Mechanical Engineering Technology Program Research Articles

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.

Strengthening Capstone Skills in STEM Programs

In this article we describe a curricular strategy that improves the full range of skillsets critical to capstone success. Improved Capstone (ICap) was developed and implemented across the thermo-fluids topical area in the undergraduate Mechanical Engineering Technology Program at the University of Hartford. ICap experiential courses sequentially introduce challenging and open-ended assignments that foster cognitive learning. Using a scaffolding structure, assignments are organized into three modules: (1) classical, (2) transitional, and (3) design of an experiment. ICap enables students to assume greater responsibility for their learning experiences and liberates the instructor to become a mentor. Consequently, higher level skills important in the capstone course are strengthened: critical thinking, quantitative reasoning, teamwork, communications, information literacy, and design process.

Ultrasonic Leak Test for Automotive Brake Caliper

Leak path defects in brake caliper castings were observed and an efficient method of detecting them was needed. The standard detection technique used a differential decay method at pressures up to 1000 psi but this technique could not detect all of the leak path defects. The only known method that could detect all of the leak path defects was a technique that used brake fluid, and required pressures up to 3,000 psi. Because a fluid medium used to conduct this test, regulations precluded the calipers from being used on a vehicle after the inspection process. This was the motivation for a Capstone Project in the Mechanical Engineering Technology Program at Central Washington University. For safety and economic reasons, a nondestructive test which utilized acoustics was chosen. It was decided that the main focus for this project would be the design of the fixture. The prototype fixture was designed to utilize a toggle clamp and a backing plate (manifold) with O-rings. The clamping system was produced at INTERMET Corporation. After the fixture was completed it was sent to Central Washington University. To verify predictions, strain gauges were used at different parts of the system during normal use. Then the placement of the acoustic listener was determined, completing the test fixture. In order to obtain a good seal (O-ring to cavity lip) the fixture required deflections less then .0045” (as determined by tolerance stacking and O-ring deformation requirements). A magnetic pin gauge was used to measure this displacement as it the fixture was pressurized to 82psi (available shop pressure). To demonstrate the safety of the device, a strain gauge was mounted on the backing plate to measure the force being counteracted by the toggle clamp. The maximum stress on the backing plate was approximately 10% of the material's yield strength (~ 36 ksi for A36 steel); producing a safety factor of about 10. No more than 3750 psi was measured. The maximum strain of the backing plate was 0.003 in/in. Upon completion, the fixture was sent back to INTERMET Corporation where a production model was designed and implemented.

The development of a laser machining curriculum: An interdisciplinary approach (the MAST program)

The development of an industry‐driven interdisciplinary curriculum in laser machining is presented. The Machine tool Advance Skills Technology (MAST) program is a US Department of Education grant to develop and demonstrate a national training model for new technologies and manufacturing processes in precision manufacturing. Springfield Technical Community College (STCC) in partnership with six other community colleges nationwide, developed, tested, and disseminated industry‐specific skills standards and model curricula in laser machining and related technologies for the United States machine tool industry. STCC, with its strengths in laser and manufacturing engineering technologies, was selected to develop a true interdisciplinary program in laser machining by integrating key components from its laser electro‐optics technology (LEOT) and mechanical engineering technology (MET) programs.