Engineering Course Research Articles

Digital Case Database Construction and Case Teaching for the Course of Modern Testing Technology of Materials

The course of modern testing technology of materials has the properties of strong comprehensive nature and practical characteristic. Case database construction and case teaching play significant roles in enhancing the teaching quality and effects of the course for teachers and students. Based on the methods and techniques for measuring materials, this course designs basic theoretical cases, enterprise production cases, laboratory ability verification project cases and cutting-edge cases of joint use technology, and introduces them into the classroom for implementation, and the related cases are collected to build the digital case database. On the one hand, based on the digital case database, the implementation of case teaching of this course overcomes the difficulty that the teaching content is relatively independent and the students are difficult to compare and analyze the similar methods and techniques for measuring materials, making the students’ theoretical foundation more solid. On the other hand, based on the digital case database, the case teaching makes a comprehensive analysis of practical problems in production practice, stimulates students’ creativity and interest, and encourages students to provide solutions for the development or improvement of testing means, thus improving the quality of courses and the effectiveness of education. According to the survey, more students were satisfied with case teaching for the course of modern testing technology of materials and their test scores had been significantly improved. Furthermore, the digital case database broaden the channels and ways for students to study the course, and help students realize the new learning mode of learning at any time, flexible learning and long-term learning.

Teaching dynamics to enhance critical thinking and knowledge socialization in the mathematics classroom

Building the future of education together means that, as educators, we need to promote innovation and educational strategies in our classroom to foster the development of skills such as critical thinking and argumentation. Moreover, we should encourage using technology as an efficient and effective tool to solve complex problems. Mathematics is a cornerstone in the education of engineering students. However, students’ mathematic classroom experiences have only presented them with a rigid and pure side to the discipline. Active learning strategies foster the development of competencies such as critical thinking and argumentation while generating knowledge socialization and learning democratization. The active learning dynamics were conducted in first-year undergraduate calculus course for engineering and are based on collaborative learning, model-eliciting activities, and the use of technology. Students reported that being actively involved and interacting with classmates and tools made them enjoy the class, broaden their view of mathematics, and connect with contexts from other disciplines. Moreover, these dynamics favor different types of formative assessment for students, self- and peer-assessment, and for teachers about the students learning and the design of the activity. Based on educational research, the design of the dynamics is innovative in the combination of implementations used to potentiate the benefits of a student-centered learning environment and the socialization of knowledge.

Could the utilization of Empathy Maps and Personas enhance the requirement elicitation process

There is a growing interest in the use of Design Thinking (DT) to enrich requirements elicitation processes. We carried out a quasi-experiment to compare the Effectiveness of Brainstorming sessions in terms of the number of ideas of requirements generated, and the Identified Stakeholders, complementing the Brainstorming sessions with two of the most widely used DT techniques: Empathy Maps and Personas. Therefore, we consider three treatments: Personas + Brainstorming, Empathy Maps + Brainstorming, and Brainstorming alone (control group). The quasi-experiment was carried out with 74 students enrolled in the Bachelor of Computer Engineering course at the Universitat Politècnica de València in 2021. The results reveal a statistically significant effect on Identified Stakeholders when using Empathy Maps. Descriptive analysis also shows an increase in Identified Stakeholders when using Personas, and in the Effectiveness of Brainstorming sessions when used together with Empathy Maps or Personas. There is also a variation in the type of ideas, with the number of functional ideas being higher, and that of non-functional ideas being lower when Empathy Maps are used. These results seem to indicate that Brainstorming sessions are improved when complemented with Empathy Maps or Personas techniques. Nonetheless, we still lack enough evidence to recommend either Personas or Empathy Maps, necessitating further validation.

Investigation of the Competencies of Teacher Candidates in Using Web 2.0 Tools

This study aimed to examine the web 2.0 tool usage competencies of Turkish and Turkish language and literature teacher candidates. The participants' proficiency with Web 2.0 tools was assessed in this context based on several characteristics. 279 teacher candidates (219 female and 59 males) were the subjects of the study, which was carried out at an eastern Turkish university. The data was gathered using Google Docs (Google Forms) and the “Web 2.0 Tools Usage Competency Scale (WAKYÖ)” created by Çelik (2021) as the data gathering method. The results of the study indicate that the digital competency of teacher applicants is frequently in the medium range. The results show that while most teacher applicants use social media, they don't use it frequently. In the gender-based examination, male teacher candidates performed much better than female teacher candidates when using Web 2.0 tools. However, an analysis of age groups shows that there are no discernible differences in Web 2.0 tool proficiency. The examination conducted based on the department or main science that each student pursued at the university revealed that teacher candidates with varying degrees of education possessed comparable levels of digital proficiency. However, there was no discernible difference in the analyses conducted based on the individuals' devices, their use of social media, the amount of time they spent on it each day, and whether or not they had taken computer or information technology courses during their undergraduate studies. The results showed no appreciable variation based on family income level. The results suggest that the focus of educational activities should be on more effective ways to improve digital skills. This makes it obvious that specialized training and support programs should be developed to fulfill the requirements of teacher candidates while taking into consideration factors like academic specialization and gender.

Analysis of the Relationships Between University Students' Laboratory Self-Efficacy Beliefs, Science Process Skills and Achievement in Chemistry Courses

It is a widely accepted view among educators that chemistry education should include objectives to develop scientific thinking, laboratory competences and science process skills in addition to chemistry. The aim of this study is to investigate the relationships between laboratory self-efficacy beliefs and science process skills of chemistry department students and their chemical technology course achievement. The study was conducted in the autumn term of the 2023-2024 academic year in the chemistry departments of three universities in Kazakhstan. The study, which was conducted with relational survey model on the basis of quantitative research paradigm, included 198 students studying in chemistry departments. The data of the study were collected with 'Laboratory self-efficacy beliefs scale' and 'Science process skills scale'. The participants' laboratory self-efficacy beliefs were above moderate, and their science process skills were at a moderate level, according to the study's conclusions. Chemistry department students' laboratory self-efficacy and science process skills did not differ by gender. Correlation analyses revealed significant and positive relationships between students' achievement in chemical technology course and their laboratory self-efficacy beliefs and science process skills in the chemistry department. Regression analyses revealed that the participant students' science process skills, in particular, significantly predicted their performance in the chemical technology course.

Practice and Exploration of Ideological and Political Education Reform in Course of Modern Food Testing Technology

Practice and Exploration of Ideological and Political Education Reform in Course of Modern Food Testing Technology

Research on Electrotechnics Teaching Based on BOPPPS Teaching Mode

Electrotechnics has the characteristics of strong abstraction and comprehensiveness. In the current teaching, many teachers have the problems of single teaching method and insufficient design of teaching links, and students' enthusiasm for classroom participation are also weak. This is due to the unclear role of teachers in the teaching process and the lack of timely and effective feedback from students in the learning process. In this paper, BOPPPS teaching mode is applied to the teaching of electrotechnics. It follows the student-centered principle and is designed based on constructivist learning theory. This teaching method is highly implementable and interactive. If teachers apply this new teaching method, they can make the teaching of electrical engineering more diversified, and the number of students' participation becomes more. This paper also combines the electrical engineering course with the BOPPPS teaching mode to analyze the strategy in stages in order to improve the teaching quality of the course.

Adaptation of logistics managers' competency models to industry 5.0 challenges

Radical geopolitical and geoeconomic transformations in the global economy are disrupting established economic ties and traditional routes of global commodity movement. Rapid technological changes, accelerated development of e-commerce, omnichannel strategies, and the sharing economy have contributed to increased demand for automation, robotization, and digitalization of logistics activities and supply chain management. These factors prompt the renewal and adaptation of the competencies set for logistics managers and, consequently, academic educational programs. The aim of the conducted research was to identify the impact of Industry 5.0 on the formation of the logistics personnel competency system, and to develop a new competency model considering rapid changes in technology, market conditions, consumer sentiments, and the regulatory environment. The research methodology combines theoretical analysis (theoretical generalization, analysis and synthesis, comparison, and grouping) with empirical research. As a result, existing and future trends in the logistics industry development were summarized, a comparative analysis of the competencies of logistics managers and engineers was conducted, and a tendency for their convergence under the influence of the transition from Industry 4.0 to 5.0 was identified. The developed comprehensive competency model for logistics managers in the context of Industry 5.0 allowed for improving the content and structure of the "Logistics" educational program at the National Technical University of Ukraine, determining the ratio between general and professional skills, the set of necessary tools and technologies required for developing and implementing logistics solutions, stimulating students to improve their knowledge, skills, and abilities, as well as orienting them towards effective professional activity in the future. Future research is reasonable to focus on evaluating new technological courses' effectiveness, developing interdisciplinary teaching methods, integrating practical experience, incorporating sustainability and social responsibility, and creating innovative assessment techniques to ensure curricula meet evolving labor market demands and prepare students for real-world challenges and new Industry 5.0 requirements.

Optimization of Radiation Protection for Companions in Pediatric Chest Radiography

Aims: The objective of this study is to optimize the positioning of the companion during pediatric chest radiographic exams by analyzing the scattered radiation dose measured with an ionization chamber. Place and Duration of Study: The experimental study was conducted between February 2024 and April 2024, in the radiodiagnosis laboratory belonging to the Medical Physics and Radiology Technology courses at the Franciscan University (UFN) in the city of Santa Maria, Rio Grande do Sul. Methodology: A fixed conventional X-ray device and a phantom (simulating object) filled with 15 cm of water to represent a pediatric chest were used. The parameters of voltage (kV) and the product of current and time (mA.s) were kept constant. Measurements of the air KERMA (KAIR) were performed by positioning the dosimetric system at four points around the phantom (0º, 90º, 180º, and 270º), simulating the exposure conditions of the companion. Results: The results showed that the lowest radiation dose received by the companion at the gonadal level occurred at 90º around the table (cathode side), while the lowest dose at the lens level was at 270º (anode side). The highest dose at the gonadal level was observed at 180º, and the highest dose at the lens level was at 90º. Conclusion: It was concluded that the companion should position themselves on the anode side (270º), as the lens does not have lead protection, while protection is available for the rest of the body. This recommendation aims to optimize radiological safety for the companion.

Teacher Trainers’ and Curriculum Development Experts’ Perspectives on Information Technologies Curriculum in Teacher Education

This mixed-method study had two purposes: (1) to explore the appropriateness of the learning outcomes of information technologies (IT) course curriculum in teacher education programs based on the opinions of curriculum development experts and (2) to evaluate the opinions of the academics about the adequacy of this curriculum. Curriculum development experts (n = 5) evaluated the learning outcomes of the IT course curriculum followed by the education faculties of 25 universities in Türkiye in terms of their qualitative relevance. We also obtained the opinions of 10 academics in these faculties for the evaluation of the IT course curriculum. To collect data, we used the “Qualitative Eligibility Form for Learning Outcomes” and “Evaluation Form for IT Curriculum”. We employed descriptive statistics in the analysis of quantitative data while qualitative data were analysed using content analysis. The results showed that most of the learning outcomes in the IT course curriculum were not sufficient for the criteria of formal spelling conformity, necessity, and encouragement of higher-order thinking. The academics’ perspectives revealed that course sessions and practical learning activities in the IT curriculum were not sufficient. They suggested that emerging technologies such as artificial intelligence, Web 2.0/3.0 tools, robotics, coding, and augmented/virtual reality should be integrated into the curriculum. The implications for IT curriculum in teacher education programs and recommendations for future research were also discussed.

The role of Higher Education Institutions in training engineers for the era of circular economy: the Portuguese case

The transition from linear economy (LE) towards a circular economy (CE) is Europe Union´s (EU) concerned and involve lot of efforts and actions. Education for circular economy (ECE) is emergent. This paper aims to map Higher Education Institutions (HEIs) in Portugal, Bachelor’s and Master’s degree programs and Postgraduate courses in Industrial Engineering and Management (IEM) that address CE in their curricula with the aim of empowering students for the new era. A systematic search was performed to identify B.Sc./ M.Sc. in IEM of Portuguese Universities and Polytechnic Institutes, public and private, analyzing the content of their curricular units. As results, this study did not identify a strong interest about CE on the part of HEIs and their lecturers. Findings suggest that HEIs are not training future IEM engineers for the era of CE. This study contributes to make an alert to HEIs and their lecturers to review their teaching process, stimulating to improve the quality of the IEM curricula. We suggest a deep reform of the professional curriculum system, enriching curricular. Future studies can approach skills and competences developed towards CE what facilitate a redesign of courses.

Medical imaging technology: Principles and systems

Medical imaging technology is an important course in biomedical engineering. It is a multidisciplinary field integrating advanced technologies from physics, electronic engineering, computer science, engineering mathematics, material science, and fine processing. This course lays the foundation for the implementation of imaging diagnostics essential for medical automation. It enables participants to systematically grasp the fundamental knowledge in medical imaging principles, equipment, and system analysis, as well as to understand the direction of the latest developments in this field. This paper discusses the basic principles and performance of various basic imaging devices, such as X-ray imaging, magnetic resonance imaging, nuclear medicine imaging, and ultrasound imaging. In addition, it explores the systems involved and the future prospects of medical imaging technology.

Freshmen: Incentive to Participate in Research Activities in Laboratories at The Faculty of Mechanical Engineering of UFPA

Objective: This work aims to analyze the impacts of the participation of freshmen of the Mechanical Engineering course of the Federal University of Pará in research projects and in the preparation of scientific articles. This approach seeks to encourage the insertion of these students in laboratory activities, promoting their academic and scientific development since the beginning of the course. Theoretical Framework: Entry to university brings many challenges. Therefore, the practice of activities that inhibit academic evasion are beneficial for the scientific environment and labor market, by acting in the development of new professionals. Method: Freshmen of the Mechanical Engineering course were invited to experimental activities in order to encourage them to research and inclusion in academia, acting in the production of scientific articles for the Brazilian Symposium for the Progress of Science (SBPC)for its 75th Annual Meeting of 2023. Results and Discussion: Initially 22 students participated in the project, however only 5 remained until the end, resulting in 5 work submissions. In addition, it was verified the insertion of a portion of the students who gave up the project in other laboratories of the Faculty of Mechanical Engineering. Research Implications: Affirmative actions that promote student integration are beneficial, providing opportunities for teamwork, knowledge sharing and appreciation of inclusion in the academic environment. Originality/Value: This type of incentive has a significant impact on the academic and professional life of the students involved, favoring curricular complementation for those who wish to follow postgraduate courses, or in the engineering job market.

Gamification strategy to promote social and human factors in the training of software engineers: A case study

AbstractSoftware Engineering is a discipline frequently reflected in training strategies. This discipline requires certain levels of abstraction to achieve the competencies and skills necessary for the professional development of future software developers. The software industry increasingly demands that professionals in this discipline have social and human skills to achieve highly productive teams. Therefore, these teams should respond to such demands in a world with increasing dependence on technology and the development of software products. Traditional pedagogical strategies often need help adapting to the new generations of software engineers and responding in a limited way to the demands of teaching processes related to this discipline. This article evaluates a gamification‐based strategy designed for the Software Engineering course at a Latin American higher education institution. This course addressed software project management as a training objective. Such a strategy was designed with a gamification‐based model to influence the productivity of software development teams. The results of using the model show its efficiency and usefulness as a guide for implementing new strategies based on gamification that considers social and human factors (SHFs) to intervene in the productivity of software development teams. The challenges designed in the proposal presented managed to promote SHFs in the participants, according to the analysis of the prepared case study. According to these results, the factors considered relate to skills and experience in managing software development projects, motivation, and communication. The activities executed by the participants in the context of the case study strengthened the human side of the team and allowed its growth to achieve its objectives.

Decentring engineering education beyond the technical dimension: ethical skills framework

Engineering plays a key role in society today, influencing social behaviour, economic systems, (un)sustainability and future construction. Faced with this central and powerful role of engineering, it is urgent to recognise the need for professionals in this area to be culturally competent and sociopolitically committed in the collective ethical construction of the common good. Engineering course curricula generally focus on technical-scientific training – as is the case in Portugal – not on including or valuing other educational dimensions (namely, social, ethical, cultural or political responsibility). However, to promote an ethically responsible and sustainable future, it is imperative that these dimensions are included in engineers’ training, namely through ethical education that promotes a responsible professional practice that contributes to a viable common future. Intending to contribute to a culturally responsive engineering education, and to the development of the pedagogical dimension of the ethical education of engineering students, this study aims to develop a framework of the ethical skills necessary for the professional practice of engineering. The methodology used included a systematic literature review and document analysis. The developed framework allows systematising and interconnecting ethical skills, which can promote and facilitate the inclusion of ethical education in engineering courses. The framework helped to design a curricular module in engineering. It is a useful tool for professors of ethics in engineering, for those responsible for structuring engineering curriculum plans and for anyone responsible for enhancing this field of engineering education.

Implementing active learning in a teaching–learning sequence on rolling motion for mechanical engineers

In this work, we describe a teaching–learning sequence (TLS) on rolling motion, designed and implemented within a Physics 1 course for Mechanical Engineers. The TLS was grounded in Physics Education Research findings and employed active learning strategies, particularly simulation-based exercises that included both conceptual questions and quantitative tasks. We detail and reflect on the development process of the TLS, focussing in particular on the alignment between the identified learning goals and the proposed instructional activities. We present data on students’ attainment of these learning goals, utilizing a post-instruction conceptual survey and an analysis of students’ performance in the final exam. Our research aims to contribute to the implementation of research-based, active learning sequences in large-enrollment contexts, specifically in those courses where both conceptual understanding and formal problem solving are valued.

STEM department chairs’ perspectives on navigating teaching culture to influence instructional change: a four-frames model analysis

Academic departments have been highlighted as key targets to sustainably transform the learning environments of postsecondary science, technology, engineering, and mathematics (STEM) courses in the United States. Despite STEM department chairs playing a critical role in shaping their unit, few studies have characterized how chairs view the teaching culture within their department and how cultural features influence instructional change. This study addressed this gap by applying the four-frames model for organizational change to analyze interviews conducted with 14 STEM department chairs at one research-intensive institution in the United States. The department chairs identified several challenges to supporting and advancing teaching culture. These challenges were mostly related to the structures and symbols frames and included an institutional emphasis on research over teaching, inadequate methods to evaluate effective teaching, and weak teaching feedback mechanisms available to faculty. The chairs also described how they leverage their power to affect people and thereby influence the teaching culture. For example, they strategically position teaching as an important aspect of the departmental culture during hiring processes and elevate certain groups of faculty who have demonstrated interest and efficacy in teaching. This study contributes to the literature by providing a rich description of the teaching culture in STEM departments at a research-intensive institution from the perspective of department chairs. This unique focus on department chairs helps identify opportunities for instructional reforms that are grounded in the reality of the departmental environment and provides a framework for considering how change might occur in STEM departments at research-intensive institutions. The opportunities identified emphasize the importance for department chairs to consider and leverage all four frames to enact instructional change.

Tackling inventory losses of small accessories in engineering manufacturing: a case study of Euro Manufacturing

Learning outcomes After completion of the case study, the students will be able to understand ABC analysis and develop a systematic approach using PDCA, analyze processes, technology, employee training and supplier relationships when analyzing shrink and developing solutions, evaluate how technology improves production inventory control and visibility and recognize the importance of fostering a culture of employee accountability and ownership to minimize inventory loss and improve overall operational efficiency. Case overview/synopsis On June 2, 2023, sitting in his office in Karachi, Pakistan, Khan Aamir, the manager of store and inventory at Euro Manufacturing, found himself immersed in a cloud of confusion. The incessant loss of inventory items, particularly the nut bolts and small accessories, had become a perplexing challenge. To address these losses and provide a cycle count report to the director of supply chain, Aamir, manager of store and inventory, was given the responsibility to take action. He was looking for a comprehensive approach to address the current problems and prevent further losses in the future. This case study examines the various reasons for the losses, including theft, inadequate inventory control methods, human error and problems with suppliers. It highlights the importance of established procedures, the use of technology (such as barcode scanning, radio-frequency identification tagging and inventory management software) and the cultivation of a culture of accountability among employees. Complexity academic level This case study is developed for class discussion in the course of operations management or supply chain management. This case study is suitable for use with undergrad students. This case study can be taught in a module on operations management or supply chain management, as part of a broader course in business management or industrial engineering. Supplementary materials Teaching notes are available for educators only. Subject code CSS: 9: Operations and logistics.

Establishing Metrics to Encourage Broader Use of Atomic Requirements - A Call for Exchange and Experimentation

There are seemingly many advantages to being able to identify, document, test, and trace single or "atomic" requirements during system development and maintenance. Ongoing work with Agile development has focused on "user stories" that can capture individual features for implementation. However, it is still difficult to evaluate the quality of such requirements and teaching their creation is difficult. Based on a working definition of atomic requirement, this paper proposes a set of metrics for their evaluation. Ten metrics designed to measure atomic requirements are presented here: five used on individual requirements statements and five applied to a requirements document or set of requirement statements. Example metrics for individual requirements include Requirement Atomic Completeness and Requirement Atomic Verifiability. Requirement Traceability is a proposed metric for a set of atomic requirements (such as a traditional requirements specification document.) Further work is needed to make the suggested metrics more consistent and precise, including exploring the use of tools that may automate some of the measures. However, a first step is to refine the metrics themselves and ensure they adequately measure atomic requirement quality. Hence this note shares the proposed metrics to encourage discussion and to recommend experimentation. The author is applying the metrics in software engineering courses doing team software development. The goal is the eventual acceptance of a set of requirements metrics specifically designed to evaluate atomic requirements. Better metric definitions may lead to wider utilization of atomic requirements and improved requirements engineering in general.

Integrating Theory and Practice Through Innovation in Civil Engineering Education: A Course Based on Project Learning and the CDIO Approach

Objective: The aim of this study is to examine the effectiveness of an introductory civil engineering course employing the CDIO approach and project-based learning integrated with agile methodologies in developing practical skills and competencies among first-semester students. Theoretical Framework: Drawing on contemporary trends in engineering education, the study emphasizes active, experiential learning and the integration of theory with practice, enhancing both technical abilities and soft skills such as innovation, creativity, and problem-solving. Method: The course uses a modular curriculum involving four projects: a provisional emergency bridge, a student residence building, a 3D printed truss, and a functional prototype of photovoltaic pavement. Each project involves design, planning, budgeting, construction, and rigorous testing, combining CDIO standards with project-based learning supported by agile methodologies. Results and Discussion: The course has successfully fostered essential engineering and soft skills in first-semester students, improving competencies in innovation, teamwork, communication, leadership, and resilience through hands-on projects. Research Implications: Integrating project-based learning with the CDIO approach significantly improves educational outcomes, preparing students for real-world engineering challenges and transforming traditional teaching roles into mentorship-based approaches. Originality/Value: This study provides empirical evidence on the benefits of combining the CDIO framework with project-based learning, highlighting the need for practical, challenge-based learning opportunities to prepare students for modern engineering professions.