Engineering Program Research Articles

Importancia de la ingeniería química en la alianza Academia-Industria-Gobierno-Sociedad (aigs) en la región Caribe colombiana

Chemical engineering is crucial in socie-ty and can contribute to the collaboration between Academy, Industry, Government, and Society (AIGS) to promote sustainable projects and knowledge transfer in the Ca-ribbean region of Colombia. This study exa-mines the impact of chemical engineering in the region, including program offerings, in-dicators of chemical engineering programs, job market, and opportunities for projects with societal impact. Four public and pri-vate institutions have been identified, each offering comprehensive 10-semester study programs designed to cultivate both tech-nical expertise and humanistic education in aspiring chemical engineers. These pro-grams aim to equip students with the neces-sary tools to tackle the pressing challenges of sustainability. The curriculum is structured into distinct components: foundation (34 %), engineering basics (17 %), professional (39 %), and humanities (11 %). However, dispari-ties in student enrollment numbers between public and private institutions have emer-ged, posing a potential risk to the sustaina-bility of programs in the latter. The chemical industry is prominent, with diversification in Atlántico and a focus on the petrochemi-cal sector in Bolívar. Graduates of chemical engineering in the Caribbean region have di-verse career opportunities with employabi-lity ranges between 50 % and 80 %. Besides, Clusters and CUEEs are important initiatives that guide collaboration within the AIGSalliance, utilizing methodologies for strate-gic management and participatory projects to receive state funding for developments through Science, Technology, and Innova-tion. This study’s results demonstrate that the practice of chemical engineering in the Caribbean region is harmonized with the re-gion’s strategic goals, cultivating socio-eco-nomic benefits through collaborations between companies and universities. Fur-thermore, these findings offer direction to higher education institutions, particularly private ones, encouraging proactive efforts to secure resources for projects. These ini-tiatives, in turn, create avenues to expand educational opportunities for economically disadvantaged students.

Comparative Evaluation of Dental Hygiene Awareness among Student Population Studying in Various Technical and Nontechnical Courses.

Achieving patient compliance is a key goal in oral health, necessitating early education on good dental hygiene practices. This study assesses dental hygiene awareness among college students in various disciplines. A questionnaire focusing on knowledge, attitudes, and practices related to dental hygiene was distributed to 400 students from medical, nursing, engineering, and other undergraduate programs, divided into groups of 100 each. The survey also considered economic backgrounds and oral hygiene behaviors. Responses were collected online, with data analyzed using the Chi-square test and Pearson's coefficient to determine statistical significance (P < 0.05). All collected responses were valid, revealing that most students, primarily from middle- or lower-income groups, have a satisfactory level of knowledge regarding oral hygiene. Over 90% recognize its importance for overall health. While practices were generally good, areas for improvement were identified, alongside an overall positive attitude. However, infrequent dental visits were noted as a concern. Focusing on improving oral hygiene attitudes and practices among the younger generation could have long-term benefits, especially in developing countries aiming for better oral health outcomes.

Innovation Ecosystem Dynamics, Value and Learning I: What Can Hamilton Tell Us?

AbstractHeld in Dublin, Ireland, IS2024 invites us to refresh understanding of contributions to systems engineering by Ireland's greatest mathematician–Sir William Rowan Hamilton (1805 ‐ 1865), Professor of Astronomy at Trinity College Dublin and Royal Astronomer of Ireland. His profound contributions to STEM deserve greater systems community attention. Supporting theory and practice, they intersect Foundations and Applications streams of INCOSE's Future of Systems Engineering (FuSE) program. Strikingly, key aspects apply to systems of all types, including socio‐technical and information systems. Hamilton abstracted the energy‐like generator of dynamics for all systems, while also generalizing momentum. Applied to the INCOSE Innovation Ecosystem Pattern as dynamics of learning, development, and life cycle management, this suggests an architecture for integration of the digital thread and machine learning in innovation enterprises, along with foundations of systems engineering as a dynamical system.

Through their eyes: Understanding institutional factors that impact the transfer processes of Black engineering students

AbstractBackgroundThe potential for broadening participation in engineering among Black undergraduates via transfer pathways is considerable, given their large share of the community college population. By understanding the opportunities and challenges presented within the context of transfer, this potential can be realized.Purpose/hypothesisThe goal of this study is to explore ways in which Black students who transitioned from a community college to a 4‐year engineering program describe the institutional factors affecting their transfer processes.Design/methodDrawing from a 3‐year qualitative research study involving approximately 27 Black engineering transfer students at a large, predominantly White, institution, we present data derived through interviews and focus groups with these undergraduates.ResultsParticipants expressed that they benefited from supportive institutional agents who offered engineering transfer‐related resources. These included both faculty and advisors in their mostly Minority Serving Community Colleges (MSCCs) as well as advisors from the engineering college at the 4‐year institution. In addition, respondents described being part of a number of community college programs, including some for Black collegians, that offered resources for transfer. Nonetheless, some participants shared problems that emerged during the transfer process, including having to self‐navigate confusing transfer websites or self‐advocate to resolve erroneous admissions decisions.ConclusionsWe suggest a need to elevate MSCCs as learning environments that can produce future Black engineers. We also recommend a systems‐level approach that brings together community colleges and 4‐year institutions while also accounting for issues related to resources as well as power dynamics that students may encounter.

Sociology of Engineering: Exploring Female Students Social Quest of Engineering at University of Sierra Leone, Fourah Bay College, Freetown, Sierra Leone

Sierra Leonean women and undervalued social minority students persevere to be undervalued in science, technology, engineering and mathematics and attain the shallow segment of undergraduate engineering degrees. The sociological researcher engaged a mixed methods research approach predicated in social networks premise to examine when they first contemplate pursuing engineering as a university degree major, who shapes this social commitment, and how the social guidance transpires. Foremost, the sociological researcher inquired one thousand one hundred and eighty six first year undergraduate students entering engineering programs at University of Sierra Leone, Fourah Bay College in Freetown during the commencement of the 2022/2023 pedagogical year of course. Subsequently, the sociological researcher dialogued a down-sample of fifty five women and female students. The inquiry social findings specified that women were further probable than men to contemplate pursuing engineering while in secondary school, prior admission into university, or duration in university alternately contemplating it beforehand in their pedagogy. Metropolitan or western urban students were further probable than rural students to contemplate pursuing engineering after secondary school. Besides, metropolitan and western urban students were further probable than rural students to recognize a school mentor (alternately a household associate) as possessing the ultimate guidance on their engineering academic and vocation resolutions. In social dialogues, women and undervalued social minority students gifted instances of prominent folks who associated their competence and zest for mathematics, science, and problem elucidating to engineering, analyzed the merits of being an engineer, and furnished counsel about engineering pedagogical and vocation trajectories. Inspiring previous contemplation of engineering majors, such as during junior secondary school, may permit women and undervalued social minority female students cadence to grasp essential programs and grasp merit of university rudimentary planning. Correspondingly, Sierra Leonean universities can capture in conscious attempts to recognize women and undervalued social minority female students with engineering curiosities and issue social counsel. Comparable attempts should also involve associating them with other women and undervalued social minority students in engineering. Furthermore, Sierra Leonean universities need assist secondary school and university staffs in offering direction that can impact student’s social resolution to proclaim engineering major, that might succor enlist further women and undervalued social minority students into engineering.

Contemporary Systems Engineering for the UN SDGs and NAE Grand Challenges

Abstract: Systems engineering programs at US universities have been focusing more on sustainability, but systems approaches to sustainability are found in programs outside of a systems engineering context. Transdisciplinary collaboration has been emphasized to make progress toward the United Nations' Sustainable Development Goals (SDGs), requiring new approaches to collaborative understanding on the student and faculty levels in academic environments. This paper provides a qualitative network analysis of systems approaches to sustainability across disciplines using a US university as a case study. The analysis mapped systems approaches at Worchester Polytechnic Institute (WPI) within and outside of WPI's Systems Engineering Program. We specifically focused on thematic areas regarding systems in social science domains pertaining to the SDGs, which need to be brought into a systems engineering context. This paper aims to identify potential areas of collaboration to accelerate progress toward the SDGs using systems approaches.

Implementasi Sistem Informasi Administrasi Prodi PTIK Universitas Bung Hatta

This study aims to develop a web-based administrative information system for the Program of Educational Technology and Computer Engineering at Universitas Bung Hatta, replacing the previously used manual methods. The developed system is designed to manage student thesis data, lecturer documents, and accreditation processes. The development method applied is the waterfall model, which includes stages of analysis, design, coding, testing, and maintenance. Results from validation testing indicate that the system is ready for use and suitable for further research. The information system features menus such as academic, administration, lecturers, alumni, and news, and utilizes a MySQL database. The use of responsive PHP programming facilitates data access and processing. The implementation of this system is expected to enhance the efficiency and effectiveness of administrative management and simplify the accreditation process for the PTIK program.

Design and manufacture of a prototype dryer for fruits and vegetables using a convection system

The scarcity of funds for acquiring industrial-type equipment and devices for laboratory practices at technological universities is a recurring issue. This financial constraint is particularly evident in the educational program of engineering in Biofood Processes at the Technological University of Tecamachalco, where the absence of drying equipment for water reduction practices in fruits and vegetables is a pressing concern. To address this, we have developed a prototype of a convection dryer. The Mechatronics engineering research group has been at the forefront of developing this innovative prototype. Our team has harnessed the power of a PID control system, integrating a microcontroller, a potentiometer for temperature programming, and an-LED screen for real-time monitoring. This stateof-the-art design is a testament to our commitment to advancing laboratory equipment. If the temperature is reduced, the installed electrical resistances will be activated. If the upper limit of the programmed temperature is exceeded, an air extractor placed in the upper part of the prototype will be activated to reduce it as necessary.After rigorous testing, we conducted three water reduction tests on apples with the guidance of food engineering experts. The apples were subjected to a temperature of 60 °C for approximately two hours, a condition necessary to prevent any deterioration. In all three tests, we successfully reduced the water activity from 70% to 12%, a crucial step for preservation. With the successful completion of the tests, the prototype was transitioned to the Food Engineering laboratory, ready for practical use. This significant advancement in our ability to carry out laboratory practices offers a promising solution to the lack of industrial-type equipment in our educational program. We are optimistic about the potential impact of this prototype and look forward to seeing it in action.

Implementation of Enquiry-Based Activity Modules for Authentic Learning in Engineering

Engineering education in the UK is evolving, moving away from traditional lecture-based teaching towards more engaging and practical methods. The purpose of this is to develop problem-solving and teamworking skills in a practical, authentic environment. Activity-based learning is gaining popularity as a way to better prepare students for real-world challenges. Northumbria University's Mechanical and Automotive Engineering programmes have embraced this approach by introducing dedicated activity-based learning modules in 2021. Activity-based learning emphasises practical skills, integrating labs and hands-on experiences. This bridges the gap between theory and practice, helping students apply their knowledge effectively. It fosters collaboration and teamwork, encouraging students to work together to solve problems and share ideas. The engineering programmes at Northumbria University include two 20-credit activity-based learning modules in foundation year and each of the first and second years of the main programmes. These modules become more complex and interdisciplinary as students’ progress. Assessment methods include technical reports, presentations, posters, and practical demonstrations. Despite its advantages, activity-based learning presents challenges, primarily around resourcing of space, equipment and materials. To overcome this, student interns helped review and develop a student-led maker space, a central hub for practical activities. This approach ensures that activities are engaging, relevant, and academically rigorous while creating a collaborative and creative environment. In summary, activity-based learning is a promising approach to engineering education in the UK. By emphasising practical skills, teamwork, and diverse assessment techniques, it better equips students to address complex issues and drive innovation in the field. This shift in pedagogy prepares students more effectively for the demands of the modern workplace.

Design and Development of a Professional Skills Coaching Framework for Engineering and Computing Degree Apprenticeship (DA) Programmes at Aston University

Aston University has provided Work-Based Learning (WBL) courses since the 1960’s. The introduction of Degree Apprenticeship (DA) levy funding in 2015 has led to a change of focus at Aston University from delivery of traditional WBL programmes to development of more than ten level 6 and 7 Engineering and Computing programmes in the College of Engineering and Physical Sciences (EPS). These programmes were designed and developed organically over the years leading to different student support mechanisms and practice across the varying DA programmes. The growth of these programmes led to the establishment of the Aston Professional Engineering Centre (APEC) as a department in late 2020, overseeing all Engineering and Computing DA and non-DA programmes in the College. This, together with the regulatory aspects of DA programmes, in turn, led to investigating the historic role of the Professional Supervisor. This investigation combined with the prospective Ofsted New Provider Monitoring Visit (NPMV) in 2022 instigated a need for a shift from solely utilising professional supervisory roles for WBL activities to a consistent framework for skills-based, systems level thinking approaches, conducive to the corporate environment, via Professional Skills Coach adoption. This concept paper presents our innovative approach in supporting Engineering and Computing DA learners at Aston University by designing and developing a Professional Skills Coaching framework in 2022, underpinned by the pedagogical coaching approaches, as well as the way in which the model concept could be adopted by other STEM educators to support learners.

From Formation to Evaluation: Optimising groupwork in STEM Degree Apprenticeships

Engineering degree apprenticeships provide three to six years of job opportunities and training that lead to university qualifications up to and equivalent of a postgraduate degree. Within an apprentice’s time in higher education (HE), many are required to complete groupwork projects which bring several benefits and some challenges. This paper explores the effects and limitations of group work in the context of degree apprenticeships whilst discussing a plethora of group selection and assessment method solutions. This includes student self-selection methods in comparison to teacher-selected and randomisation for group selection; a suitable method of selection should be unbiased and optimise advantages of collaborative working. Through understanding the most effective form of assessment for apprentices, an academic policy can be adapted and influenced – acknowledging the learning differences between undergraduate students and degree apprentices. As part of this work, a comprehensive literature review was carried and a survey was conducted and completed by the Bsc Digital and Technology Solutions students, BEng Applied Professional Engineering Programme students among others at the University of Warwick. The results of the survey provided quantitative and qualitative data surrounding group work. Furthermore, the paper suggests appropriate solutions to group work issues surrounding the effectiveness of group work for degree apprentices, optimal group selection-methods, group performance, ensuring equal contributions and assessment and grading methods. The paper addresses some of the problems encountered by apprentices during their studies such as the free-rider problem and unequal division of work - providing solutions towards minimising such problems, including the integration of web-based tools such as MS Planner.

The Contribution of Microteaching Achievements and Teaching Readiness to Teaching Practicum Achievements in The Civil Engineering and Planning Education Study Program Faculty of Engineering Yogyakarta State University

Background: The main purpose of this study was to determine the contribution of micro teaching achievements and teaching readiness to teaching practicum achievements in the Civil Engineering and Planning Education Study Program at Faculty of Engineering, Yogyakarta State University.Methods: This research is an ex-post facto study. The population of this study was 90 students of the Civil Engineering and Planning Education Study Program, class of 2019, with a sample of 73 students. The data collection technique used a questionnaire and documentation methods. Data analysis techniques were carried out using descriptive statistics, prerequisite analysis tests, and multiple regression analysis.Results: The results of the study show that: 1) there is a positive and significant effect of micro teaching achievements to teaching practicum achievements with tcount ttable (2.480 1.993943) at a significance level of 5%, 2) there is a positive and significant effect of teaching readiness to teaching practicum achievements with tcount ttable (25.871 1.993943) at a significance level of 5%, 3) there is a positive and significant effect of micro teaching achievements and teaching readiness together to teaching practicum achievements with R2 = 0.966; Fcount Ftable (1009.222 3.12576424) at a significance level of 5%. The relative contribution of micro teaching achievements is 7.296% and the effective contribution is 7.05%. The relative contribution of teaching readiness is 92.704% and the effective contribution is 89.58%.Conclusion: There is a positive and significant influence of Micro Teaching Achievements and Teaching Readiness on Teaching Practicum Achievements in the Civil Engineering and Planning Education Study Program with a contribution of 96.63%.

Assessing the relevance of an Indian undergraduate civil engineering programme: a fuzzy analytical hierarchy process approach

Assessing the relevance of an Indian undergraduate civil engineering programme: a fuzzy analytical hierarchy process approach

Development of Student Worksheets based on the Discovery Learning Approach in the Automotive Light Vehicle Engineering Program at Vocational High Schools

This research aims to develop student worksheets based on the discovery learning approach. Designing Student Worksheets based on the discovery learning approach for class x automotive light vehicle engineering at state vocational high school 1 Seunuddon. Vocational Education Study Program in Mechanical Engineering fakultas keguruan dan ilmu pendidikan Malikussaleh University, 2024. This research aims to describe the design, feasibility and learning outcomes of class automotive. This research uses a mix methods approach. This research used a sample consisting of 8 class X students majoring in automotive engineering. Data collection uses questionnaires, documentation, interviews and observations, data analysis techniques use percentage qualitative analysis through data collection and drawing conclusions. The research results show student learning outcomes. The media I results gave an overall score with a percentage of 89.28% and media experts II gave an overall score with a percentage of 89.28%. The average percentage of the two validators shows the "very feasible" category. Thus, this student worksheet is very suitable for usefor learning by teachers and students. Where the value obtained has passed the learning objective achievement criteria value which has been determined as a reference for the success of the learning process at 75 with a percentage of 78.75%, thus it can be concluded that the value obtained by the students is categorized as complete. Thus, this student worksheet is suitable for use by teachers and students for a more effective learning process.

Assessment of Practical Knowledge Through Open Book Examination in the Undergraduate Course at the University: Students’

In the professional degree, understanding the concepts is important, along with their applications in the real world. Students should have hands-on experience during their study at the university to solve real-world problems effectively in their professional careers. The practical examination to test students’ lab skills is one of the assessment methods. In the engineering programme, instructors conduct the practical examination in different courses in either open-book or closed-book mode at Ahmedabad university. To find out the students’ perspective on the effectiveness of an open-book practical examination, the study was carried out to answer the following hypotheses: Should there be a practical exam? Is it easy to score in the open-book practical exam? Does practical knowledge help to solve real-life problems? And is an open-book practical exam as effective as a closed-book exam? For the study, a questionnaire was circulated through Google Forms to the undergraduate students. Both quantitative and qualitative responses were recorded through questionnaires and interviews. Students enrolled in the different courses of engineering responded to the questionnaire and answered the questions in person. The analysis of the student survey was done using the chi-square method. From the p value, it was concluded that the null hypotheses were rejected, which proved that open-book practical exams are better. As per the students’ perspective, open-book practical exams are as difficult as closed-book exams. It is not easy to score in the open-book practical exam without understanding the concepts, even though the syntaxes and resources are available.

Introducing process simulation as an alternative to laboratory session in undergraduate chemical engineering thermodynamics course: A case study from Sunway University Malaysia

This study demonstrates the successful integration of process simulation using CHEMCAD into Sunway University's Chemical Engineering Thermodynamics curriculum, replacing the traditional lab sessions. This approach has two main benefits, i.e., it provides early exposure to process simulation software, bridging theory and practice, and it supports new chemical engineering programs where labs may not be fully operational. Aligned with Sunway University's commitment to innovative educational approaches, the impact of this integration on the students’ learning experiences is evident through feedback collected from a comprehensive survey conducted with a group of seven students enrolled in Chemical Engineering Thermodynamics in April 2023. The survey's three sections gathered the students’ perceptions, enjoyed aspects, challenges faced, and suggestions. Findings highlight the students’ positive views on the integration, enhancing comprehension of thermodynamics concepts and real-world applications. They also recognized the value of hands-on simulation experience for essential process simulation skills. The students appreciated the practical relevance in highlighting thermodynamics’ real-world importance. Challenges related to software access and technical issues were addressed, with planned improvements. The students expressed interest in deeper learning, including complex simulations, graphical representation use, and external resource access. While many found the integration effective, suggestions for more hands-on engagement and research resource access were noted.

Effectiveness of Using ChatGPT as a Tool to Strengthen Benefits of the Flipped Learning Strategy

In this study, we evaluate how ChatGPT complements and enriches the traditional flipped learning strategy in higher education, particularly in engineering courses. Using an experimental design involving 356 students from basic programming courses in undergraduate engineering programs, we compared the normalized learning gain between groups that used the ChatGPT-assisted flipped learning strategy (focus groups) and those that followed a traditional video-based flipped learning methodology (control groups). The intervention lasted ten weeks, with two sessions of two hours each week. A pre-test–post-test analysis revealed that the focus groups showed significant improvement in normalized learning gain values compared to the control groups. These results confirm that incorporating ChatGPT into the flipped learning strategy can significantly enhance student performance by providing a more active, interactive, and personalized approach during the teaching–learning process. We conclude that the flipped learning strategy, upgraded with the assistance of ChatGPT, provides an effective means to improve understanding and application of complex concepts in programming courses, with potential to be extended to other areas of study in higher education. This study opens routes for future research on the integration of artificial intelligence into innovative pedagogical strategies with the goal of scaffolding the learning experience and improving educational outcomes.

English-Medium Instruction in International Bio-Science Engineering Programs in Vietnam: Incentivization, Support, and Discretion in a Context of Academic Consolidation

Abstract This study analyzes how English-medium instruction (EMI) content lecturers in Vietnam navigate opportunities and challenges of incentivization, institutional support, and disciplinary autonomy in a context of transnational academic expansion. It reports on interview data with bio-engineering lecturers from five universities. Findings show that, despite the lecturers’ understanding of the institutional importance of prestigious international programs, the necessary linguistic and pedagogical support systems are rarely in place. Lecturers detail their struggles in a setting marked by the presence of personal incentives but a lack of training needed to reach language proficiency standards or feel confident about managing interaction and knowledge transfer. They describe difficulties preparing for classes, report extraneous workloads, and occasionally redact teaching materials to safeguard comprehension. Viewing the lecturers through the lens of Lipsky’s Street-Level Bureaucracy (1980), we bring into focus their highly informed, agentive behavior, highlighting how lecturers conceptualize students’ linguistic and academic needs, and identify pedagogical strategies to overcome language-related and other barriers in EMI. Two forms of mutual entanglement are stressed: (i) lecturer needs and student needs and (ii) subject teaching and language learning.

Inspiring Sustainability in Undergraduate Engineering Programs

Inspiring Sustainability in Undergraduate Engineering Programs

Recognising the need for biodiversity knowledge for engineering students – a case study in Norway

Purpose The purpose of this study is to understand how to improve the recognition of biodiversity knowledge for engineering students, using a case study in the context of Norway. Design/methodology/approach A case study based on an elective course for engineering students was carried out. The course is related to sustainability and also explicitly focuses on biodiversity topics and causality for loss of biodiversity. Data was collected through questionnaires to students to understand their motivations and perceptions about the course, and through interviews with study programme coordinators, to understand their perspectives regarding sustainability and biodiversity education for engineering programmes. Findings Three main conclusions are established: the best approach is to incorporate biodiversity content into existing courses, rather than having a specific course dedicated to biodiversity; more knowledge on biodiversity is seemingly increasing the understanding of its importance, thus, students should be exposed to these topics early in their studies; and some strategies to improve the current course are related to being more specific on how to deal with biodiversity in different contexts (such as working life and different industries), offering a higher number of examples, and linking biodiversity with other environmental impacts. Originality/value To the best of the authors’ knowledge, this study is the first to address the recognition of biodiversity knowledge in engineering programmes at a Norwegian university. The case study provides valuable insights that can be used to improve the integration of biodiversity knowledge into engineering programmes. Moreover, the methods used provide innovative and more reliable tools to better address the perceptions of stakeholders.