Bioinspired Infrared Sensing Materials and Systems

Bioinspired engineering offers a promising alternative approach in accelerating the development of many man‐made systems. Next‐generation infrared (IR) sensing systems can also benefit from such nature‐inspired approach. The inherent compact and uncooled operation of biological IR sensing systems provides ample inspiration for the engineering of portable and high‐performance artificial IR sensing systems. This review overviews the current understanding of the biological IR sensing systems, most of which are thermal‐based IR sensors that rely on either bolometer‐like or photomechanic sensing mechanism. The existing efforts inspired by the biological IR sensing systems and possible future bioinspired approaches in the development of new IR sensing systems are also discussed in the review. Besides these biological IR sensing systems, other biological systems that do not have IR sensing capabilities but can help advance the development of engineered IR sensing systems are also discussed, and the related engineering efforts are overviewed as well. Further efforts in understanding the biological IR sensing systems, the learning from the integration of multifunction in biological systems, and the reduction of barriers to maximize the multidiscipline collaborations are needed to move this research field forward.     

The Four‐Domain Development Diagram: A Guide for Holistic Design of Effective Learning Experiences for the Twenty‐first Century Engineer

The twenty‐first century challenges engineering educators to design learning experiences to strategically and holistically target students' development, including cognitive, psychomotor, social and affective domains. We propose a guide for the design process. The Four‐Domain Development Diagram (4DDD) is a synthesis of learning theory and empirical data. This guide maps the relationships among the major factors that influence learning and presents them in the form of a causal loop diagram, a tool used by systems dynamicists to show how changes in important factors affect other factors within the system. In this paper, we present the theoretical and empirical basis of the 4DDD. We also describe how the 4DDD can be used as a design guide for instructional changes that promote more effective learning experiences for the broader cognitive, social, affective, and psychomotor development required of today's engineering graduate.     

Pedagogies of Engagement: Classroom‐Based Practices

Educators, researchers, and policy makers have advocated student involvement for some time as an essential aspect of meaningful learning. In the past twenty years engineering educators have implemented several means of better engaging their undergraduate students, including active and cooperative learning, learning communities, service learning, cooperative education, inquiry and problem‐based learning, and team projects. This paper focuses on classroom‐based pedagogies of engagement, particularly cooperative and problem‐based learning. It includes a brief history, theoretical roots, research support, summary of practices, and suggestions for redesigning engineering classes and programs to include more student engagement. The paper also lays out the research ahead for advancing pedagogies aimed at more fully enhancing students' involvement in their learning.     

Engineering Design Thinking,Teaching, and Learning

This paper is based on the premises that the purpose of engineering education is to graduate engineers who can design, and that design thinking is complex. The paper begins by briefly reviewing the history and role of design in the engineering curriculum. Several dimensions of design thinking are then detailed, explaining why design is hard to learn and harder still to teach, and outlining the research available on how well design thinking skills are learned. The currently most‐favored pedagogical model for teaching design, project‐based learning (PBL), is explored next, along with available assessment data on its success. Two contexts for PBL are emphasized: first‐year cornerstone courses and globally dispersed PBL courses. Finally, the paper lists some of the open research questions that must be answered to identify the best pedagogical practices of improving design learning, after which it closes by making recommendations for research aimed at enhancing design learning.     

Does Active Learning Work? A Review of the Research

This study examines the evidence for the effectiveness of active learning. It defines the common forms of active learning most relevant for engineering faculty and critically examines the core element of each method. It is found that there is broad but uneven support for the core elements of active, collaborative, cooperative and problem‐based learning.     

Integrating Undergraduate Research into Engineering: A Communications Approach to Holistic Education

This paper describes the Research Communications Studio (RCS), a structured approach for teaching undergraduate researchers to do authentic written, oral, and graphical communications tasks while they are learning to do research. In the RCS, small groups of undergraduate researchers meet weekly with a communications faculty member, an engineering graduate student mentor, and a communications graduate research assistant. The project is built upon social constructivist theory that recognizes the interdependence between communication, cognitive development, and metacognition. It investigates knowledge construction within a small‐group context of distributed cognition, the concept that each group member's expertise is available to other group members. Data from surveys indicate that engineering faculty members, graduate student mentors, and undergraduate participants were very positive about the progress participants made in cognitive development and communications abilities. Analysis of participants' reflective writings shows the development of metacognitive abilities necessary for self‐directed, life‐long learning.     

Assessing Adaptive Expertise in Undergraduate Biomechanics

This paper describes the design, development, implementation, and assessment of a multimedia‐based learning module focused on biomechanics. The module is comprised of three challenges and is based on a model of learning and instruction known as the How People Learn (HPL) framework. Classroom assessment of the first challenge was undertaken to test the hypothesis that the HPL approach increases adaptive expertise in movement biomechanics. Student achievement was quantified using pre‐ and post‐test questionnaires designed to measure changes in three facets of adaptive expertise: factual and conceptual knowledge and transfer. The results showed that the HPL approach increased students' conceptual knowledge as well as their ability to transfer knowledge to new situations. These findings indicate that challenge‐based instruction, when combined with an intellectually engaging curriculum and principled instructional design, can accelerate the trajectory of novice to expert development in bioengineering education.     

Advancing Engineering Education in P‐12 Classrooms

Engineering as a profession faces the challenge of making the use of technology ubiquitous and transparent in society while at the same time raising young learners' interest and understanding of how technology works. Educational efforts in science, technology, engineering, and mathematics (i.e., STEM disciplines) continue to grow in pre‐kindergarten through 12th grade (P‐12) as part of addressing this challenge. This article explores how engineering education can support acquisition of a wide range of knowledge and skills associated with comprehending and using STEM knowledge to accomplish real world problem solving through design, troubleshooting, and analysis activities. We present several promising instructional models for teaching engineering in P‐12 classrooms as examples of how engineering can be integrated into the curriculum. While the introduction of engineering education into P‐12 classrooms presents a number of opportunities for STEM learning, it also raises issues regarding teacher knowledge and professional development, and institutional challenges such as curricular standards and high‐stakes assessments. These issues are considered briefly with respect to providing direction for future research and development on engineering in P‐12.     

Investigating the Effect of 3D Simulation Based Learning on the Motivation and Performance of Engineering Students

Background Simulation‐based Learning (SBL) was used in Machining Technology, a sixty‐hour module for second year engineering students, at the School of Engineering at Temasek Polytechnic. The aim of this study was to investigate the effect of SBL on learners' motivation and performance. In assessing students' motivation, we adopted a framework based on the Self‐determination Theory (SDT), chosen on account of its comprehensive treatment of the relationship between students' perceived needs satisfaction and their motivation. Purpose (Hypothesis ) It is hypothesized that SBL, which provides learners with interactive learning experiences, will enhance students' motivation and performance. We explored the effect of SBL on students' perceived psychological needs satisfaction, motivation, and learning, and how SBL affected students' understanding and application of content knowledge. Design /Method The intervention procedure involved the incorporation of SBL in Machining Technology, a 60 hour module in the mechanical engineering program. Survey findings and post‐intervention assessment outcomes were used to assess the students' perceptions of their basic psychological needs satisfaction, motivation, and performance. Results Our findings suggest that the students perceived their psychological needs to be satisfied and had high levels of self‐determined motivation. Students who undertook SBL had higher mean performance test scores, although SBL may have differential effects on learners depending on factors such as gender, educational backgrounds, and IT knowledge. Conclusions Our findings suggest that the students perceived their basic psychological needs to be met and that SBL can potentially enhance self‐determined motivation as well as improve learning in general.     

Using a Nationwide Internet‐Based Bridge Design Contest as a Vehicle for Engineering Outreach

The West Point Bridge Design Contest is a nationwide competition intended to increase middle school and high school students' interest in engineering. Unique among national engineering competitions, it entails no cost to participants, is entirely Internet‐based, and is achievable by any student with a Web‐enabled computer. By leveraging information technology, a project team of just three people has provided an engaging engineering design experience to over 30,000 students in the past two years. The project receives financial and promotional support from the American Society of Civil Engineers and private industry. Feedback from contestants and teachers indicates that students' interest in engineering is positively affected by their participation in the contest.     

Of green monkeys and failed affordances: A case study of a mechanical engineering design course

This article reports on an ethnographic study of a mechanical engineering design class. The findings are based on participant observation of one student design team of three students as they designed, tested and built an engineered solution to a problem over a period of ten weeks. The paper describes the curricular efforts to provide social and material affordances both for learning and doing design, and the failure of students on the observed team to take up those affordances. It offers explanations for failure within a framework of conflicting classroom views and pedagogic issues. It discusses the implications of the observed student behavior for design education in general, and mechanical engineering design, in particular.     

Integrated Virtual Learning System for Programmable Logic Controller*

A integrated virtual learning system is being researched and developed to teach students about programmable logic controllers (PLCs). This system, called the Virtual PLC, incorporates intelligent tutoring system, simulation, and animation technologies. This article describes the development and evaluation of modules on PLC timer and counter instructions. These modules were first developed using an intelligent tutoring system (ITS) authoring tool and animation tools. After the concept was proved positively, a Web‐based ITS was developed to incorporate both modules. The authoring tool‐based ITS timer modules were evaluated with 90 undergraduate manufacturing engineering students in 2002. The Web‐based ITS timer and counter modules were evaluated by 38 undergraduate students in 2003. In both cases, students made statistically significant learning gains as a result of taking the modules, and rated the modules positively in terms of ease of use and understanding, clear objectives, amount of interaction, ability to motivate, relevance, and pace.     

Simulation‐based Learning in Engineering Education: Performance and Transfer in Learning Project Management

This paper reports empirical findings on the impact of keeping and reviewing learning history in a dynamic and interactive simulation environment of engineering education. The simulator for engineering project management had two learning history keeping modes: automatic (simulator‐controlled) and manual (student‐controlled), and a version with no history keeping. A group of industrial engineering students performed four simulation‐runs divided into three identical simple scenarios (single project) and one complicated scenario (multi‐project). The performances of participants running the simulation with the manual history mode were significantly better than users running the simulation with the automatic history mode. Moreover, the effects of using the history mechanism with the ability to undo further enhanced the learning process. The findings imply that students' decision when to record the history during their engineering training process can have a particularly strong enhancing effect on learning. In addition, the simulator as educational innovation improves students learning and performance. The practical implications of using simulators in the field of engineering learning are discussed.     

Lessons Learned: Implementing the Case Teaching Method in a Mechanical Engineering Course

Background Case studies have been found to increase students' critical thinking and problem‐solving skills, higher‐order thinking skills, conceptual change, and their motivation to learn. Despite the popularity of the case study approach within engineering, the empirical research on the effectiveness of case studies is limited and the research that does exist has primarily focused on student perceptions of their learning rather than actual learning outcomes. Purpose (Hypothesis ) This paper describes an investigation of the impact of case‐based instruction on undergraduate mechanical engineering students' conceptual understanding and their attitudes towards the use of case studies. Design /Method Seventy‐three students from two sections of the same mechanical engineering course participated in this study. The two sections were both taught using traditional lecture and case teaching methods. Participants completed pre‐tests, post‐tests, and a survey to assess their conceptual understanding and engagement. Results Results suggested that the majority of participants felt the use of case studies was engaging and added a lot of realism to the class. There were no significant differences between traditional lecture and case teaching method on students' conceptual understanding. However, the use of case studies did no harm to students' understanding while making the content more relevant to students. Conclusions Case‐based instruction can be beneficial for students in terms of actively engaging them and allowing them to see the application and/or relevance of engineering to the real world.     

A Paradigm for Assessing Conceptual and Procedural Knowledge in Engineering Students

Conceptual and procedural knowledge are two mutually‐supportive factors associated with the development of engineering skill. The present study extends previous work on undergraduate learning in engineering to provide further validation for an assessment paradigm capable of quantifying engineering students' conceptual and problem‐solving knowledge. Eight students who were enrolled in an introductory thermodynamics course and four who were enrolled in the course sequel provided verbal protocol data as they used instructional software. They were compared to existing data from a cohort of eleven science and engineering majors who had not taken thermodynamics. The results replicated earlier findings showing more cognitive activity on computer screens requiring overt user interaction compared to text‐based screens. The data also indicated that higher‐ versus lower‐performing students, based on course grades, engaged in more higher‐order cognitive processing. There was no evidence that students gained deeper cognitive processing as they advanced through the engineering curriculum.     

Multiscale Experimental Mechanics of Hierarchical Carbon‐Based Materials

Investigation of the mechanics of natural materials, such as spider silk, abalone shells, and bone, has provided great insight into the design of materials that can simultaneously achieve high specific strength and toughness. Research has shown that their emergent mechanical properties are owed in part to their specific self‐organization in hierarchical molecular structures, from nanoscale to macroscale, as well as their mixing and bonding. To apply these findings to manmade materials, researchers have devoted significant efforts in developing a fundamental understanding of multiscale mechanics of materials and its application to the design of novel materials with superior mechanical performance. These efforts included the utilization of some of the most promising carbon‐based nanomaterials, such as carbon nanotubes, carbon nanofibers, and graphene, together with a variety of matrix materials. At the core of these efforts lies the need to characterize material mechanical behavior across multiple length scales starting from nanoscale characterization of constituents and their interactions to emerging micro‐ and macroscale properties. In this report, progress made in experimental tools and methods currently used for material characterization across multiple length scales is reviewed, as well as a discussion of how they have impacted our current understanding of the mechanics of hierarchical carbon‐based materials. In addition, insight is provided into strategies for bridging experiments across length scales, which are essential in establishing a multiscale characterization approach. While the focus of this progress report is in experimental methods, their concerted use with theoretical‐computational approaches towards the establishment of a robust material by design methodology is also discussed, which can pave the way for the development of novel materials possessing unprecedented mechanical properties.     

Review of multinomial and multiattribute quality control charts

Attribute control charts are very useful nowadays for monitoring processes where the quality characteristics cannot be measured in a continuous scale, which may be manufacturing processes from industrial settings, health‐care processes or processes from service industries and environments of non‐manufacturing quality‐improvement efforts. Many of the above cases, however, involve the monitoring of multiple attributes simultaneously, thus leading to the case of multinomial and multiattribute quality control methods, which are better than the simultaneous use of multiple uni‐attribute methods. In this study, an attempt to review the research previously conducted on multiattribute quality control is made in order to help the interested researchers and practitioners get informed about the references on the relevant research in this field, regarding the design, performance and applications of multiattribute control charts. Copyright © 2009 John Wiley & Sons, Ltd.     

A human‐like numerical technique for design of engineering systems

Because of the necessity for considering various creative and engineering design criteria, optimal design of an engineering system results in a highly‐constrained multi‐objective optimization problem. Major numerical approaches to such optimal design are to force the problem into a single objective function by introducing unjustifiable additional parameters and solve it using a single‐objective optimization method. Due to its difference from human design in process, the resulting design often becomes completely different from that by a human designer. This paper presents a novel numerical design approach, which resembles the human design process. Similar to the human design process, the approach consists of two steps: (1) search for the solution space of the highly‐constrained multi‐objective optimization problem and (2) derivation of a final design solution from the solution space. Multi‐objective gradient‐based method with Lagrangian multipliers (MOGM‐LM) and centre‐of‐gravity method (CoGM) are further proposed as numerical methods for each step. The proposed approach was first applied to problems with test functions where the exact solutions are known, and results demonstrate that the proposed approach can find robust solutions, which cannot be found by conventional numerical design approaches. The approach was then applied to two practical design problems. Successful design in both the examples concludes that the proposed approach can be used for various design problems that involve both the creative and engineering design criteria. Copyright © 2005 John Wiley & Sons, Ltd.