The current investigation addresses the inadequacy of traditional approaches to engineering ethics education which lacks engagement. The paper describes an immersive learning approach, combining game-based and AI initiatives as well as addressing ethics around sustainability, in enhancing the student learning experience. This is achieved by designing an approach with activities such as (1) a board game simulating ethical dilemmas using professional codes of conduct, (2) AI-powered stakeholder debates with ChatGPT, and (3) a “Cradle to Grave” sustainability analysis of product life cycles. The approach, through its activities, are anchored in behavioral, social, and constructivist learning theories and aim to enhance ethical reasoning, long-term thinking, and professional values aligned with targets 4.4 and 4.7 of the UNSDGs. Data from 68 undergraduates showed strong outcomes. The ethics game improved students’ ability to identify and address dilemmas while AI debates challenged reasoning in an engaging manner. In both cases, more than 80% of students surveyed agreed to this. The sustainability analysis showed an appreciation for long-term ethical solutions with more than 90% of students surveyed valuing its importance. A Net Promoter Score of +52.9 indicated high satisfaction with the approach and qualitative feedback praised the real-world relevance and engagement of the activities. The study also offers a scalable, impactful model for ethics education.

A compressible flow experiment was developed to demonstrate engineering fundamentals and allow students to perform meaningful calculations on student-collected experimental data. Student teams employed four methods to determine the mass flow rate of air flowing into an initially evacuated tank under choked flow conditions. The four methods were (1) theoretical calculation of mass flow through a sonic nozzle, (2) direct measurement with the mass flow meter, (3) the mass point method (e.g., the difference in calculated initial and final masses inside the tank), and (4) the mass slope method (e.g., calculating the mass inside the tank via pressure and temperature data at each time step). These methods are presented along with their measurement uncertainty calculations. Example results demonstrated mass flow rate measurements and overlapping uncertainty bands using choked flow through a 0.096-inch diameter critical flow venturi resulting in flow rates of 1.051 ± 0.012 g/s, 1.045 ± 0.066 g/s, 1.030 ± 0.010 g/s, and 1.042 ± 0.005 g/s for Methods 1–4, respectively. The different methods allow instructors to have flexibility in varying the activity between student cohorts. The experiment demonstrated fundamentals of ideal gas behavior, choked flow, and polytropic compression processes. The experiment gave student teams the opportunity to conduct an experiment, utilize common measurement instruments, and apply classroom theory and concepts to solve a relevant engineering problem: quantifying the flow rate of a compressible gas. The associated Accreditation Board for Engineering and Technology (ABET) outcomes, applicable engineering standards, and general safety issues are discussed.

This work describes a teaching experience in bioinspired robotics, in which students were asked to design jumping robots inspired by animals. This bioinspired robotics course is offered to Master’s students in mechanical engineering with the aim of teaching them how to improve the efficiency and maneuverability of robots by drawing inspiration from biological locomotion strategies and enhancing their creativity through a bioinspired approach. This class emphasized translating biological principles into useful robots, and students based their designs upon locusts and Salticidae, two very effective species in their energy use. The students focused on mechanical design, energy storage and release approaches, and control strategies. The resulting prototypes emphasize that bioinspired solutions can offer effective strategies for robust and dynamic locomotion in robotics. In addition, it demonstrates the importance of bioinspired projects and how they can provide students with the interdisciplinary foundation needed to work in biology, mechanics, and robotics.

Against the backdrop of the automotive industry's electrification revolution, a significant discrepancy has emerged between industry needs and the talent cultivation models of traditional engineering education. This paper addresses the global challenge of outdated thermal science curricula, which remain focused on internal combustion engines, leaving graduates ill-equipped for the complexities of Electric Vehicle (EV) thermal management. To address this issue, we present a systematic, multi-dimensional framework for modernizing these foundational courses. The proposed curriculum shifts the teaching focus from heat engines to battery thermal physics, heat pump systems, and Integrated Thermal Management Systems (ITMS). It incorporates advanced cooling technologies, modern simulation tools, and project-based learning, utilizing case studies to bridge theoretical teaching with engineering practice. This work provides a detailed reference blueprint for vehicle engineering programs. More importantly, it offers a referential and transferable pedagogical framework that can guide other engineering disciplines in adapting their legacy curricula to confront disruptive technological change.

The interaction between a rigid sphere and an elastic half-space is a classical problem in contact mechanics with fundamental applications in materials science and nanotechnology. In most cases, the Hertz equation is used to model the force–indentation data in order to determine the Young's modulus of the sample of interest. However, the validity of the Hertz equation is restricted to small indentation depths compared to the radius of the sphere. On the other hand, Sneddon derived equations that are valid regardless of the indentation depth. In other words, these equations are accurate for both small and large indentation depths. Although it is well known that the Hertz equation remains valid only in the limit of small indentation depths, the explicit mathematical demonstration of its derivation as a special case of Sneddon's solution is often omitted or insufficiently explained in textbooks and the literature. In this paper, we demonstrate—using a Taylor series expansion of Sneddon's equations—that the Hertz relationship is a limiting case of Sneddon's solutions for small indentation depths. This analysis is beneficial for students and early-career researchers, as it explains some of the most fundamental concepts of contact mechanics related to the characterization of soft materials. In particular, it shows why the Hertzian equation, despite being an approximation, is usually preferred over Sneddon's solutions. The analysis presented in this paper is also extended to the case of very deep spherical indentations. In this regime, the sphere–half-space interaction resembles that of a flat punch–half-space interaction, with the indentation depth reduced by a constant factor. Special attention is given to the physical significance of this constant offset factor for educational and pedagogical purposes.

This article presents ideas useful for teaching design and manufacturing of centrodes to generate prescribed generic motion, in Engineering Mechanics or similar classes. The article begins by reviewing the concept of instantaneous center of rotation and its loci, the moving centrode and the fixed centrode, for the planar motion of an arbitrarily shaped rigid body and its connection with design. A practical method is presented to determine the shape of the centrodes for the most common case, where exact equations either cannot be obtained or are so cumbersome as to render them impractical. Finally, the general method is implemented on a concrete example, fabricating the centrodes, and putting them to work. The centrodes are 3D-printed, and the motion generated is compared against the theoretical prediction. The concepts described in this article are motivated from the experience of having taught planar motion in general, and centrode design in particular, in an Engineering Mechanics class. The actual fabrication of the centrodes guided by theoretical design picked the students’ interest in the subject.

This work presents a structured Project-Based Learning (PBL) methodology designed to enhance student engagement and learning outcomes in engineering education. It addresses common PBL challenges, such as unequal participation and difficulties in applying theoretical knowledge to practice, through a sequential project framework with defined phases, objectives, and deliverables. The approach incorporates key elements, including a modular design, where the project is conceived as the sequential development of a device with multiple subsystems; iterative prototyping, which encourages exploration through successive iterations; and a circular handoff system, where teams alternate between “developer” and “client” roles. Additionally, it integrates structured evaluation mechanisms, such as confidential peer assessments, self-assessments, and Course Effectiveness Evaluation (CEE). The methodology was implemented in an Additive Manufacturing and Prototyping course within a Mechatronic Engineering master's program, where students designed and fabricated low-cost 3D scanning systems. Results indicate that the approach effectively balanced individual performance across different teams, with minimal penalties observed in peer evaluations. Students also reported a high level of self-assessed mastery in key skills, and course evaluations reflected positive perceptions of its impact on learning and engagement. However, areas for improvement were identified, including optimizing team sizes and providing additional support for specific tasks. These findings suggest that the proposed structured PBL methodology significantly enhances the learning experience by balancing project complexity, timelines, and resources.

As engineering education increasingly emphasizes hands-on, real-world applications, the Mechanical and Aerospace Engineering Department at North Carolina State University has restructured MAE 306 - Thermal Fluid Sciences Labs. This undergraduate course is designed to strengthen students’ practical skills in thermodynamics, fluid mechanics, and heat transfer. It also prepares them for senior design projects and professional engineering practice. The course consists of two main sections: fluid mechanics and heat transfer. The fluid mechanics labs include major and minor losses, pump performance, air speed measurement, and drag. The heat transfer labs cover conduction, convection, and radiation. Each lab is structured to reinforce theoretical concepts through experiments that utilize industry-relevant tools, including Pitot-static tubes, wind tunnels, thermocouples, and data acquisition systems. In addition to technical knowledge, the labs emphasize essential engineering skills, including data collection, analysis, and the use of numerical methods. This paper describes the development and implementation of the fluid mechanics section. It highlights instructional strategies and evaluates student learning through lab performance, students’ feedback, and instructor observations. Results indicate that the restructured labs significantly improve students’ engagement and understanding, providing a practical framework for integrating theory with hands-on experience in engineering curricula, thereby better preparing students for professional roles.

In this paper a mathematical model for a rotary harmonograph with two or three pendulums is presented. The rotary harmonograph model is derived using first principles and is a complete model in the sense that it includes the equations of motion, the kinematic expressions relating the pen trajectory to the pendulum conditions, and a prescription of harmonograph initial conditions that mimics the way a physical harmonograph is initiated. The rotary harmonograph model is used to generate a number of geometric designs for the 2-pendulum and 3-pendulum harmonograph. The sensitivity of the geometric design produced to the natural frequencies, friction and pendulum initial conditions is investigated. The generated patterns are qualitatively similar to the output of physical harmonographs.

This study evaluates a technology-enhanced methodology aimed at fostering interactive learning and increasing student engagement in university settings. The approach combines theoretical instruction with collaborative exercises, dynamic visual representations, and real-time feedback while maintaining student anonymity. After introducing each new concept through graphical explanation and instructor-led problem-solving, students are challenged with a similar problem to solve in small groups. Using WhatsApp, each group submits a graphical solution anonymously via a designated “head student,” which enables the instructor to assess understanding and facilitate discussion without exposing individual identities. The method is repeated several times per session to reinforce learning through immediate feedback and peer comparison. The findings indicate a significant positive effect on classroom dynamics and academic performance. Student participation increased from 71.4% to 86%, and midterm exam attendance improved notably (Subj_1: 72.9% to 90.8%; Subj_2: 67.7% to 76.5%). Engagement in classroom activities also showed consistent growth. Pass rates increased from 58.6% to 65.8% in Subj_1 and from 30.2% to 41.2% in Subj_2, despite a marginal decline in the average grades of passing students. Additionally, students demonstrated enhanced problem-solving skills and improved graphical and schematic representation of key concepts. Teaching evaluation surveys provided positive feedback, rating the methodology as more dynamic and effective than traditional approaches. Beyond facilitating the acquisition of complex concepts, the methodology improved student confidence, motivation, and active participation, promoting deeper and more meaningful learning experiences.