alignment with the social-constructivist framework, these facets of mobile technology provide additional avenues for student engagement and the extension of learning goals. This study utilized the Triple E Framework and a mixed methods approach to investigate the impact of mobile devices on engineering students’ learning in a thermal-fluids course. The overall aim was to understand how mobile technology, combined with a technology-enhanced curriculum, impacts engineering students’ engagement, enhancement, and extension of learning. Findings reveal that students perceived increased levels of engagement when utilizing mobile devices in their learning practices. However, instructional methods were identified to be the key factor leading to engagement. A small effect size of 0.37 was noticed, and a post hoc power analysis resulted in a test power of 0.55. Though a significant difference between students who did and did not utilize mobile devices was not apparent, students with university loaned tablets (iPads) had a larger increase in learning than students without. This paper is based on the author's master's thesis titled “Affordances of Mobile Technology to Facilitate Learning in Undergraduate Thermal-Fluid Sciences,” the represented data reflects content from the same.
COVID-19 的流行影响了各个层次的学习，尤其是高等教育，因为远程学习需要一定的 独立性和自我激励。在工程学领域，远程学习给本已复杂的领域又增加了难度。工程学的理解需要反复使用图表、高级图表和练习题。移动设备与技术强化课程相结合，为工程学的学习提供了一个极好的平台，因为它可以随时随地清晰地说明和传递复杂的思想。根据社会建构主义框架，移动技术的这些方面为学生的参与和学习目标的扩展提供了更多的途径。本研究利用三重 E 框架和混合方法调查了移动设备对工程专业学生热流体课程学习的影响。总体目标是了解移动技术与技术强化课程相结合，如何影响工科学生的参与、提高和扩展学习。研究结果表明，在学习实践中使用移动设备时，学生的参与度有所提高。然而，教学方法被认为是提高参与度的关键因素。研究注意到了 0.37 的小效应量，通过事后功率分析得出的测试功率为 0.55。虽然使用和不使用移动设备的学生之间没有明显差异，但使用大学借来的平板电脑（iPad）的学生比不使用平板电脑的学生的学习效果提高得更多。本文基于作者的硕士论文《移动技术在促进热流体科学本科生学习方面的作用》，所代表的数据反映了该论文的内容。
{"title":"Enhancing engineering education: Investigating the impact of mobile devices on learning in a thermal-fluids course","authors":"Maeve Bakic, Krishna Pakala, D. Bairaktarova, Devshikha Bose","doi":"10.1177/03064190241252844","DOIUrl":"https://doi.org/10.1177/03064190241252844","url":null,"abstract":"The COVID-19 pandemic has affected learning at all levels; particularly, in higher education, where levels of independence and self-motivation are required during distance learning. In engineering, distance learning adds another degree of difficulty to an already complex field. Comprehension in engineering requires the repeated use of diagrams, high-level charts, and practice problems. Mobile devices, combined with a technology-enhanced curriculum, provide an excellent platform for learning in engineering as it allows for clear illustration and the transfer of complex ideas at any time and place. In alignment with the social-constructivist framework, these facets of mobile technology provide additional avenues for student engagement and the extension of learning goals. This study utilized the Triple E Framework and a mixed methods approach to investigate the impact of mobile devices on engineering students’ learning in a thermal-fluids course. The overall aim was to understand how mobile technology, combined with a technology-enhanced curriculum, impacts engineering students’ engagement, enhancement, and extension of learning. Findings reveal that students perceived increased levels of engagement when utilizing mobile devices in their learning practices. However, instructional methods were identified to be the key factor leading to engagement. A small effect size of 0.37 was noticed, and a post hoc power analysis resulted in a test power of 0.55. Though a significant difference between students who did and did not utilize mobile devices was not apparent, students with university loaned tablets (iPads) had a larger increase in learning than students without. This paper is based on the author's master's thesis titled “Affordances of Mobile Technology to Facilitate Learning in Undergraduate Thermal-Fluid Sciences,” the represented data reflects content from the same.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141118433","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 : 2024-05-15DOI: 10.1177/03064190241253857
Congrui Jin
Undergraduate students in engineering technology are typically not required to take any courses on numerical methods or computational techniques and thus have little or no knowledge of many basic numerical approaches commonly used in engineering disciplines, such as root finding, curve fitting, numerical integration, and numerical differentiation. In addition, they are only required to take one introductory level programming course and thus usually experience difficulty when working on course projects involving extensive programming. However, the industry is demanding different skillsets than the ones that were expected just a decade ago. Numerical and programming skills are becoming increasingly important. In this case study, the effectiveness of embedding numerical methods and MATLAB programming in MMET 303 Fluid Mechanics and Power, a four-credit junior-level required course offered every semester for undergraduates at the Department of Engineering Technology and Industrial Distribution at Texas A&M University, was assessed. A series of learning modules were purposefully designed and implemented as a trial test in the classes offered in the semester of Fall 2023. Instructor's observation, submitted assignments, and survey results were analyzed. The results suggested that embedding numerical methods and associated MATLAB programming into a required course enhanced students’ analytical skills of tackling practical problems, helping them become better prepared as they move on into the industrial companies or the graduate schools.
{"title":"Embedding numerical methods and MATLAB programming in a fluid mechanics course for undergraduates in engineering technology","authors":"Congrui Jin","doi":"10.1177/03064190241253857","DOIUrl":"https://doi.org/10.1177/03064190241253857","url":null,"abstract":"Undergraduate students in engineering technology are typically not required to take any courses on numerical methods or computational techniques and thus have little or no knowledge of many basic numerical approaches commonly used in engineering disciplines, such as root finding, curve fitting, numerical integration, and numerical differentiation. In addition, they are only required to take one introductory level programming course and thus usually experience difficulty when working on course projects involving extensive programming. However, the industry is demanding different skillsets than the ones that were expected just a decade ago. Numerical and programming skills are becoming increasingly important. In this case study, the effectiveness of embedding numerical methods and MATLAB programming in MMET 303 Fluid Mechanics and Power, a four-credit junior-level required course offered every semester for undergraduates at the Department of Engineering Technology and Industrial Distribution at Texas A&M University, was assessed. A series of learning modules were purposefully designed and implemented as a trial test in the classes offered in the semester of Fall 2023. Instructor's observation, submitted assignments, and survey results were analyzed. The results suggested that embedding numerical methods and associated MATLAB programming into a required course enhanced students’ analytical skills of tackling practical problems, helping them become better prepared as they move on into the industrial companies or the graduate schools.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140975179","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 : 2024-05-15DOI: 10.1177/03064190241254018
J. L. Díaz Palencia
This study presents an approach to aerospace engineering education based on the integration of challenge-based learning (CBL) and design thinking in a course on reaction engines. The paper describes how this approach addresses the evolving demands of the aerospace sector, particularly the need for sustainable propulsion systems. It provides a sistematic analysis, starting with a literature review that establishes some foundational understanding of CBL and design thinking while highlighting their importance in fostering problem-solving and critical thinking skills among engineering students. The main body of the paper explores the practical application of these methodologies in an aerospace course. It details a series of sessions designed to provide students with basic understanding of sustainable ideas in reaction engines. These sessions encourage students to engage in critical thinking and collaborative problem-solving, aligning with real-world environmental concerns in aerospace propulsion. In addition, we present the students` feedback concerning the classroom sessions based on a semi-structured interview technique to assess the effectiveness of the teaching approach. The feedback, analyzed from these interviews, indicates a positive reception of CBL and design thinking. Students appreciated the interactive nature of the sessions and the emphasis on real-world problem-solving. However, challenges such as balancing theoretical and practical aspects, pacing, and providing clear guidelines were noted for future improvement. The study emphasizes the need for ongoing adaptation and iteration of teaching methodologies, informed by regular student feedback, to ensure their effectiveness in preparing students for future challenges in the aerospace sector.
{"title":"Integrating challenge-based learning and design thinking in a course of reaction engines for aerospace","authors":"J. L. Díaz Palencia","doi":"10.1177/03064190241254018","DOIUrl":"https://doi.org/10.1177/03064190241254018","url":null,"abstract":"This study presents an approach to aerospace engineering education based on the integration of challenge-based learning (CBL) and design thinking in a course on reaction engines. The paper describes how this approach addresses the evolving demands of the aerospace sector, particularly the need for sustainable propulsion systems. It provides a sistematic analysis, starting with a literature review that establishes some foundational understanding of CBL and design thinking while highlighting their importance in fostering problem-solving and critical thinking skills among engineering students. The main body of the paper explores the practical application of these methodologies in an aerospace course. It details a series of sessions designed to provide students with basic understanding of sustainable ideas in reaction engines. These sessions encourage students to engage in critical thinking and collaborative problem-solving, aligning with real-world environmental concerns in aerospace propulsion. In addition, we present the students` feedback concerning the classroom sessions based on a semi-structured interview technique to assess the effectiveness of the teaching approach. The feedback, analyzed from these interviews, indicates a positive reception of CBL and design thinking. Students appreciated the interactive nature of the sessions and the emphasis on real-world problem-solving. However, challenges such as balancing theoretical and practical aspects, pacing, and providing clear guidelines were noted for future improvement. The study emphasizes the need for ongoing adaptation and iteration of teaching methodologies, informed by regular student feedback, to ensure their effectiveness in preparing students for future challenges in the aerospace sector.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140977689","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 : 2024-05-15DOI: 10.1177/03064190241254035
Eduardo M Vieira, Eduardo S Farias
A wind tunnel is a device that facilitates the study of fluid flow behavior around the geometry under investigation. However, not everyone has access to a wind tunnel, and some educational institutions have initiated their own projects to construct these facilities. In light of this, we aim to present a more accessible alternative for individuals who want to build their own wind tunnel. Consequently, we have designed and developed a low-cost, open-type wind tunnel, and have captured photographs to facilitate a qualitative comparison between the streamlines obtained through the tunnel and those generated by computational simulations. Our research findings confirm that the affordable wind tunnel can produce good results, thereby establishing it as a readily available resource for educational institutions.
{"title":"Design and development of a low-cost open-type wind tunnel","authors":"Eduardo M Vieira, Eduardo S Farias","doi":"10.1177/03064190241254035","DOIUrl":"https://doi.org/10.1177/03064190241254035","url":null,"abstract":"A wind tunnel is a device that facilitates the study of fluid flow behavior around the geometry under investigation. However, not everyone has access to a wind tunnel, and some educational institutions have initiated their own projects to construct these facilities. In light of this, we aim to present a more accessible alternative for individuals who want to build their own wind tunnel. Consequently, we have designed and developed a low-cost, open-type wind tunnel, and have captured photographs to facilitate a qualitative comparison between the streamlines obtained through the tunnel and those generated by computational simulations. Our research findings confirm that the affordable wind tunnel can produce good results, thereby establishing it as a readily available resource for educational institutions.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140976175","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 : 2024-05-06DOI: 10.1177/03064190241253427
Juho Alatalo, J. Torvela, Toni Liedes
Hands-on learning is widely recognized as an essential component of mechatronics education. In this article, we describe an implementation of a student work assignment in an advanced course in mechatronics. The article compares the previous free-form project with the new common-form exercise. The purpose is to renew the form, execution, and grading of the assignment, for better control over the learning outcomes and focusing the workload of the teaching staff without needlessly limiting the students’ own exploration of the topic. The evaluation is based on the teachers’ observations and the students’ feedback. In the assignment, the students will design and build a controllable see-saw mechanism powered by ordinary computer cooling fans. Similar experiments are commonly used for teaching in the form of ready-made plans, kits or complete devices. In our version, we wanted to involve the students in the lower level design to better illustrate the effects of mechanical details on the control system. The updated exercise was well received, the students reported clearer understanding of the synergy between the different disciplines of mechatronics, and the teachers were able to provide more comprehensive assistance on questions. Some challenges were identified, including a lack of analytical research by the students when not specifically prompted to do so. In our opinion this renewed approach is flexible enough to accommodate students from various backgrounds and helps the teachers to better adjust the supplied materials according to their students’ particular needs.
{"title":"Improving a practical course assignment for mechatronics education","authors":"Juho Alatalo, J. Torvela, Toni Liedes","doi":"10.1177/03064190241253427","DOIUrl":"https://doi.org/10.1177/03064190241253427","url":null,"abstract":"Hands-on learning is widely recognized as an essential component of mechatronics education. In this article, we describe an implementation of a student work assignment in an advanced course in mechatronics. The article compares the previous free-form project with the new common-form exercise. The purpose is to renew the form, execution, and grading of the assignment, for better control over the learning outcomes and focusing the workload of the teaching staff without needlessly limiting the students’ own exploration of the topic. The evaluation is based on the teachers’ observations and the students’ feedback. In the assignment, the students will design and build a controllable see-saw mechanism powered by ordinary computer cooling fans. Similar experiments are commonly used for teaching in the form of ready-made plans, kits or complete devices. In our version, we wanted to involve the students in the lower level design to better illustrate the effects of mechanical details on the control system. The updated exercise was well received, the students reported clearer understanding of the synergy between the different disciplines of mechatronics, and the teachers were able to provide more comprehensive assistance on questions. Some challenges were identified, including a lack of analytical research by the students when not specifically prompted to do so. In our opinion this renewed approach is flexible enough to accommodate students from various backgrounds and helps the teachers to better adjust the supplied materials according to their students’ particular needs.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141010765","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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