Pub Date : 2024-01-22DOI: 10.1177/03064190241227528
Eduardo Bento Guerra, George Santos Marinho, Douglas do Nascimento Silva, Paulo Gilberto de Paula Toro
This article proposes a systematic approach for the preliminary design of a hypersonic airbreathing (scramjet) vehicle within an academic context. The goal is to serve as an educational tool, focusing on teaching students the fundamental physical concepts behind scramjets. The article provides essential equations for generic scramjet designs while explaining the simplifications made from an academic perspective. It demonstrates the use of spreadsheets as a user-friendly tool to modify parameters and observe the behavior of shock waves. The article outlines a four-step procedure. It includes estimating atmospheric properties, designing the supersonic inlet, calculating combustion chamber parameters, and determining postcombustor properties. An academic exercise illustrates these steps for a scramjet flying at a specific velocity and altitude. The results show that this procedure, combined with spreadsheets, enables a rapid prediction of thermodynamic properties, enhancing the understanding of the fundamental physics behind hypersonic airbreathing vehicles.
{"title":"Preliminary design of a hypersonic airbreathing vehicle based on four steps: An academic approach to learning","authors":"Eduardo Bento Guerra, George Santos Marinho, Douglas do Nascimento Silva, Paulo Gilberto de Paula Toro","doi":"10.1177/03064190241227528","DOIUrl":"https://doi.org/10.1177/03064190241227528","url":null,"abstract":"This article proposes a systematic approach for the preliminary design of a hypersonic airbreathing (scramjet) vehicle within an academic context. The goal is to serve as an educational tool, focusing on teaching students the fundamental physical concepts behind scramjets. The article provides essential equations for generic scramjet designs while explaining the simplifications made from an academic perspective. It demonstrates the use of spreadsheets as a user-friendly tool to modify parameters and observe the behavior of shock waves. The article outlines a four-step procedure. It includes estimating atmospheric properties, designing the supersonic inlet, calculating combustion chamber parameters, and determining postcombustor properties. An academic exercise illustrates these steps for a scramjet flying at a specific velocity and altitude. The results show that this procedure, combined with spreadsheets, enables a rapid prediction of thermodynamic properties, enhancing the understanding of the fundamental physics behind hypersonic airbreathing vehicles.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139608390","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 : 2024-01-22DOI: 10.1177/03064190231226309
Mohamed Kara-Mohamed
Using PowerPoints slides (PPT) to deliver lectures has become the norm and common practice in academia over the last decade. Despite the benefits of PPT in providing smooth presentations and helping to prompt the presenter, the use of slides in engineering teaching has its own drawbacks. By using slides in teaching, the information will be provided in a discontinued and very abstract format. However, as a matter of fact, students mainly depend on lecturing slides in their learning and only use the slides to prepare for their exams. Students rarely read beyond what is given in the slides or refer to the reading list for more in-depth knowledge. This creates a gap in knowledge, affects the overall student experience and, to a certain level, affects graduate employment. In this paper, we review a pilot experiment to test a new teaching theme in engineering with no PPT slides. This was implemented for a Level 4 module, Mechatronics 1, which is a newly developed module in the Mechanical/Marine Engineering programmes at Liverpool John Moores University, Liverpool, UK. The outcome of this practice is evaluated with the focus on student views, assessment results, and overall assessment of this style of teaching.
{"title":"Teaching without PowerPoint slides in engineering: A pilot study","authors":"Mohamed Kara-Mohamed","doi":"10.1177/03064190231226309","DOIUrl":"https://doi.org/10.1177/03064190231226309","url":null,"abstract":"Using PowerPoints slides (PPT) to deliver lectures has become the norm and common practice in academia over the last decade. Despite the benefits of PPT in providing smooth presentations and helping to prompt the presenter, the use of slides in engineering teaching has its own drawbacks. By using slides in teaching, the information will be provided in a discontinued and very abstract format. However, as a matter of fact, students mainly depend on lecturing slides in their learning and only use the slides to prepare for their exams. Students rarely read beyond what is given in the slides or refer to the reading list for more in-depth knowledge. This creates a gap in knowledge, affects the overall student experience and, to a certain level, affects graduate employment. In this paper, we review a pilot experiment to test a new teaching theme in engineering with no PPT slides. This was implemented for a Level 4 module, Mechatronics 1, which is a newly developed module in the Mechanical/Marine Engineering programmes at Liverpool John Moores University, Liverpool, UK. The outcome of this practice is evaluated with the focus on student views, assessment results, and overall assessment of this style of teaching.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139607642","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 : 2024-01-09DOI: 10.1177/03064190231224339
Natarajan Rajamurugu
This article suggests the hydraulic analogy technique as a cost-effective approach for flow visualization in fluid mechanics, particularly in dealing with challenges related to supersonic flow, such as shock waves and flow past wedges. The project-based learning approach is adopted to engage students in the study effectively. This active learning method allows students to actively participate in research activities, from setting project goals to designing and executing experiments. The article highlights the positive impact of project-based learning on students’ learning outcomes through internal and external evaluations. The study shows that project-based learning enhances technical competence and encourages a lifelong passion for learning. The cost-effectiveness of the hydraulic analogy method inspires neighbouring academic institutions to consider similar approaches, further promoting the use of practical and affordable solutions for flow visualization experiments.
{"title":"A project-based learning (PBL) on gas dynamic concepts using hydraulic analogy technique","authors":"Natarajan Rajamurugu","doi":"10.1177/03064190231224339","DOIUrl":"https://doi.org/10.1177/03064190231224339","url":null,"abstract":"This article suggests the hydraulic analogy technique as a cost-effective approach for flow visualization in fluid mechanics, particularly in dealing with challenges related to supersonic flow, such as shock waves and flow past wedges. The project-based learning approach is adopted to engage students in the study effectively. This active learning method allows students to actively participate in research activities, from setting project goals to designing and executing experiments. The article highlights the positive impact of project-based learning on students’ learning outcomes through internal and external evaluations. The study shows that project-based learning enhances technical competence and encourages a lifelong passion for learning. The cost-effectiveness of the hydraulic analogy method inspires neighbouring academic institutions to consider similar approaches, further promoting the use of practical and affordable solutions for flow visualization experiments.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139441754","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 : 2024-01-03DOI: 10.1177/03064190231224334
Xiangdong Li, Sherman CP. Cheung
The great demands for computational fluid dynamics (CFD) practitioners in industry have motivated universities to integrate CFD courses into undergraduate curricula. This article introduces a learning-centred CFD course that aims to train critical users of commercial CFD codes. The main features of the course include a project-based approach to learning and assessment-guided learning activities, both scaffolded by technologies. The implementation of the course is informed by contemporary pedagogical theories that encourage students to have the ownership of their own learning and constructively build their knowledge in an inclusive and supportive learning environment. The students upon completing the course have developed a conceptual understanding of the CFD principles and the importance of performing CFD simulations in a critical way, making them ready for more advanced CFD learning and practices. Course evaluation based on feedback from various sources demonstrates that the learning-centred approach is the key to the success of the course.
{"title":"A learning-centred computational fluid dynamics course for undergraduate engineering students","authors":"Xiangdong Li, Sherman CP. Cheung","doi":"10.1177/03064190231224334","DOIUrl":"https://doi.org/10.1177/03064190231224334","url":null,"abstract":"The great demands for computational fluid dynamics (CFD) practitioners in industry have motivated universities to integrate CFD courses into undergraduate curricula. This article introduces a learning-centred CFD course that aims to train critical users of commercial CFD codes. The main features of the course include a project-based approach to learning and assessment-guided learning activities, both scaffolded by technologies. The implementation of the course is informed by contemporary pedagogical theories that encourage students to have the ownership of their own learning and constructively build their knowledge in an inclusive and supportive learning environment. The students upon completing the course have developed a conceptual understanding of the CFD principles and the importance of performing CFD simulations in a critical way, making them ready for more advanced CFD learning and practices. Course evaluation based on feedback from various sources demonstrates that the learning-centred approach is the key to the success of the course.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139389228","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 : 2023-12-18DOI: 10.1177/03064190231220009
D. Ledezma-Ramírez
Structural dynamics is an essential aspect of mechanical engineering and a key module in the master's program in automotive engineering at the Universidad Autónoma de Nuevo León. Since this discipline requires a strong theoretical foundation coupled with significant practical application, it is essential to provide students with the necessary tools and content to gain a comprehensive understanding of the subject through engaging and applied case studies. This article presents the teaching methodology of a structural dynamics course, incorporating practical real-world cases that cover the most crucial components of the syllabus. Simulation tools and numerical analysis are applied through the course as support. Additionally, experimental activities are designed to complement the theoretical knowledge, ranging from simple student-conducted experiments to more complex laboratory activities involving specialized equipment and real-life field measurements. The discussion highlights how this approach is more engaging and practical for students, aiding their comprehension and application of theoretical concepts.
{"title":"Active learning approach through integrative case studies and experimental activities applied in a postgrad course on structural dynamics","authors":"D. Ledezma-Ramírez","doi":"10.1177/03064190231220009","DOIUrl":"https://doi.org/10.1177/03064190231220009","url":null,"abstract":"Structural dynamics is an essential aspect of mechanical engineering and a key module in the master's program in automotive engineering at the Universidad Autónoma de Nuevo León. Since this discipline requires a strong theoretical foundation coupled with significant practical application, it is essential to provide students with the necessary tools and content to gain a comprehensive understanding of the subject through engaging and applied case studies. This article presents the teaching methodology of a structural dynamics course, incorporating practical real-world cases that cover the most crucial components of the syllabus. Simulation tools and numerical analysis are applied through the course as support. Additionally, experimental activities are designed to complement the theoretical knowledge, ranging from simple student-conducted experiments to more complex laboratory activities involving specialized equipment and real-life field measurements. The discussion highlights how this approach is more engaging and practical for students, aiding their comprehension and application of theoretical concepts.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139176072","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 : 2023-12-06DOI: 10.1177/03064190231218123
Azfar Khalid, Tayyaba Kazim, Katherine Regina Vasquez Diaz, Jamshed Iqbal
Social constructivism is considered the main driver of curriculum overhaul for the new set of learning in the digital age. Implementation of cost-effective solutions of social constructivism in higher education is a challenge. The paper circumnavigates around the principle and practice methods and implemented in a module design for robotics teaching to students from diverse academic backgrounds and familiarity levels. A gap analysis between the current practices of a generalized module design and a social constructive approach revealed the specific areas for a focussed approach to consider. Such strategies are employed in the module redesigning strategy and found cost-effective and impactful in Engineering higher education. The designed module is presented to engineering students in an integrated robotics education in the context of control, communication, sensing and biomechatronics. Multiple implemented innovations for social constructivism in different aspects of the module have not only made it a popular option among engineering students but also resulted in better engagement, student achievement, inclusivity, and resource utilization.
{"title":"Breaking barriers in higher education: Implementation of cost-effective social constructivism in engineering education","authors":"Azfar Khalid, Tayyaba Kazim, Katherine Regina Vasquez Diaz, Jamshed Iqbal","doi":"10.1177/03064190231218123","DOIUrl":"https://doi.org/10.1177/03064190231218123","url":null,"abstract":"Social constructivism is considered the main driver of curriculum overhaul for the new set of learning in the digital age. Implementation of cost-effective solutions of social constructivism in higher education is a challenge. The paper circumnavigates around the principle and practice methods and implemented in a module design for robotics teaching to students from diverse academic backgrounds and familiarity levels. A gap analysis between the current practices of a generalized module design and a social constructive approach revealed the specific areas for a focussed approach to consider. Such strategies are employed in the module redesigning strategy and found cost-effective and impactful in Engineering higher education. The designed module is presented to engineering students in an integrated robotics education in the context of control, communication, sensing and biomechatronics. Multiple implemented innovations for social constructivism in different aspects of the module have not only made it a popular option among engineering students but also resulted in better engagement, student achievement, inclusivity, and resource utilization.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138597795","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 : 2023-11-23DOI: 10.1177/03064190231214177
Nelli Aleksandrova, Custódia Drumond
The paper is devoted to the line integral topic belonging to the section of vector calculus in Mathematical Analysis applied to the undergraduate Mechanical Engineering program. An efficient way of teaching line integrals is proposed and developed based on the elementary work/force principles. By this way, the mathematical concept of the line integral is supposed to be learned in harmony with the elementary mechanics to appreciate its diversity and to set up the right idea about the scientific area covered by Mechanical Engineering and related academic and technical fields. In terms of practical training, the research also offers two new techniques of analytical calculus for line integrals containing singularities and provides a new coherent engineering approach to deal with vector fields as integrands in line integrals.
{"title":"Concept of an elementary work as introduction to the line integral in engineering studies","authors":"Nelli Aleksandrova, Custódia Drumond","doi":"10.1177/03064190231214177","DOIUrl":"https://doi.org/10.1177/03064190231214177","url":null,"abstract":"The paper is devoted to the line integral topic belonging to the section of vector calculus in Mathematical Analysis applied to the undergraduate Mechanical Engineering program. An efficient way of teaching line integrals is proposed and developed based on the elementary work/force principles. By this way, the mathematical concept of the line integral is supposed to be learned in harmony with the elementary mechanics to appreciate its diversity and to set up the right idea about the scientific area covered by Mechanical Engineering and related academic and technical fields. In terms of practical training, the research also offers two new techniques of analytical calculus for line integrals containing singularities and provides a new coherent engineering approach to deal with vector fields as integrands in line integrals.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139242563","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 : 2023-11-22DOI: 10.1177/03064190231215307
O. Totuk, Özgün Selvi, Samet Akar
Integrating low-cost fused filament fabrication 3D printing as a foundation for learning 3D modelling is explored. This method blends traditional computer aided design (CAD) instruction with additive manufacturing possibilities. Experimental results demonstrate increased comprehension speed and reduced learning time. This hands-on approach empowers students by enabling direct engagement with the modelling process. Analogous to reverse engineering, the strategy instructs engineering students from final product to model creation, closing the gap between theory and practice. Incorporating 3D printing bridges this divide, enhancing understanding, creativity and problem-solving. The study underscores technology's influence on learning strategies, aligning with the surge of 3D printing in education. Results link advanced design technology usage to improved student performance, with 3D-printed materials yielding 45% higher grades and 30% faster task completion. This study advocates curricular advancement for design-focused careers through enhanced technology integration and favourable 3D printing model reception.
{"title":"Fused filament fabrication in CAD education: A closed-loop approach","authors":"O. Totuk, Özgün Selvi, Samet Akar","doi":"10.1177/03064190231215307","DOIUrl":"https://doi.org/10.1177/03064190231215307","url":null,"abstract":"Integrating low-cost fused filament fabrication 3D printing as a foundation for learning 3D modelling is explored. This method blends traditional computer aided design (CAD) instruction with additive manufacturing possibilities. Experimental results demonstrate increased comprehension speed and reduced learning time. This hands-on approach empowers students by enabling direct engagement with the modelling process. Analogous to reverse engineering, the strategy instructs engineering students from final product to model creation, closing the gap between theory and practice. Incorporating 3D printing bridges this divide, enhancing understanding, creativity and problem-solving. The study underscores technology's influence on learning strategies, aligning with the surge of 3D printing in education. Results link advanced design technology usage to improved student performance, with 3D-printed materials yielding 45% higher grades and 30% faster task completion. This study advocates curricular advancement for design-focused careers through enhanced technology integration and favourable 3D printing model reception.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139250097","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}
The interpretation and visualization of engineering problems are complex. Therefore, engineers have always developed graphic procedures to solve these problems, one technique being Mohr's circle. The study of geometric properties of the cross-sections, plane stress, and plane strain are some applications of such techniques in Solid Mechanics. In practically all literature adopted in undergraduate courses on these topics, the efforts of authors to teach with the greatest clarity are remarkable, using all possible resources in books, with very well-designed graphics. However, concerning Mohr's circle, the mental visualization of some movement is needed, be it the rotation of points on the circle, the rotation of the cross-section, the axes, or the differential element. This need makes such topics ideal to be taught through interactive animations, impossible in books. Computer programs about these subjects do exist, however, with reduced user interactivity. Thus, this work presents a new unified mobile application with several useful interactivity features for teaching plane stress, plane strain, and moment of inertia in engineering courses, using Mohr's circle. The application is developed in Java programming language, using Android Studio software. The graphical environment was developed with the aim of being a didactic and intuitive way to study and learn about cross-section properties, plane stress, and plane strain. The results provided by the application are compared with examples from the literature, presenting accurate responses, with easy visualization and interpretation. The usage of the program makes studying the initial concepts of solid mechanics and Mohr's circle enjoyable for engineering students.
工程问题的解释和可视化非常复杂。因此，工程师们一直在开发图形程序来解决这些问题，莫尔圆就是其中一种技术。研究截面的几何特性、平面应力和平面应变是此类技术在固体力学中的一些应用。实际上，在有关这些主题的本科课程中采用的所有文献中，作者都在努力以最清晰的方式进行教学，并利用书本中所有可能的资源和精心设计的图形。然而，关于莫尔圆，需要在头脑中想象一些运动，无论是圆上点的旋转，还是截面、轴或微分元素的旋转。这种需要使得这些主题非常适合通过交互式动画进行教学，而这在书本上是不可能实现的。然而，关于这些主题的计算机程序确实存在，但用户互动性较低。因此，本作品介绍了一种新的统一移动应用程序，它具有多种有用的交互功能，可在工程课程中使用莫尔圆教授平面应力、平面应变和惯性矩。该应用程序使用 Android Studio 软件，以 Java 编程语言开发。开发图形环境的目的是以说教和直观的方式研究和学习截面特性、平面应力和平面应变。应用程序提供的结果与文献中的例子进行了比较，呈现出准确的反应，易于可视化和解释。该程序的使用使工程专业学生能够愉快地学习固体力学和莫尔圆的初步概念。
{"title":"A unified educational mobile application to aid in teaching solid mechanics using interactive Mohr's circle","authors":"Mikaelly dos Santos Campos, Marcos Antônio Campos Rodrigues, Rodrigo Silveira Camargo, Leonardo Silveira Kiepper","doi":"10.1177/03064190231214173","DOIUrl":"https://doi.org/10.1177/03064190231214173","url":null,"abstract":"The interpretation and visualization of engineering problems are complex. Therefore, engineers have always developed graphic procedures to solve these problems, one technique being Mohr's circle. The study of geometric properties of the cross-sections, plane stress, and plane strain are some applications of such techniques in Solid Mechanics. In practically all literature adopted in undergraduate courses on these topics, the efforts of authors to teach with the greatest clarity are remarkable, using all possible resources in books, with very well-designed graphics. However, concerning Mohr's circle, the mental visualization of some movement is needed, be it the rotation of points on the circle, the rotation of the cross-section, the axes, or the differential element. This need makes such topics ideal to be taught through interactive animations, impossible in books. Computer programs about these subjects do exist, however, with reduced user interactivity. Thus, this work presents a new unified mobile application with several useful interactivity features for teaching plane stress, plane strain, and moment of inertia in engineering courses, using Mohr's circle. The application is developed in Java programming language, using Android Studio software. The graphical environment was developed with the aim of being a didactic and intuitive way to study and learn about cross-section properties, plane stress, and plane strain. The results provided by the application are compared with examples from the literature, presenting accurate responses, with easy visualization and interpretation. The usage of the program makes studying the initial concepts of solid mechanics and Mohr's circle enjoyable for engineering students.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139252970","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 : 2023-11-20DOI: 10.1177/03064190231214178
J. Souppez
Graduate employability is a major focal point of higher education. Designing curricula that equip graduates with the skills and attributes necessary to gain and retain employment is a challenge for Universities worldwide. This article investigates the perception differential between students, academics, and industry professionals. The aim is to identify the relevant skills and attributes to facilitate the transition of mechanical engineering graduates from education to employment. The results establish an upper second-class degree as the most desirable qualification. Studying a professional-body accredited course and being a student member of a professional institution are seen as crucial, despite the latter not being recognised as such by students. Significant differences are identified in the importance of Information Technology skills and software packages, with an institutional bias identified amongst academics. Lastly, the key skills and attributes to secure graduate employment are determined, with striking differences between industry professionals and students, the former desiring a personal and professional attitude and professional conduct above all else, the importance of which is underestimated by students. The findings provide novel insights into employability skills for mechanical engineers, and it is envisaged they may contribute to aligning engineering curricula with employer expectations, allowing graduates and academics to identify key employability skills and attributes, and improving graduate employment.
{"title":"Engineering employability skills: Students, academics, and industry professionals perception","authors":"J. Souppez","doi":"10.1177/03064190231214178","DOIUrl":"https://doi.org/10.1177/03064190231214178","url":null,"abstract":"Graduate employability is a major focal point of higher education. Designing curricula that equip graduates with the skills and attributes necessary to gain and retain employment is a challenge for Universities worldwide. This article investigates the perception differential between students, academics, and industry professionals. The aim is to identify the relevant skills and attributes to facilitate the transition of mechanical engineering graduates from education to employment. The results establish an upper second-class degree as the most desirable qualification. Studying a professional-body accredited course and being a student member of a professional institution are seen as crucial, despite the latter not being recognised as such by students. Significant differences are identified in the importance of Information Technology skills and software packages, with an institutional bias identified amongst academics. Lastly, the key skills and attributes to secure graduate employment are determined, with striking differences between industry professionals and students, the former desiring a personal and professional attitude and professional conduct above all else, the importance of which is underestimated by students. The findings provide novel insights into employability skills for mechanical engineers, and it is envisaged they may contribute to aligning engineering curricula with employer expectations, allowing graduates and academics to identify key employability skills and attributes, and improving graduate employment.","PeriodicalId":39952,"journal":{"name":"International Journal of Mechanical Engineering Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139259035","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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