Interdisciplinary Collaborative Learning in Mechatronics at Bucknell University

Examination of the “cone of learning” shows an increase in retention when students are actively engaged in the learning process. Mechatronics is loosely defined as the application of mechanical engineering, electrical engineering, and computer intelligence to the design of products or systems. By its nature, mechatronics is an activity‐oriented course. The course content also provides an opportunity to employ interdisciplinary collaborative learning with active learning techniques. The mechatronics course at Bucknell consists of mechanical and electrical engineering students at the senior and graduate levels. The students engage in a variety of activities in teams comprised of members from each of these groups. In addition to team laboratory exercises and homework assignments, the students work in interdisciplinary groups to process their efforts. That is, they engage in meaningful discussion among themselves concerning their activities and the implications of the various results. The students also act as teachers by preparing lectures and exercises on topics from their discipline to the students in the cross discipline. Specifically, the electrical engineers teach the mechanical engineers microcontrollers, and the mechanical engineers teach the electrical engineers mechanisms. This paper describes the learning techniques employed in this course, as well as the interpretation of the results from the students. It also discusses the relationship of the course outcomes to Criterion 3 of the engineering accreditation criteria promulgated by the Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology (EAC/ABET).     

Implementation of Interdisciplinary Group Learning and Peer Assessment in a Nanotechnology Engineering Course

Nanotechnology is an inherently interdisciplinary field that has generated significant scientific and engineering interest in recent years. In an effort to convey the excitement and opportunities surrounding this discipline to senior undergraduate students and junior graduate students, a nanotechnology engineering course has been developed in the Department of Materials Science and Engineering at Northwestern University over the past two years. This paper examines the unique challenges facing educators in this dynamic, emerging field and describes an approach for the design of a nanotechnology engineering course employing the non‐traditional pedagogical practices of collaborative group learning, interdisciplinary learning, problem‐based learning, and peer assessment. Utilizing the same nanotechnology course given the year before as a historical control, analysis of the difference between measures of student performance and student experience over the two years indicates that these practices are successful and provide an educationally informed template for other newly developed engineering courses.     

Kirkpatrick's Level 1 Evaluation of the Implementation of a Computer‐Aided Process Design Tool in a Senior‐Level Engineering Course

Computer simulation tools are frequently used in engineering design work, and undergraduates are often trained to use these tools as they learn to design systems. The use of new tools in the learning environment should be evaluated to assure that the students are able to use the tools effectively. This study details and demonstrates the use of a Kirkpatrick's Level 1 Evaluation to assess the effectiveness of an instructional environment in which students learn to use a computer simulation tool to perform engineering design work. Specifically, an evaluation was conducted to look at student perceptions of FOODS‐LIB—a steady‐state food process design tool, its user's manual learning modules, and the implementation of FOODS‐LIB in a senior level design course. This evaluation was triangulated with an instructor's assessment of student products generated as the students used the learning modules and designed an ice cream manufacturing process using FOODS‐LIB.     

Innovations in Large-Scale Supported Distance Teaching: Transformation for the Internet,Not Just Translation

This paper reports on large-scale trials of Internet-based university-level distance teaching. The use of technology, and more specifically the Internet, has been an important advance for distance education. However, simply translating material from familiar media into electronic form is rarely productive—and is certainly inadequate for supported distance education, which aims to engage the student in a “community of learning.” The value Internet technology brings to distance education lies not in direct translation from other media but in transformation of support mechanisms to exploit its potential range. The paper addresses how instruction and support functions can be served and potentially enhanced by an Internet-based structure. It considers which changes in culture help to preserve or improve teaching quality while adapting to screen-based and often asynchronous interactions. It discusses our trials of mechanisms for interactions among students and tutors; assignment marking using an electronic marking tool; electronic assignment handling; synchronous and asynchronous Internet-based problem sessions; and automatic student registration. The paper summarizes qualitative and quantitative findings of an extensive evaluation involving several hundred students over three courses and considering learning, student experience, assignment marking, problem sessions, scalability, and integration into existing administrative structures. It highlights both costs and gains of using the Internet to transform the distance learning environment for those associated with it: students, tutors, administrators, and institutions.     

Use of “Studio” Methods in the Introductory Engineering Design Curriculum

A number of themes, including interest in first year design courses, commitment to active learning approaches, and desires for changes in course structures and costs have come together in a variety of teaching approaches. Some of these approaches have been referred to as using “studio” methods, although the particular pedagogy appears to vary greatly. In this paper, some of these experiments are briefly reviewed and placed in a larger context of studio education in other disciplines. The paper seeks to differentiate studio education from other active learning approaches. An introductory engineering design course was taught using an architecture studio model for two semesters. The experiment demonstrated that the studio method can be very effective in teaching design concepts, but because students are likely to be unfamiliar with this approach, care must be taken to reassure students regarding grades and expectations.     

Something Old,Something New: Integrating Engineering Practice into the Teaching of Engineering Mechanics

This paper presents a multifaceted method for teaching engineering mechanics designed to satisfy the following set of desiderata: (1) integrate engineering practice into the teaching of engineering science; (2) address a wide set of learning styles; (3) provide opportunities for practice in group work and learning; (4) promote communication and synthesizing skills; (5) engage students in the teaching and learning process; (6) maintain traditional achievement levels with respect to traditional measures; (7) motivate students to continue their engineering studies; and (8) maintain reasonable resource demands. Consistent with this variety of objectives, the approach presented here is composed of a variety of ingredients. In addition to the standard homework problems and exams, these ingredients include design projects, group work, basic competency exams, computational environments for simulating and visualizing phenomena, multimedia instructional tools, hands-on experiences, and student presentations. This educational model is intended to be suitable for teaching engineering mechanics in general, but this paper focuses on a particular sophomore-level mechanics of materials course in which the method has been implemented, refined over several years of classroom use, and tested relative to traditional approaches. The paper describes the and techniques that together make up the method, followed by summaries of the results of evaluations that have been applied to the course.     

The Globally Competent Engineer: Working Effectively with People Who Define Problems Differently

This paper offers and tests an approach to conceptualizing the global competency of engineers. It begins by showing that the often‐stated goal of working effectively with different cultures is fundamentally about learning to work effectively with people who define problems differently. The paper offers a minimum learning criterion for global competency and three learning outcomes whose achievement can help engineering students fulfill that criterion. It uses the criterion to establish a typology of established methods to support global learning for engineering students. It introduces the course, Engineering Cultures, as an example of an integrated classroom experience designed to enable larger numbers of engineering students to take the critical first step toward global competency, and it offers a test application of the learning criterion and outcomes by using them to organize summative assessments of student learning in the course.     

Challenges to Informed Peer Review Matching Algorithms

Background Peer review is a beneficial pedagogical tool. Despite the abundance of data instructors often have about their students, most peer review matching is by simple random assignment. In fall 2008, a study was conducted to investigate the impact of an informed algorithmic assignment method, called Un‐weighted Overall Need (UON), in a course involving Model‐Eliciting Activities (MEAs). The algorithm showed no statistically significant impact on the MEA Final Response scores. A study was then conducted to examine the assumptions underlying the algorithm. Purpose (Hypothesis ) This research addressed the question: To what extent do the assumptions used in making informed peer review matches (using the Un‐weighted Overall Need algorithim) for the peer review of solutions to Model‐Eliciting Activities decay? Design /method An expert rater evaluated the solutions of 147 teams' responses to a particular implementation of MEAs in a first‐year engineering course at a large mid‐west research university. The evaluation was then used to analyze the UON algorithm's assumptions when compared to a randomly assigned control group. Results Weak correlation was found in the five UON algorithm's assumptions: students complete assigned work, teaching assistants can grade MEAs accurately, accurate feedback in peer review is perceived by the reviewed team as being more helpful than inaccurate feedback, teaching assistant scores on the first draft of an MEA can be used to accurately predict where teams will need assistance on their second draft, and the error a peer review has in evaluating a sample MEA solution is an accurate indicator of the error they will have while subsequently evaluating a real team's MEA solution. Conclusions Conducting informed peer review matching requires significant alignment between evaluators and experts to minimize deviations from the algorithm's designed purpose.     

Getting at deep learning: a problem-based approach

The use of aims and objectives in the design of an engineering education are reviewed, together with the approaches to learning adopted by students. Characteristics of degree courses which inhibit students achieving these aims and objectives are described. The mismatch between the aims in teaching and the reality of what students learn is then addressed. A problem-based learning course is described as a possible method of developing both higher level cognitive and personal and interpersonal skills, and the implications of such an approach are discussed. Details of the prerequisite courses are also presented. It is finally suggested that careful implementation of problem-based learning may be an approach to accommodate the expansion of Higher Education without a reduction in standards     

Teaching Invention and Design: Multi-Disciplinary Learning Modules

This paper outlines an approach to teaching invention and design that combines engineering, social sciences and humanities. We created an experimental course with a collaborative learning environment in which students from a wide range of majors worked in teams on modules, each of which lasted for several weeks and included strong written and oral components. Standard university curricula tend to compartmentalize engineering, humanities and social sciences. But real world engineering decisions defy such compartmentalization, as students discover when they take this course. Four active learning modules from the course are described in this paper: a hands-on project based on the invention of the telephone, a computer simulator to teach driving, an energy-efficient house and a medical decision support system based on a client's needs. A thorough evaluation of the course and modules is included, as are suggestions for future improvements.     

The Effect of Social Presence on Affective and Cognitive Learning in an International Engineering Course Taught via Distance Learning

Background Distance learning course formats can alter modes of information exchange and interpersonal interaction relative to traditional course formats. Purpose (Hypothesis ) To determine the effect of a distance course format on the knowledge acquisition (cognitive learning) and satisfaction (affective learning) of students, we investigated student learning responses and social presence during a graduate‐level engineering course taught via traditional (i.e., professor present in the classroom) and synchronous distance‐learning formats. Design /Method Direct quantification of participation, academic performance assessment based on homework and exam scores, and survey‐based assessments of student perceptions of the course were collected. Based on these data, cognitive and affective learning responses to different technological and interaction‐based aspects of the course were determined for each course format. Results We show that while affective learning decreased for students in the distance format course relative to the traditional format, cognitive learning was comparable. Our results suggest that loss of satellite connection and audio losses had a stronger negative effect on student perceptions than video disturbances, and that participation was the most important factor influencing affective learning. Conclusions While our findings do not suggest that cognitive learning is strongly affected by social presence, implementing strategies to enhance social presence may improve the overall learning experience and make distance learning more enjoyable for students.     

卓越课程“包装结构设计”的改革实践

依据《江南大学卓越课程建设管理办法》,卓越课程须对课内外教学内容与时数进行统筹安排,实践教学方法及其考核方式须进行改革。包装结构设计课程的实践性和应用性较强,在卓越课程改革中,将包装结构设计课程实践性教学环节设置为"实践(课堂讨论+课程项目调研+实验课+创意设计教学=设计实践与作品)+物化成果"模式;课程考核包含了平时课堂讨论情况、设计实践与作品、卷面成绩几个部分,物化成果已成为学生考核成绩的重要参考项目。实践性教学的加强与具有创新激励作用的公平评价方案,极大地提升了学生的学习热情,其学习的主动性及其综合能力均得到了较大提高,同时包装结构设计课程教学的物化成果也有了较大幅度的增加。     

Ethics Instruction in Engineering Education: A (Mini) Meta‐Analysis

What are the objectives of engineering ethics? How is it being taught and how might instruction be more effective? The American Society for Engineering Education (ASEE) annual conference proceedings (1996–1999) contain 42 papers that treat engineering ethics as a coherent educational objective. Some of these papers disclose small components that seem to be part of a larger ethics curriculum. Other papers discuss engineering courses that are clearly the department's major ethics commitment. While it would be inappropriate to assume that the 42 papers represent the only means by which engineering students receive ethics instruction, these papers do present a variety of more‐or‐less defensible approaches and certainly the major intentional approaches of engineering curricula. This paper will develop an analysis of the 42 articles, including a discussion of where ethics is being taught (from both a chronological, and disciplinary perspective), and the six pedagogical approaches used to transfer an understanding of ethics to the student. These approaches include professional codes, humanist readings, theoretical grounding, ethical heuristics, case studies, and service learning. These six approaches will also be analyzed in terms of their promise to develop the ethical competencies needed by engineers.     

Criteria for the analysis of scientific quality

One of the major questions in science research is addressed in detail, that is the problem of evaluation of research work both by objective characterization, accessible to proof, and by adequate characterization, referring to the content and cognitive level of the work under investigation. A short discussion of established methods by science indicators as well as by peer review compiles merits and shortcomings of these methods. A short review refers to a few approaches towards the development of criteria for an improved assessment and characterization of research work and their shortcomings are discussed. Notably for the evaluation of medium or low range quality no reliable method is available. Therefore a systematic compilation of criteria which covers the full range of excellence to failure with respect to scientific quality is developed and a comprehensive list of criteria is presented which should provide a basis both for objective and adequate characterization of publications.     

Reflective Analysis of Student Learning in a Sophomore Engineering Course

Student learning in a specific sophomore engineering course was analyzed using a variety of learning theory explanations. Bimodal grade distributions were observed in most of the examinations. The following theories were applied to these results: knowledge structure, Piaget's concrete and formal operational stages, Myers-Briggs intuitive versus sensing, Perry's model of college student development, and deep versus shallow approaches to learning. The deep versus shallow approach to learning theory appears to best explain the results. Problem solving approaches are reviewed in light of the results obtained. Suggestions for improving the course are made, and compared to the results obtained when the course was re-taught. This analysis serves as both an example of application of learning theories and as a review of these theories.     

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.     

Hands‐On,Minds‐On Electric Power Education*

ABET Engineering Criteria 2000 has encouraged changes in engineering education. The deregulation of the electric power industry is also causing changes in the types of jobs power engineers take upon graduation. This paper describes efforts by power faculty at Kansas State University to provide students more hands‐on active learning experience with power systems and machinery. A summary of the power curriculum is provided. The courses affected include an energy conversion course required of all electrical engineering students, and a new power laboratory course required of students taking the electric power option. Examples of student assignments are provided. Observations and discussion of the in‐class experiences are provided. The paper describes work done and in progress to convert the traditional power courses into studio‐type courses in which instruction can flow from lecture to laboratory to computer demonstration formats with ease. Future plans for the project are also discussed.     

A Grading Method That Promotes Competency and Values Broadly Talented Students*

This paper reports the results of a recent experiment in student performance evaluation. A criterion-referenced, rather than the typical norm-referenced scheme, was supplemented with a reward system designed to value students with a diverse set of academic talents. For example, the ability to solve “traditional looking” engineering analysis problems and the ability to thoroughly explain how phenomena occur (independent of the ability to work to a final “answer”) were equally valued. Value was measured by the course grade. The goals of the experiment were: (1) to ensure that all students who succeeded in the class possessed a baseline competence in the subject matter; (2) to value (in the form of high grades) a diverse set of talents; and (3) to encourage students to develop good learning habits. The experiment was implemented by teaching a sophomore core engineering course with a team of two faculty members and two graduate teaching assistants handling 187 students. One faculty member was responsible for the classroom teaching activities while the other focused exclusively on developing and implementing the evaluation instruments. The instruments consisted of four types of examinations, each designed for a specific purpose and administered at distinct times during the semester. Quantitative results, including associated statistical analyses, are given. We conclude that it is possible to establish criterion-referenced schemes that value student skill diversity while encouraging good study and learning habits. The assessment instruments, however, are psychologically stressful to many students who are unaccustomed to them.     

Designing and Teaching Courses to Satisfy the ABET Engineering Criteria

Since the new ABET accreditation system was first introduced to American engineering education in the middle 1990s as Engineering Criteria 2000, most discussion in the literature has focused on how to assess Outcomes 3a‐3k and relatively little has concerned how to equip students with the skills and attitudes specified in those outcomes. This paper seeks to fill this gap. Its goals are to (1) overview the accreditation process and clarify the confusing array of terms associated with it (objectives, outcomes, outcome indicators, etc.); (2) provide guidance on the formulation of course learning objectives and assessment methods that address Outcomes 3a‐3k; (3) identify and describe instructional techniques that should effectively prepare students to achieve those outcomes by the time they graduate; and (4) propose a strategy for integrating program‐level and course‐level activities when designing an instructional program to meet the requirements of the ABET engineering criteria.     

建筑环境与设备工程专业工程热力学教学实践与探索

工程热力学是建筑环境与设备工程专业的专业基础课之一,是该专业毕业生适应多样化相关专业工作的知识源泉,也是部分学生继续深造的理论基础,其重要性不言而喻.在总结出建筑环境与设备专业的工程热力学教学要点后,针对教学中所反映的问题,提出相应的措施.