Engineering Technology Program Research Articles

Decision-Making Method for the Evaluation of Success Factors of ABET Accreditation

ABET (Accreditation Board for Engineering and Technology), formerly known as the Accreditation Board for Engineering and Technology, accredits university programs in computers, engineering, and engineering technology. Although ABET accreditation is optional, graduates of programs with this accreditation are regarded as having knowledge, attitudes, and behaviours that are comparable to those of other countries. The ABET Accreditation process has always been quite structured and methodical. It has helped identify and fix any inadequacies by comparing different engineering and computer programs to worldwide standards. The Decision Making Trial and Evaluation Laboratory (DEMATEL) approach was used in this study to ascertain the relative value of the ABET process’s success elements. An application case study, conducted at a Turkish institution, serves as an illustration.

The Assessment of a Gradeless Residency Model for Software Engineering Education

The traditional practice of assessing academic performance through conventional letter and numerical grades has faced criticism for its limitations in promoting active engagement and curiosity among students. In response, the concept of gradeless education has gained traction, with the aim of fostering a more holistic learning experience. This work explores the implementation of the residency model, a form of gradeless education, in the context of engineering education. The model focuses on skill acquisition and competency demonstration while enhancing student wellness by minimizing assessment-related anxiety that students often face in graded assessments. This study evaluates the effectiveness of the residency model through a comprehensive survey conducted in a software engineering technology program at McMaster University. The survey investigates student perspectives on the model’s impact on motivation, learning experience, and attitudes towards learning. The results reveal a complex interplay of attitudes, with students acknowledging the importance of grades while appreciating the model’s rigorous assignments. The findings suggest that the residency model can encourage transformative learning experiences while warranting ongoing attention to optimize both learning outcomes and student well-being. Further research is recommended to assess the long-term impact and effectiveness of gradeless education models, emphasizing both their benefits and challenges.

Integrating Small Team Project-Based Learning in Introductory Manufacturing Engineering Technology: Design, Manufacture, and Race Hot Wheels-Type Cars

We propose a compelling session for the ICONEST Conference 2023 that explores the innovative integration of small team project-based learning into introductory manufacturing engineering technology related courses. Our focus is on a hands-on project: designing, manufacturing, and racing Hot Wheels-type cars. This engaging project encompasses various facets of manufacturing engineering technology that includes simple design, manufacturing and assembly planning travelers, scheduling, budgeting, bill of materials, quality inspection, assembly and testing. Educators will gain insights into effective approaches, bridging the gap between theory and practice while equipping students with practical skills. We will explore the use of Computer-Aided Design (CAD) and Computer-Aided Manufacturing (CAM) software, fundamental tools in modern engineering, as well as explore simple machining, water jet cutting, and additive manufacturing. By incorporating project-based learning into our course curriculum, we not only foster a deep understanding of manufacturing principles but also cultivate problem-solving, teamwork, and creativity among students. The Hot Wheels-type car project is an ideal vehicle for teaching the entire manufacturing process, from conceptualization to execution and the students enjoy the competition. We believe that our proposal will make a valuable contribution to the conference's mission of advancing engineering technology education, and we look forward to engaging with colleagues and experts to further enhance the quality of manufacturing engineering technology and similar technology programs.

Virtual Laboratory and Self-Efficacy in Optimizing Problem-Solving Skills: A Case in Applied Chemistry Learning in Vocational College

Virtual Laboratory and Self-Efficacy in Optimizing Problem-Solving Skills: A Case in Applied Chemistry Learning in Vocational College

Librarian Perspectives on Technical Standards at Academic Institutions with Engineering Technology Programs

Technical standards are resources that are important for engineering and engineering technology students due to ABET accreditation requirements and future professional use of the documents. Previous studies have surveyed librarians at Association of Research Libraries (ARL) institutions with engineering programs and librarians at universities with top-ranked engineering programs about standards. This study fills a gap by focusing on librarians at institutions with engineering technology programs. We surveyed 34 academic librarians at institutions with four-year bachelor programs in the disciplines of mechanical engineering technology or electrical and electronics engineering technology to learn about standards access and challenges at their libraries, standards education for students, and librarians’ standards-related professional development experiences and needs. Key findings include: standards access and standards education efforts are skewed towards larger institutions; librarians encounter significant cost challenges in providing standards access; few librarians receive education about standards until moving into their careers; and there is a need for self-paced librarian training materials focused on standards. Further education for librarians about standards and increased standards access has the potential to have a significant impact on many students, given the reach of librarians in their liaison roles.

Open Resource Binary & Interactive Technology (ORBIT): Platform Asset Digital untuk Diseminasi Karya Mahasiswa

Students in the Multimedia Engineering Technology Program (MET) at Telkom University possess the ability to create a diverse range of creative multimedia products, including 2D visual works, 3D modeling, and game applications. However, paradoxically, the documentation of their works often falls short, with their creations sporadically stored and inadequately cataloged. To address this challenge, we introduce Open Resource Binary & Interactive Technology (ORBIT), a digital asset platform designed to streamline the organization and management of multimedia projects generated by MET students. Through ORBIT, MET students can effortlessly upload, share, and document various types of multimedia projects, fostering collaboration among peers and ensuring that innovations in the multimedia field remain accessible and can be further developed by future generations

Exploring the Reform of Architectural Decoration Engineering Technology Curriculum System under the Background of Assembled Decoration

With the continuous advancement of the assembly of the construction industry, it has brought a huge opportunity for the development of the decoration industry towards the direction of industrialization and made the assembled decoration become an important direction for the development of the interior design industry at the current stage. At present, the interior design market talents mainly come from the major higher vocational colleges. The content of the post course has not been updated resulted in a lack of talent in the whole process of assembled decoration. Based on this background, this paper puts forward certain thoughts on the reform of the current architectural decoration engineering technology program system, so as to explore the talent reform ideas in the assembled decoration in higher vocational colleges.

PERSEPSI AWAL PARA PELAJAR KEJURUTERAAN TEKNOLOGI DI UNIVERSITAS SWASTA TERHADAP AMALAN RASUAH (KORUPSI) DI DALAM KERJAYA

The Integrity and Anti Corruption Course was first implemented at private higher learning institutions in Malaysia in 2022 (UniKL) to follow the National Anti-Corruption Plan (NACP) which aims to realise the vision of the country to be of high integrity and corruption-free. The Integrity and Anti course was made compulsory to be offered and taught as one of the elective courses under the general subject category (MPU). The objective of the study is to measure the level of comprehension of the university students of engineering technology programme on integrity and corruption in Malaysia. This is important for them to be individuals who have high integrity and despise corrupt practices when they join the workforce. This initial study is important to see whether the content, delivery method, and duration of the course are suitable and adequate to create positive impacts among the undergraduates. A total of 89 respondents were chosen as convenient non-probability sampling for this study and all of them have enrolled in the Integrity and Anti-corruption course for 1 semester. They were asked to respond to questions in a survey instrument adapted from previous studies by Malaysia Integrity Institute (MII). The findings from the survey show that the majority of the respondents have a good grasp on what is integrity and why anti-corruption is detrimental to a country. Their general comprehension on the matter of Integrity and Anti-corruption is good but many have the preceptive that some specific examples of corrupt practices are acceptable. This is quite worrisome and the study proposes that this course be further improved and enhanced into a compulsory subject for all university undergraduates. This is to propagate a more comprehensive understanding of integrity and corruption as a crime that must be eradicated.

Accreditation of Engineering Technology Programmes in the Nigerian Polytechnics and similar tertiary Institutions

This paper examines the current state of accreditation of engineering technology programmes in the tertiary Technical and Vocational Education and Training (TVET) institutions in Nigeria and also proffers a new direction to perform accreditation process in the future. The study found that both public and private Polytechnics and similar tertiary institutions are offering a total of fifty four (54) engineering technology programmes. It was also found that National Diploma in Electrical/Electronic Engineering Technology was the most preferred programme offered by the Polytechnics in Nigeria. It is suggested that private institutions in Nigeria should be supported by individuals, communities, associations, government agencies and all stakeholders in the TVET sector in order to offer diversified and more engineering technology programmes so as to produce middle and high levels skilled manpower for the Nigerian economy. This will forestall turn out of monolithic block of professionals in Electrical/Electronic Engineering Technology and encourage rather homogenous training of skilled manpower in the Polytechnics for Nigeria’s heterogeneous economy

A GSM-Based Intelligent Monitoring System for Improving Robotics Laboratory Safety

Incorporating industrial robots into current robotics curricula has become a key component for engineering and technology programs. Recently, Toyota Motor Engineering & Manufacturing North America donated a Kawasaki ZB150S industrial robot to the Engineering Technology Programs at Northern Kentucky University. The entire Kawasaki industrial robot system was installed in a safeguard cage; however, the safeguard cage was not always able to prevent unauthorized students from coming into the working area of the robot. The lab manager/staff expressed an urgent need for a smart tool that could monitor occurrences of unauthorized operating conditions to help them improve laboratory safety. Thus, a Global System for Mobile (GSM)-based intelligent monitoring system has been designed and developed to provide a safe robotics lab operating environment for students. This intelligent monitoring system was divided into two subsystems: one was the Embedded Laboratory Environmental Monitoring and Robot Power Control (ELEMRPC) subsystem; the other was the GSM communication subsystem. The ELEMRPC subsystem received the presence-sensing signals from the light curtains at the cage entrance and disarmed the power supply of the robot when unauthorized students were detected. Additionally, the lab environmental parameters were monitored. The GSM subsystem wirelessly transmitted text messages (e.g., lab safety information) to designated cellular phones. These text notifications can alert lab manager/staff immediately to prevent potential accidents within the footprint of the robot safety cage. This paper discusses in greater detail the design, development, and hardware implementation of the robotics laboratory safety monitoring system.

Enhancing Engineering Technology Programs Using an Integrated Drive Machine

Enhancing Engineering Technology Programs Using an Integrated Drive Machine

Ascertaining the Knowledge Level of Fresh Graduates of Civil Engineering and Allied Programmes on the Types and Primary Functions of Geosynthetics: A Study from Ghana

This study was informed by the lack of country-specific studies that established the knowledge level in geosynthetics among fresh graduates with a bachelor’s degree in civil engineering or allied programmes in developing countries. Thus, this study seeks to establish the knowledge level of fresh graduates with a bachelor’s degree in civil engineering or allied programmes in Ghana on the types and primary functions of geosynthetics. Data were collected using a structured questionnaire and analysed using frequency, percentage, mean, standard deviation, and one sample t-test. The analysis revealed an overall mean score of 2.06 and 1.74 regarding the knowledge level among fresh graduates on the types and primary functions of geosynthetics respectively. Thus, compared with the hypothesized mean of 3.5 for the study, there was generally a low knowledge level regarding the types and primary functions of geosynthetics among fresh graduates with a bachelor’s degree in civil engineering or allied programmes in Ghana. However, Ghana’s case was of great concern as the fresh graduates were only knowledgeable in 3 out of the 9 types of geosynthetics and 4 out of the 10 primary functions of geosynthetics. The uniqueness of the study lies in the fact that it empirically established the knowledge level of fresh graduates in civil engineering, building technology, and construction technology and management programmes at the bachelor’s level on the types and primary functions of geosynthetics which hitherto was not in existence. It recommends the review of the existing curriculum for building technology, civil engineering, and construction technology and management programmes at the bachelor’s level to include adequate content on geosynthetics as a soil improvement technology. Again, the study contributes to the existing literature on geosynthetics and forms the basis for future studies in geosynthetics.

ONLINE DISCUSSION STRATRGIES TO FACILITATE STUDENTS DISCUSSION FOR A SPECIFIC ACADEMIC PURPOSES COURSE AT A TECHNICAL ENGINEERING UNIVERSITY

At higher education institutions, hybrid learning that incorporates digital classroom and online teaching and learning activities are becoming increasingly popular norms. Throughout the academia, the usage of online discussion forums is progressively making its way into language classroom as studies have shown that it contributes to a good learning environment if efficiently used by both learners and educators. This qualitative study investigated strategies used by undergraduates as purposive samples in planning and executing ideas for a project via online discussion mode. This simple case study involved 15 second semester undergraduates taking “Professional English 1” course in Bachelor in Engineering Technology program. A focus group interview and follow-up individual interviews were used to elicit information from the undergraduates. All these were also triangulated with document analysis of their reflective notes and drafts of writing works. Several questions were asked to the undergraduates during both interviews to determine their strategies when discussing online. The findings indicate that participants have tremendously benefited from online discussions and have employed three main strategies namely 1) asking for clarification, 2) going over previous responses and 3) using free online services and websites. This study provides useful insight and increases awareness among lecturers on the online discussion strategies used by students, allowing for more successful and meaningful planning of tasks involving online discussion.

Towards unified management of software capstone projects in Saudi universities: a survey-based study

PurposeSaudi universities have incorporated capstone projects in the final year of an undergraduate study. Although universities are following recommendations of the National Commission for National Commission for Academic Accreditation and Assessment (NCAAA) and Accreditation Board for Engineering and Technology (ABET), no detailed guidelines for management and assessment of capstone projects are provided by these accreditation bodies. Variation in the management and assessment practices of capstone project courses and analysis of the students' capabilities to align with industry demands, to realize Vision 2030, is challenging. This study investigates the current practices for structure definition, management and assessment criteria used for capstone project courses at undergraduate level for information technology (IT) programs at Saudi universities.Design/methodology/approachA web-based questionnaire is administered using a web service commonly used for questionnaires and polls to investigate the structure, management and assessment of capstone projects at the undergraduate level offering software engineering, computer science and information technology (SECSIT) programs. In total, 42 faculty members (with range of experience of managing/advising capstone projects from 1 to more than 10 years) from 22 Saudi universities (out of more than 30 universities offering SECSIT undergraduate programs) participated in the study.FindingsThe authors have identified that Saudi universities are facing challenges in the utilized process model, the distribution of work and marks, the knowledge sharing approach and the assessment scheme. To cope with these challenges, the authors recommend the use of an incremental development process, the utilization of a project-driven approach, the development of a national level digital archive and the implementation of homogeneous assessment scheme.Social implicationsTo contribute to the national growth and to fulfill the market demand, universities are recommended to align the capstone project courses with latest technology trends. Universities must collaborate with the industry and update the structure and requirements of capstone project courses accordingly. This will further facilitate to bridge the gap between industry and academia and will develop a win–win scenario for all the stakeholders.Originality/valueAlthough universities are committed to increase innovative capacities of their students for enabling them to contribute to economic and social growth, it is still hard to know the knowledge creation and sharing at national level. Variations in the management and assessment practices for capstone projects further intensify this challenge. Hence, there is a need of smart assessment and management of software capstone projects being developed in Saudi universities. Incorporating latest technologies, such unified management can facilitate discovering the trends and patterns related to the domain and complexity.

Theoretical models for evaluating engineering technology programmes in polytechnics in Nigeria

Polytechnic education in Nigeria was established to champion the technological advancement of the nation. Consequently, products of polytechnic engineering technology programmes (graduates of engineering from polytechnics across Nigeria) are expected to receive quality training capable of developing their skills and competence for excellent industrial operations. One of the numerous ways of achieving effective engineering education in polytechnics across Nigeria is through quality appraisal of programme. Theories and models therefore are adequately utilized in carrying out proper evaluation of educational programmes. Therefore, understanding relevant theoretical models applicable in evaluating educational objectives is very necessary to achieving reliable results. Therefore, the essence of this study is to outline and discuss relevant theoretical models for evaluating polytechnic engineering technology programmes in Nigeria with the aim of assisting technology and engineering graduates, lecturers and researchers to work assiduously towards the technological advancement of the nation. Consequently, CIPP model, Outcome-based evaluation model and Kirkpatrick’s model were key theoretical models discussed in this study.

Using Flowchart to Help Students Learn Basic Circuit Theories Quickly

College education, especially engineering education, is facing big challenges nowadays. Somehow, the gap between quickly developed modern technology used in every field and fundamental theories may discourage some students from continuing their studies in an engineering field. Most fundamental theories are taught in introductory courses in every field and are based on math, which is hard and tedious work to some students. Helping students to build a solid foundation of basic theories in engineering education not only aids students in the study of technical material but also keeps students interested in engineering education, which meets the requirement of sustainability and inclusivity in education. This article proposes a tool to help students quickly grasp basic theories in electronic engineering technology programs. It summarizes basic theories into a flowchart. Students can solve problems in DC and AC circuits following the flowchart with higher accuracy. The flowchart was used by different groups as a reference, and it helps students access to the material quickly according to student performance.

Educational Tools and Interventional Analysis of Meaningful Learning: Case Studies Applied to Teaching Acoustic Physics in the Discipline of Environmental Comfort

It is of fundamental importance the mastery of Physics contents for the understanding of Acoustic Comfort. In this sense, it is up to the teacher to become aware of students’ prior knowledge, to give a new meaning to the cognitive structures that make it possible to transform their difficulties into learning potential. In this work, educational teaching/learning interventions were developed and focused on the Theory of Meaningful Learning. These case studies were carried out with several students in different classes in the same program. In addition to the pre- and post-intervention questionnaire, Computational Educational Tools were used in order to assess the previous concepts and the effectiveness and efficiency of the provided pedagogical intervention. Satisfactory results were obtained with a reduction of about 250% in terms of alternative conceptions to the scientific knowledge previously detected in the participating volunteer students. The analysis was based on the approach of Ausubel and collaborators’ Meaningful Learning theories, contextualized to the content of Acoustic Physics and applied in the classes of the Environmental Comfort course in the Civil Engineering and Civil Construction Technology programs from 2012 to 2018.

A Model for incorporating information literacy and collaboration in a project-based learning pedagogical exercise with application to a fluid mechanics course

This paper describes the implementation and the results of an online project-based learning (PBL) pedagogy in an advanced fluid mechanics course in a mechanical engineering technology program. This work is a close collaboration between engineering and education faculty and the engineering librarian, and aligns with the new research areas identified by the National Engineering Education Research Colloquies and the ABET Criteria for Accrediting Engineering Technology Programs Criterion 3 (student outcomes, SLO 1 to 5) and Criterion 5 (curriculum, discipline specific content C, D and E). Students were required to work in teams to design and dimension a heating, ventilation, and air-conditioning (HVAC) duct system, a real-world expression of engineering thinking. Students applied information literacy skills to identify relevant engineering codes and standards, such as ASHRAE, and used previously learned content knowledge from various courses to finalize the project. The PBL exercise was chosen as a culminating experience and in support of engineering competencies development. The results showed improvements in the flow of air in ducts content knowledge, professional communication skills, and the ability to collaborate as part of a team, including improving one's ability to work with other students on assignments, listening to the ideas of others, learning from the ideas of others, and evaluating the ideas of others. The students unanimously agreed that the project improved their heating, ventilation, and air-conditioning (HVAC) knowledge beyond the classroom as well as their information seeking skills. Based on the students end of semester course evaluation, this PBL exercise improved their readiness for the workforce.

Analysis of Engineering Technology Students’ Digital Footprints in Synchronous and Asynchronous Blended Courses

The advent of Covid-19 provided an enormous academic and logistical challenge to almost all academic institutions in the United States and around the world. As a precautionary measure surrounding the novel coronavirus and in line with recommendations from the Center for Disease Control and Prevention (CDC) at that time (spring 2020), most higher education institutions in the United States shut down campuses and completed the second half of the spring 2020 semester virtually. During the fall 2020 semester, when relatively more was known about the virus, some institutions started with face-to-face classes but had to switch to virtual learning after noticing a spread of the coronavirus on their campuses. Others adopted a blended approach that supplements face-to-face meetings with virtual learning synchronously or asynchronously. Whichever approach adopted in place of the traditional face-to-face meetings did not necessarily solve the challenge faced by Engineering Technology programs, which typically infuse hands-on learning in most of the courses in their curriculum. Due to the applied nature of engineering technology, it is important to ensure that students stay engaged with creative ways to learn by doing. And to ensure that the students do not miss critical course content in virtual and blended engineering technology courses, it is vital that the students maintain high interactions with online resources such as class video recordings. This paper reviews students’ patterns of interactions with course videos to assess its impact on the academic success of engineering technology students in some upper-level blended courses delivered during the spring and fall 2020 semesters.

Exploring the Teaching and Learning Indicators towards Education 4.0 in MTUN, Malaysia

MTUN has been given responsibility for producing skilled TVET workforces in the industrial sectors. Therefore, the education structure in MTUN is gradually making a transition to Education 4.0 to integrate the existing education structure with the discovery of the 4th Industrial Revolution new technologies. The impact of this shift demands changes in the implementation of teaching towards Education 4.0. Teaching towards Education 4.0 is a phenomenon in moving the change of MTUN to a higher level. However, there is an issue of a mismatch of skills between the industry's needs and graduates' quality to face the 4th Industrial Revolution in Malaysia. Therefore, this study explores how to implement Education 4.0 to produce quality and technologically skilled graduates required by the industry. Thus, this study aims to determine the indicators and elements of teaching towards Education 4.0 for Engineering Technology in MTUN. The study involved seven experts in instructional design technology and in Technical Vocational Education and Training (TVET). The interview data collections were analysed using thematic analysis to explain the subject matter of this study. Eight elements were identified to implement teaching towards Education 4.0. These include Industry 4.0 elements, courses design, projects, practical, simulation, educator readiness, up-skilling and re-skilling training, and industrial experience. These elements may be viewed in two mains constructs which are essential to implement in the Engineering Technology programme in MTUN. There are curriculum and educator professional development. Further studies, which take these variables into account will need to be undertaken.