Undergraduate Engineering Research Articles

Exploring transversal competencies in engineering students through international experiences

Well-rounded professionals must have competencies that adapt their expertise to contribute to future advancements. Beyond technical prowess, skills such as critical thinking, teamwork, communication, leadership, management, and entrepreneurship are essential for the modern workforce and solving twenty-first-century problems. Lifelong learning is a fundamental educational principle that prepares individuals to acquire knowledge and skills at any stage. With this interest in mind, higher education institutions pursue abroad study programs to involve students in different learning opportunities. Stepping outside familiar environments immerses individuals in new challenges, fostering a rich learning experience that promotes the development of critical competencies shaped by a global perspective. This research analyzes the competencies students developed according to their educational model and during their experience abroad. Data were collected through a 43-question semi-structured interview with 13 undergraduate engineering students experiencing an abroad study program. Participants conducted a personal assessment to reflect on their enhancement of competencies through personal and academic performance. The analyzed competencies correlate to those defined in the Tec21 Educational Model, a model designed by Tecnologico de Monterrey in 2019, in which the participants of this research are enrolled. The model defines seven competencies that every degree must develop: self-knowledge and management, innovative entrepreneurship, social intelligence, ethical and civic engagement, reasoning for complexity, communication, and digital transformation. Results indicate that the participants mainly developed competencies in reasoning for complexity, social intelligence, and communication. Such skills are essential for tackling global challenges, as they demonstrate the ability to generate creative solutions, communicate ideas effectively, and foster meaningful collaboration. Conversely, the competencies of digital transformation and ethical and civic engagement were less developed. These findings suggest areas for improvement within the Tec21 model, emphasizing the need to cultivate individuals aware of their societal impact and proficient in applying technological tools effectively.

Alternative Assessment for Enhancing Complex Problem-Solving Skills in Mechanical System Design Course

Traditional assessment methods in engineering education, such as exam-based evaluations, often fail to adequately measure complex problem-solving skills and practical application of knowledge, necessitating the exploration of innovative assessment approaches. This paper introduces the Constructive-Teamwork-Experiential-Presentation (CTEP), an alternative assessment approach applied in the Mechanical System Design course (ENT348) for undergraduate mechanical engineering students. The CTEP model is tailored to enhance complex problem-solving (CPS) abilities and engage students in complex engineering activities (CEA). It aligns with the 2020 standards of the Engineering Accreditation Council (EAC) and the Malaysian Qualifications Framework (MQF) 2.0, specifically addressing Programme Outcomes (PO) 3 (Design) and PO10 (Communication). Over four academic terms, this model incorporated interactive design tasks, collaborative teamwork, simulation exercises, and student presentations. The findings indicate notable improvements in achieving PO3 and PO10, with average attainment rates rising to 80% and 78%, respectively. Beyond academic achievements, the model also supported the development of essential skills such as creativity, collaboration, and effective communication. Challenges related to time management and limited resources were mitigated through guided supervision and institutional backing. Future studies aim to evaluate the potential of extending the CTEP model to other engineering disciplines.

Promoting sociotechnical perspectives of engineering during a summer bridge program

AbstractBackgroundTo address complex challenges of modern society, engineering education needs to help students develop sociotechnical perspectives of engineering. Research has documented efforts to incorporate sociotechnical thinking into undergraduate engineering education, but those perspectives must often compete with more dominant technocentric views. Research is needed to investigate how and why students do or do not adopt sociotechnical views.Purpose/Hypothesis(es)In this study, we investigated the extent to which students' views of engineering changed in the context of an Engineering Summer Bridge (ESB) program, in which engineering is promoted as a socially engaged practice.Design/MethodWe used a multiple case study methodology to investigate patterns across 24 ESB participants. We gathered multiple sources of data to investigate changes in participants' thinking, including pre/post surveys, weekly reflections during ESB, and follow‐up participant interviews. We grouped participants based on the extent to which they added socially engaged perspectives to their perceptions of engineering. We then identified variables associated with those groupings.ResultsApproximately one‐third of participants added socially engaged perspectives to their views of engineering. These students tended to have fewer prior engineering experiences prior to ESB and often self‐identified as having limited prior knowledge of engineering. They were also more likely to hold motivations and interests oriented toward the public good.ConclusionsOur study identifies variables that potentially support and inhibit students' development of socially engaged views of engineering. It highlights the importance of early learning experiences and suggests that technocentric perspectives can be well established even before students begin their undergraduate programs.

ENGINEERING INNOVATION AND MARKET SUCCESS: EXPLORING THE NEED FOR ENGINEERS’ MARKETING SKILLS

Resulting marketing and engineering product goals require engineering and marketing to be interconnected, as the unity of engineering innovation and its marketing leads to product market success. Sustainability affects product market success. The aim of this study is to explore the need for engineers’ marketing skills, both theoretically and empirically. The present work represents exploratory research. Theoretical research is based on the analysis of scientific literature available via Google search. This empirical study was conducted in the year 2024. A total of 209 undergraduate engineering students studying computer science in India participated in an online survey. Data from the online survey were processed via frequency analysis, percentage, and ranking. Theoretical analysis allows us to conclude that sustainability is the cornerstone in modelling engineers’ marketing skills, as well as in the creation of engineering innovation (product design). Theoretical research results in modelling engineers’ marketing skills, consisting of five sub-skills. The empirical study found that social media marketing skills for engineers who represent the digital economy are the most important. Engineers’ marketing skills are an emerging research area. The limitations of this theoretical analysis and empirical study are highlighted. Future research directions are proposed.

English For Engineering Education: A Corpus Study of Lexicogrammatical Contents Of Engineering Textbooks

Purpose: The need for English usage for Specific Purposes (ESP) in technical institutions has recently gained prominence. Specifically, the study identifies (1) the most frequently used vocabulary (with at least 100 hits) of electrical engineering texts and (2) their collocations in context. Design/Methodology/Approach: As a corpus-based English for Academic Purposes (EAP) enquiry, the AntConc corpus analytical tool was employed to analyse the data. The data include seven undergraduate Electrical Engineering textbooks easily accessible online with renowned authorship purposively sampled. Findings: The study's results reveal key vocabulary items in the Electrical Engineering textbooks, including current, electric, voltage, field, circuit, magnetic, and power in the order of frequency from the highest. These form beneficial syntagmatic relations with themselves and other content words; current collocates most frequently with voltage, typically in ‘voltage and current’ (59 hits) against ‘current and voltage’ (23 hits) structure. Research Limitations: These results have implications for existing scholarship on Electrical Engineering education and for further research in English for Academic Purposes. Practical Implication: This study has a practical implication for developing course contents and pedagogy for English Language or Communicative Skills for Electrical Engineering students and for the teachers in teaching some of these frequently used words to broaden the vocabulary scope of the Engineering students. Social Implication: The study will help inform policy-making in technical education to address the linguistic gap by providing a framework for including English for Specific Purposes in all curricula of technical universities. Originality: This study is based on the design of needs analysis in English for specific purposes: efficiently implementing impending competency-based training (CBT) for technical education in Ghana.

Unlocking Engineering Threshold Concepts Through Stakeholder Engagement

A threshold concept is a core idea that is conceptually challenging for students, but once grasped, has the potential to radically transforms students’ perception of the subject. Given threshold concept’s central role to student learning, it is key that they are identified and constructively aligned within the engineering curricula. In this paper, we propose an approach to facilitate the identification of threshold concepts in undergraduate engineering courses. The approach is based on the framework of transactional curriculum inquiry where educators work with a group of stakeholders (students, curriculum designers, industry practitioners) to identify threshold concepts. The process is facilitated by a participatory simulation developed using agent-based modeling. We perform two experiments in a senior automation and controls course to identify threshold concepts. Our results show that this approach can be used to identify threshold concepts and that these concepts do have a significant link to student success in the course’s subject area.

Development of a Support Program to Enhance the Experience of Undergraduate Engineering Summer Research Students

The University of Toronto Faculty of Applied Science and Engineering offers strong support for undergraduate students to participate in experiential opportunities outside of the classroom, in particular summer research. The Undergraduate Summer Research Program (USRP) was created to promote development of ‘success skills’ that enhance students’ research experience and build community through weekly sessions led by faculty experts. The experience culminates with research outcome dissemination at the annual Undergraduate Engineering Research Day. Since 2020, the USRP has evolved to in-person and seen a steady increase in student participation. Anonymous participant survey data indicates greatest appeal for students having just completed their second year of study. Engagement has been observed to change post-COVID as specific in-person departmental activities have resumed. Students participating regularly find positive support for their research experience and demonstrate success in dissemination, indicating sessions are helpful and interesting. There is also appreciation for peer-community from across the engineering disciplines. Four summers of USRP execution allow for shared recommendations in creating such a program.

The Intersectional Experiences of Women of Colour in Undergraduate Engineering

Our students’ lived experiences shape their learning journey, but existing literature gives little insight into the challenges that women of colour in engineering face in Canada. We used reflexive thematic analysis to understand recurring themes from focus group conversations with 26 women of colour at a medium-sized, research-intensive university. We show women of colour who are pursuing engineering have undergraduate experiences that are affected by identity, academics, family and peer relationships. The generic multiple worlds theoretical construct helped explain the tension between worlds. Students adapted to new academic challenges with imposter syndrome, leadership frustration and high standards. Oftentimes, support from immigrant parents translates into expectations, adding pressure, while finding peers who shared similar identities and offered genuine support proved to be a challenge. Sometimes, academic settings and peers prevented women of colour from feeling included in engineering. Institutions should create nurturing environments for women of colour and actively engaging parents.

Exploring Serious Play in the Engineering Classroom to Support the "Joyification" of Education and Learning

Serious play has the potential to enable creative and advanced learning experiences while incorporating enjoyable/fun learning activities. This can be highly relevant in engineering education, where the gravity and responsibility associated with the profession can be daunting for both students and educators. This study explores the integration of serious play in the software engineering classroom. The exploration aimed to transform classroom dynamics and find more effective ways to connect students with the gravity of the engineering discipline while enhancing student satisfaction and understanding during the learning process and adding fun elements. Two distinct serious play activities were designed and evaluated. The first was inspired by Stanford's D.School's Gift Giving Project and the Lego Serious Play activity, while the second drew inspiration from popular board games like Monopoly and Trivial Pursuit. Both serious play activities were evaluated in early-year undergraduate and graduate software engineering classrooms, where qualitative feedback was gathered to measure student perception toward the joyification of their education and learning. This paper describes the designed serious play activities, discusses student evaluation results, and discusses opportunities for continual improvement.

Four or five years: An examination of the motivations for selecting undergraduate engineering program length and impacts on student wellness.

The University of Prince Edward Island’s (UPEI) Faculty of Sustainable Design Engineering (FSDE) is unique in offering the undergraduate curriculum in both Four- and Five-Year degree plan lengths. The purpose of this study is to examine 1) the motivations for selecting and 2) impacts of degree plan length on UPEI FSDE student wellness. An anonymous, voluntary survey (REB approved) was developed and administered to approximately 200 undergraduate students during the Fall 2023 semester. Preliminary analysis found approximately 75% of undergraduate FSDE students follow the Five-Year degree plan option. Further, approximately 50% of respondents selected academic workload as the primary driver for their degree plan choice. The Five-Year degree plan length was the option of choice for UPEI FSDE students, with workload being the primary motivation for the selection. These findings help provide insight into how to better serve students and provide meaningful evidence to support curriculum design for fostering student wellness.

An introduction to additive manufacturing for undergraduate engineering students using authentic learning pedagogy and a project-oriented teaching-learning design

An application of authentic learning pedagogy through a project-oriented teaching-learning method was developed to introduce second year engineering students at Dalhousie University to additive manufacturing. Different projects are offered in five different discipline sections for students in the engineering design course. This paper focuses on a project offered to the Chemical Engineering section. The project introduces manufacturing skills by teaching additive manufacturing principles in the classroom, then incorporating a real-world design project by having the students design and build a 3D printhead for the laboratory 3D printer. Students applied design principles in this multidisciplinary project, collaborated in a team, and compared the performance of their printheads. This project was effective in teaching students design and manufacturing principles and increased their familiarity with 3D printing. The outcome of this project is shared in this paper so that it may be used by other instructors considering a similar project.

Enhancing Undergraduate Engineering Education: Collaborative and Reflective Practices in Professional Learning Programs for Instructors and GTAs

This study focuses on a professional learning program designed to enhance pedagogical practices for engineering educators at a Canadian university. Rooted in situated learning theory, the program encompasses key themes such as the philosophy of teaching and learning, fostering learning opportunities, designing course for learning, and the scholarship of teaching and learning. Throughout the program, participants, including professors and graduate teaching assistants (GTAs), engaged in understanding student-centered pedagogies, reflective practices, and collaborative learning within Communities of Practice (CoPs). Employing a case study approach, we investigate participants’ learning experiences with the program. The outcomes of this study reveal participants’ emphasis on student-centered pedagogies, recognition of the value of CoPs and instructional coaches, reflection on pedagogical change, and the challenges and tensions encountered during program engagement.

An investigation into student participation in extra-curricular activities

This quantitative research is investigating what motivates students to participate in STEM-related extra-curricular activities, how does the level of their motivation change over time, and what barriers are there to participating in extra-curricular activities, including hackathons? The entire undergraduate engineering student population at a large Canadian university were invited to complete an anonymous online survey. This survey asked a comprehensive set of demographics questions, in addition to questions about their participation in extra-curriculars, including questions about why they are participating, why they may have stopped participating, or why they have never participated. More than 700 responses were collected on student participation in extra-curricular activities. Statistical analyses revealed there are differences in how underrepresented communities within engineering participate in technical and non-technical extra-curricular activities. The key findings of this research suggest that gender and sexually diverse populations continue to be underrepresented in STEM environments, especially in engineering student design teams.

The History of the CEAB Accreditation Criteria and Procedures – Criterion 3.4.5 Complementary Studies

In Canada, most undergraduate engineering programs are accredited by the Canadian Engineering Accreditation Board (CEAB). Operating since 1965, the Board has developed and accredited against an evolving set of criteria. The accreditation criteria specify that those being accredited may explore alternative interpretations and means of meeting the criteria. However there is little information available to guide such interpretation and design such means. This research summarizes and explores the evolution of the accreditation criteria for those aspects related to “complementary studies” comprising communication, teamwork, ethics, economics, and related topics.

Preliminary Employment Trajectory Findings from a Pan-Canadian Survey on Career Motivations and Aspirations of Undergraduate Engineering Students

Engineering students have varied vocational motivations and aspirations. Clarity regarding these factors, how they can be nurtured, and how they can impact attrition from the profession can help foster retention and diversification. A survey was deployed in 2023 at six Canadian schools, garnering about 2500 responses. Approximately 45 questions examined demographics, motivations for choosing engineering, engineering identity, personality characteristics, career aspirations, and influencing factors. We focus on three research questions in this study: 1) to what extent do students self-identify as engineers (in training), 2) do students have preferences concerning the types of organizations they aspire to work within, and 3) do students have preferences concerning the types of work (or employment trajectories) they aspire to pursue. Responses were examined across gender, year of study, and institution, and were characterized using descriptive statistics, significance testing, and ANOVAs. Initial results provide a rich picture of student career interests, varying by demographics.

Unveiling the Hidden Synergy Between Extra-Curriculars and Engineering Education within the Framework of CEAB Graduate Attributes: A Personal Reflection

Navigating undergraduate engineering education can be a challenging process, with students facing a multitude of expectations and pathways towards graduation. While core elements like courses are central, the significance of "extra-curricular" opportunities in enriching the learning experience is often undervalued. This paper challenges the notion of these activities as "extra" by examining their role in developing skills aligned with the 12 Canadian Graduate Attributes. Through an analysis of literature and a case study of a first-in-the-family female engineering student, this paper explores the skills that engineering students can acquire through extra-curricular involvement through a personal reflection. Furthermore, it investigates the relationship between these skills and the Canadian Engineering Graduate Attributes, aiming to redefine the connection between curricular and extra-curricular activities. Preliminary findings suggest a link between extra-curricular engagement and students' personal and academic development, yet there is a gap in understanding how these activities align with the Canadian Engineering Graduate Attributes. This study aims to bridge this gap, continuing the conversation on the importance of extra-curricular activities in engineering education. By redefining the role of extra-curricular activities, this research seeks to promote their integration into the curriculum, encouraging broader student participation and fostering learning beyond the classroom.

Why U.S. science and engineering undergraduates who struggle with mental health are left without role models

Depression and anxiety are among the most common mental health concerns for science and engineering (S&E) undergraduates in the United States (U.S.), and students perceive they would benefit from knowing a S&E instructor with depression or anxiety. However, it is unknown how prevalent depression and anxiety are among S&E instructors and whether instructors disclose their depression or anxiety to their undergraduates. These identities are unique because they are concealable stigmatized identities (CSIs), meaning they can be kept hidden and carry negative stereotypes. To address these gaps, we surveyed 2013 S&E faculty instructors across U.S. very high research activity doctoral-granting institutions. The survey assessed the extent to which they had and revealed depression or anxiety to undergraduates, why they chose to reveal or conceal their depression or anxiety, and the benefits of revealing depression or anxiety. These items were developed based on prior studies exploring why individuals conceal or reveal CSIs including mental health conditions. Of the university S&E instructors surveyed, 23.9% (n = 482) reported having depression and 32.8% (n = 661) reported having anxiety. Instructors who are women, white, Millennials, or LGBTQ+ are more likely to report depression or anxiety than their counterparts. Very few participants revealed their depression (5.4%) or anxiety (8.3%) to undergraduates. Instructors reported concealing their depression and anxiety because they do not typically disclose to others or because it is not relevant to course content. Instructors anticipated that undergraduates would benefit from disclosure because it would normalize struggling with mental health and provide an example of someone with depression and anxiety who is successful in S&E. Despite undergraduates reporting a need for role models in academic S&E who struggle with mental health and depression/anxiety being relatively common among U.S. S&E instructors, our study found that instructors rarely reveal these identities to their undergraduates.

Evaluating the effectiveness of flipped learning in an upper-division undergraduate electrical engineering course

This paper explores the implementation and effectiveness of flipped learning methodology, in an upper-division undergraduate electrical engineering course at a public research university. Given the limited research on flipped learning practices in engineering education, this study highlights the potential of flipped learning while addressing its implementation challenges. The objective of this study is to compare the learning outcomes between flipped and traditional classrooms taught between 2006 and 2023, using a quasi-experimental design. Additionally, student perceptions and their performance in various assessments are investigated for the Fall 2023 modified flipped classroom. Students’ feedback garnered at the end of the semester was combined with their grades to evaluate learning outcomes and perceptions of the flipped learning approach. The findings revealed an increase in the grades for the flipped classroom. The Fall 2023 students’ feedback indicated a preference for collaborative and active learning methods while revealing a reluctance to engage with pre-recorded videos, posing a major challenge in implementing flipped learning. The paper offers implications for future flipped courses, including methods to incentivize students to watch the pre-recorded videos and mitigate uneven learning outcomes in collaborative learning environments. Furthermore, it was observed that not all students prefer the flipped learning format. Hence, integrating mini-lectures may cater to students who prefer the traditional approach while maintaining the benefits of flipped learning.

An analysis of leaf springs with triangular, rectangular, and trapezoidal endings of leaves

An analysis of elastic multi-leaf springs with triangular, rectangular, and trapezoidal leaf endings is presented, offering valuable insights from both research and educational points of view. Heuristic arguments are first provided explaining why the maximum stress and maximum deflection in a multi-leaf spring of uniform strength are the same as in the triangular cantilever from which the spring is created by dissection, complementing an intuitive deduction of this result commonly used in engineering design textbooks. A rigorous proof based on Euler–Bernoulli beam theory is then presented. It is shown by a matrix analysis that for springs with uniform length decrement and constant leaf thickness, the contact forces between all leaves are equal and that all leaves are of uniform strength. In contrast, for multi-leaf springs with rectangular leaves, the contact forces between different leaves are different, and the leaves are not of uniform strength. New expressions are derived for the spring rate and maximum stresses in springs consisting of graduated-length rectangular leaves, strengthened by additional full-length leaves. The results are compared with the results obtained for multi-leaf springs consisting of graduated-length leaves of uniform strength and added full-length leaves. Two alternative analyzes are then presented, dealing with nipping of springs that results in equal maximum stress across all leaves. The analysis of springs with trapezoidal leaf endings, from which the results for triangular and rectangular leaf endings can be recovered as particular cases, is presented in the Appendix. The presentation throughout the paper is accompanied by a variety of problems intended for student exercise in undergraduate mechanical engineering design courses.

Exploring changes in perceived employability in Australian engineering undergraduates: A pilot study

The paper is part of a pilot study exploring how undergraduate engineering students at one Australian university perceive their own employability development over the span of their degree. The paper outlines approaches to defining employability and the individual factors within employability. Students across a range of year levels were surveyed about their perceived employability, which refers to how likely it is that an individual believes they will be able to gain employment. The paper discusses the survey results and finds that perceived employability drops as students progress through the year levels of their degree. The study strengthens previous research in this area, and reinforces the need for universities to ensure that students are supported as they enter the labour market to become the engineering professionals of the future.