Engineering Technology Program Research Articles

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

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.

Assessing Competencies Using Scenario-Based Learning in Cybersecurity

Recent years have seen a disconnect between much-needed real-world skills and knowledge imparted to cybersecurity graduates by higher education institutions. As employers are shifting their focus to skills and competencies when hiring fresh graduates, higher education institutions are facing a call to action to design curricula that impart relevant knowledge, skills, and competencies to their graduates, and to devise effective means to assess them. Some institutions have successfully engaged with industry partners in creating apprenticeship programs and work-based learning for their students. However, not all educational institutions have similar capabilities and resources. A trend in engineering, computer science, and information technology programs across the United States is to design project-based or scenario-based curricula that impart relevant knowledge, skills, and competencies. At our institution, we have taken an innovative approach in designing our cybersecurity courses using scenario-based learning and assessing knowledge, skills, and competencies using scenario-guiding questions. We have used the National Initiative for Cybersecurity Education (NICE) Cybersecurity Workforce Framework and the Office of Personnel Management (OPM) Hiring Cybersecurity Workforce report for skills, knowledge, and competency mapping. This paper highlights our approach, presenting its overall design and two example mappings.

Assessment of Augmented Reality Technology’s Impact on Speed of Learning and Task Performance in Aeronautical Engineering Technology Education

ABSTRACT Objective: This study compared learning and skill transfer among university aviation students using interactive Augmented Reality (AR) technology versus traditional paper-based instruction. While similar AR use and research in university education exists, this study piloted a comparative method assessing knowledge retention and transfer. Background: AR technology is a popular tool used in technical education. But learner behaviors observed like game play and exploration during this study could impact future learning strategy design as AR use increases. Method: 36 university undergraduate students enrolled in a university aeronautical engineering technology program were divided into AR and paper-based groups and compared on first-time task execution times for starting an aircraft auxiliary power unit (APU). A two-sample Kolmogorov-Smirnov test comparing times for task completion was used. Results: Learner task times using AR were consistently faster, replicating similar AR studies, compared to learners using paper-based. However, AR test subjects also took longer interacting with the technology, including gaming-style “play” and exploration of the digital twin AR flight deck environment. This is believed to enhance learner innovation, knowledge retention and transfer, warranting further study. Conclusion: AR users had significantly reduced task execution times. Pre-task “gamification and play” were also observed among the AR users, which could impact how educators and the industry assess and leverage learning strategies when using AR for job task training.

Equipment Condition’s Effect on Student Perceived Workload and Efficiency of Problem Based Projects in an Aeronautical Engineering Technology Program

Aeronautical Engineering Technology (AET) of Purdue University’s School of Aviation and Transportation Technology offers its students a comprehensive and holistic approach to engineering in an applied fashion. Students’ learning outcome includes an application of technical knowledge and hands-on skills in areas of aerospace design, operations, and manufacturing. The curriculum of the program includes a course in which students must learn advanced maintenance concepts and practices including the overhaul of reciprocating engines. This study examined the relationship between engine operational vs. non-operational statuses, time spent to finish a task, and student perceived workloads regarding the maintenance procedures. The tests followed the Federal Aviation Administration (FAA) requirements for the practical test questions from the Airframe and Powerplant Certificate (A&P) Exam. Students were also required to fill out a task perceived load index developed and used by NASA.

Engineering/Technology Talent Development on the College Campus.

Engineering technology is evolving rapidly in the Information Age, much faster than institutions of learning can upgrade their programs and syllabi. India has developed more engineering programs that dwell on mathematical analysis, theory and an understanding of the science rather than engineering technology programs which focus on application of science to solve real-world problems. Industries rely on innovation which is all about making incremental modifications to existing solutions with the intention of adding value or improving the efficiency. Thus there is a fundamental disconnect in the expectation of industry from graduating students and the focus of engineering programs. In this paper, we will consider the aspect of industry-readiness of graduating engineers, focusing on three areas of engineering, namely, electronics and communication engineering, Electrical Engineering, and computer science. The objective of the paper is to identify the gaps and suggest ways to fill this gap.