Undergraduate Engineering Students Research Articles

A PBL strategy for incorporating 3D cell culture into the classrooms of undergraduate biotechnology engineering students

ABSTRACT Background In Mexico, the undergraduate curriculum in biological, biomedical and related sciences only gives hands-on experience in 2D cell culture due to its low cost and ease of implementation. These traditional lecture-based cell culture courses are often limited to routine learning methods and fail to demonstrate alternative culture strategies that would be needed to realistically mimic the processes occurring within the human body and be used to solve relevant medical problems. The use of 3D cell culture, on the other hand, makes it possible to recreate a microenvironment similar to that of living tissue, which is extremely useful for physicochemical studies. Moreover, the incorporation of problem-based learning (PBL) techniques to teach 3D cell culture has the potential to greatly enhance student learning. Purpose The objective of the work herein was to evaluate the success of implementing a 3D cell culture technique using the PBL method of teaching. Sample In this pilot study, eight students attended a traditionally structured cell culture course to learn cell culture techniques (control group), and six students were taught using a PBL model. Design and methods The activities were carried out either with the guidance of an instructor (traditional learning) or through an autonomous search for information (PBL).3D cell culture and scaffold printing exercises were incorporated into the course schedule, fostering in our students the ability to solve real world problems within a team. Results With the PBL teaching method, students displayed a slight tendency to better interpret and discuss their results (P = 0.436). Conclusion This pilot study highlights the usefulness of self-learning through a PBL system and warrants larger-scale research to better examine the potential benefits of incorporating a PBL strategy for teaching 3D cell culture in undergraduate biotechnology engineering laboratories.

Exploring career choice and retention among engineering undergraduate students and systems engineers: A gender perspective

The underrepresentation of women in engineering is a significant concern. This study applies the social cognitive theory and the social career cognitive theory (SCCT) to investigate gender differences in engineering career choices. We examined reasons given by 19 systems engineers and 330 undergraduate engineering students for choosing engineering and categorizing them according to SCCT themes. We compared the distribution of reasons across themes and categories by career stage and gender. For engineers, the category <i>self-efficacy</i> correlated significantly with <i>challenges and opportunities</i> and <i>current job suitability</i> categories, and women engineers cited challenges mainly with work-life balance and the gender glass ceiling. Undergraduate students cited personal reasons more frequently than environmental ones, with behavioral reasons being the least common. The extended SCCT model includes the categories <i>challenges and opportunities</i> and <i>current job suitability</i> within the behavioral theme, with the latter pertaining specifically to career retention. This research the set of provides insights into gender-dependent engineering career choice and retention by expanding the set of SCCT categories.

Enhancing Learning Engagement in the Flipped Classroom using a Video-Annotation Tool

In the realm of academia, there has been a burgeoning interest in examining student engagement within the context of the flipped classroom approach, particularly at the higher education level. Nevertheless, research pertaining to a pivotal facet of this pedagogical methodology—namely, student engagement during the individualized, at-home preparatory phase—remains limited. Within this void, the primary objective of this study is to delve into the prospective benefits offered by a video annotation tool in augmenting students’ level of engagement during this autonomous study phase. Throughout the course of this investigation, a bespoke questionnaire was crafted, grounded in a multifaceted framework for evaluating student engagement, with a specific emphasis on dissecting four distinct dimensions: behavioral, emotional, agentive, and cognitive. This questionnaire is geared towards gauging student engagement within the domain of the Flipped Classroom model that relies on video-based instructional content—a facet heretofore poorly explored within the scholarly literature. Both quantitative and qualitative data were collected by administering the aforementioned questionnaire to a cohort of 68 undergraduate engineering students at Politecnico di Milano (Italy), all within the authentic context of a case study. The outcomes stemming from this empirical inquiry showcase a noteworthy enhancement in student engagement, with particular prominence accorded to the realms of emotional and agentive engagement. Moreover, this study establishes that the interactivity and proactive involvement necessitated by the video annotation tool do not obstruct students’ behavioral and cognitive engagement levels. In summation, this research endeavors to illuminate the potentiality of bridging a pivotal juncture in the Flipped Classroom paradigm, specifically the phase characterized by independent at-home study. This bridge is facilitated by the utilization of a video annotation tool designed to heighten student engagement. This transformative approach effectively transmutes the traditionally passive at-home study phase of the Flipped Classroom into an active experience, thereby enhancing the overall efficacy of this pedagogical approach.

A Case Study of an Antibiotic Discovery Laboratory Autonomous Learning Assignment—An Evaluation of Undergraduate Students’ Disciplinary Bias

Current higher education trends are moving towards interdisciplinary curricula to provide new tools for solving complex issues. However, course design and learning tracks still create divisions between scientific disciplines. This study aimed to evaluate the disciplinary bias of second-year undergraduate students of biotechnology engineering in the organic chemistry laboratory class through a laboratory setting involving blended disciplines. An experiment on antibiotic discovery that integrates parallel and combinatorial organic chemistry syntheses with microbiology techniques was chosen. As a part of an activity, students had free choice in designing the arrangement of the organic compounds and the two bacterial species by setting up the layout for a 96-well plate. The study visually analyzed students’ plate layouts (N = 74) according to discipline classification and the spatial arrangements of organic compounds (e.g., products and libraries). The results identified four themes that are suggested to reflect students’ vertical, lateral, and interdisciplinary thinking, as most were found to be in the procedural knowledge range and between Bloom’s application and analysis dimensions. Using this study’s thematic analysis methodology in chemistry and related educational fields can provide a pedagogical reflective tool and advance personalized teaching and interdisciplinarity.

Agency Building with Early Research Exposure: A Study of an Undergraduate Science Education Exposure Program

Undergraduate research exposure provides students with opportunities to positively perceive their association with their scientific discipline through agentic experiences, and thereby fostering their disciplinary identity building. In the present study, we explore students’ experiences of participating in an undergraduate level research exposure camp in Chemistry discipline. The camp is organized under a national level nurture initiative for undergraduate science and engineering students in India. It is a two-week long residential camp in which students are engaged in lectures on theoretical topics in chemistry, problem solving sessions, long laboratory exercises, abstract writing session, and students’ seminars. The camp also serves as a first step to select a small cohort of students based on their performance in the different activities during the camp for extended research projects opportunities. We apply the critical science agency framework to examine students’ experiences during the camp, and how understand how students connect their prior experiences and future career related choices with their camp experiences. The qualitative analysis describes students’ accounts of the emergence of agentic personalities at the entry, during, and beyond the camp. We noted instances in which students’ decisions and subsequent actions of applying to and attending the camp surfaced, and through students’ narration interpreted how some of these were markers of critical science agency. Based on authors’ understanding, this is the first, and one of the few studies conducted using critical science agency framework with science undergraduate students about their early research experiences. The study provides insights about potential programmatic features for similar undergraduate research camps in India as well as on a global platform.

Exploring mental health experiences and supports among international engineering undergraduate students – insights to inform university support

ABSTRACT This study explores the mental health perceptions, expectations for mental healthcare, and use of existing mental health services among international engineering students at a Western Canadian university. Employing a phenomenological qualitative approach, semi-structured interviews were conducted with 18 international undergraduate engineering students to understand their mental health challenges and service usage. The thematic analysis revealed three significant themes: students’ understanding of mental health; their experiences within the engineering programme, and recommendations to enhance and facilitate a positive mental health experience at the university. Findings suggest that mental healthcare for international engineering students should be responsive to the students’ unique needs, providing support and accessible services during their transition from their home countries and recognising the impact of the environmental and cultural factors on their experiences as members of the Faculty of Engineering and the broader university community.

Using TED talks to improve engineering students’ oral skills

This paper deals with the training of undergraduate engineering students and is interdisciplinary in nature. It brings together three distinct aspects of scientific dissemination: the content of an engineering degree; the oral transmission of this content following the effective TED talks model; and the use English as a medium of scientific transmission. The paper highlights the need for trainee Spanish engineers to be able to communicate their work to the public through oral presentations that are brief and entertaining, yet scientifically rigorous. The core of the study consists of an analysis of a particular TED talk that is relevant for a variety of engineering degrees. We conclude that while it is necessary for Spanish engineers to receive specific training at a professional level in oral communication skills, there is a close relationship between the mode of transmission and the subject specific content to be transmitted that needs to be considered carefully. Developing a mastery of English is important, but essential communication skills are the most crucial aspect, regardless of the language of communication.

The Use of Design Thinking in the Development of IoT Projects

One of the difficulties in the teaching and learning of the Internet of Things (IoT) is the lack of exposure to IoT concepts and inadequate teaching methods and tools. The use of Design Thinking (DT) when developing IoT projects can promote solution-based thinking and enhance creativity in problem-solving. The process of DT involves five phases: Empathize, Define, Ideate, Prototype, and Test. The objective of this study was to evaluate the DT tools and process for developing IoT projects. This study involved 22 Information Technology undergraduate students. The Define Problem Statement template, POV template, User Feedback, and Affinity Diagram were among the DT tools introduced to the students. Using a survey form, each student assessed the efficacy of the DT tool and process. Student feedback revealed that the DT process and tools significantly enhanced their understanding of IoT projects. An expert assessment using a DT rubric was also carried out by a lecturer having a master’s degree in information and technology to assess students’ performance using five criteria. Students need to do two rounds of Affinity Diagram activity. The DT rubric results show students’ average scores increased from 2.52 to 3.48, indicating an improvement in students’ IoT project development using DT.

Comparative Analysis of Augmented Reality in Engineering Drawing Course: Assessing Spatial Visualization and Cognitive Load with Marker-Based, Markerless, and Web-Based Approaches

This study investigates the integration of augmented reality (AR) into engineering education, with a specific focus on its impact on spatial visualization abilities and the cognitive load in the context of an engineering drawing course. The research employs a structured approach, involving three experimental groups utilizing marker-based (MBAR), markerless (MLAR), and web-based AR (WBAR) applications, in comparison to a control group receiving traditional instruction. The primary objective is to rigorously assess the comparative effectiveness of these instructional approaches in enhancing spatial visualization skills and reducing the cognitive load of undergraduate engineering students. Spatial visualization, a vital cognitive skill for engineering disciplines, is evaluated using the Purdue Spatial Visualization Test: Rotations (PSVT-R) questionnaire. The cognitive load of students is assessed with the help of a questionnaire comprising items related to mental load and effort. This study not only quantifies the impact of AR applications but also highlights subtle differences among the various AR modalities. The findings suggested that the group that used marker-based AR had better improvement in their spatial ability and felt less cognitive load compared to those who utilized markerless AR and web-based AR.

Exploring the Effectiveness of Advanced Chatbots in Educational Settings: A Mixed-Methods Study in Statistics

The Generative Pre-trained Transformer (GPT) is a highly advanced natural language processing model. This model can generate conversation-style responses to user input. The rapid rise of GPT has transformed academic domains, with studies exploring the potential of chatbots in education. This research investigates the effectiveness of ChatGPT 3.5, ChatGPT 4.0 by OpenAI, and Chatbot Bing by Microsoft in solving statistical exam-type problems in the educational setting. In addition to quantifying the errors made by these chatbots, this study seeks to understand the causes of these errors to provide recommendations. A mixed-methods approach was employed to achieve this goal, including quantitative and qualitative analyses (Grounded Theory with semi-structured interviews). The quantitative stage involves statistical problem-solving exercises for undergraduate engineering students, revealing error rates based on the reason for the error, statistical fields, sub-statistics fields, and exercise types. The quantitative analysis provided crucial information necessary to proceed with the qualitative study. The qualitative stage employs semi-structured interviews with selected chatbots; this includes confrontation between them that generates agreement, disagreement, and differing viewpoints. On some occasions, chatbots tend to maintain rigid positions, lacking the ability to adapt or acknowledge errors. This inflexibility may affect their effectiveness. The findings contribute to understanding the integration of AI tools in education, offering insights for future implementations and emphasizing the need for critical evaluation and responsible use.

The Undergraduate Engineering Mental Health Help‐Seeking Instrument (UE‐MH‐HSI): Development and validity evidence

AbstractBackgroundUndergraduate engineering students experiencing distress are less likely than peers to ask for professional help. A population‐specific instrument to facilitate the identification of factors that influence mental healthcare utilization could guide development and testing of interventions to increase help seeking.PurposeWe used mixed methods guided by the Integrated Behavioral Model (IBM) to develop and evaluate the Undergraduate Engineering Mental Health Help‐Seeking Instrument (UE‐MH‐HSI).MethodFirst, we adapted existing measures of mental health help‐seeking intention and mechanisms (i.e., attitudes, perceived norm: injunctive, perceived norm: descriptive, personal agency: autonomy, personal agency: capacity). Second, we coded qualitative interviews (N = 33) to create population‐specific mental health help‐seeking belief measures (i.e., outcome beliefs, experiential beliefs, beliefs about others' expectations, beliefs about others' behavior, beliefs about barriers and facilitators). Third, we tested the psychometric properties using data from 596 undergraduate engineering students at a historically White, research‐focused institution in southern United States.ResultsPsychometric analyses indicated that (1) help‐seeking mechanism and intention measures demonstrated unidimensionality, internal consistency, construct replicability, and sufficient variability; (2) mechanism measures demonstrated criterion evidence of validity; and (3) most items within the belief measures demonstrated sufficient variability and convergent evidence of validity.ConclusionsThe UE‐MH‐HSI is an evidence‐based tool for investigating mental health help‐seeking factors and their relationship to help‐seeking behavior, well‐being, academic success, and engineering identity formation. Guidelines for use are provided.

The Mediating Role of Self-Regulation and Cognitive Styles in the Relationship Between Emotional Intelligence and Job Placement

The present study explores the mediating role of self-regulation and cognitive styles (i.e., rational and intuitive style) on the relationship between emotional intelligence and job placement. A descriptive survey was conducted among 267 final year undergraduate engineering students of which 124 were males (46.5%) and 143 were females (53.5%) aged between 20 to 23 years with a M age of 21.32 and SD of 0.96 selected from the Salem district of Tamil Nadu state in India. The data was collected using the Brief Emotional Intelligence Scale (BEIS 10), Short Self-Regulation Scale (SSRQ-22), and Personal Style Inventory (PSI). The findings indicated that emotional intelligence has a significant positive correlation with self-regulation and rational style. Similarly, self-regulation positively correlated with both rational and intuitive styles. In addition, job-placed students have higher levels of emotional intelligence, self-regulation, and rational style than job-unplaced students. The mediation analysis showed significant direct and indirect effects of emotional intelligence on job placement through self-regulation and rational style. Findings suggest that emotional intelligence, self-regulation, and rational style can foster employability skills that may help job placement. The study has practical implications for educational institutions, academic faculties and placement trainers who are seeking to maximise their student’s job placement and increase the credibility of their institution. Further, the proposed model examines the variables affecting job placement and whereas the relationship with emotional intelligence has theoretical implications that are discussed.

Assessing benefits of computer-based video training and tools on learning outcomes and motivation in mechanical engineering education: digitalized intervention and approach

Traditionally, laboratory work has been a common approach to facilitate the acquisition of practical skills and familiarize the undergraduate students, particularly engineering students, with specialized tools and equipment. However, the conventional in-person labs often experience challenges such as limited resources and space, instructor availability, and inflexible schedules. The emergence of digital tools and the recent COVID-19 pandemic have prompted educators to reconsider their teaching methods. To this effect, this paper introduces an innovative approach and teaching methodology to address the challenges in traditional engineering education within the laboratory. It presents a methodology that combines cost-effective instructional videos and portable kits to promote autonomous development of practical skills in undergraduate engineering students. The proposed teaching methodology was grounded on the Descriptive Decision theory and Learning-Oriented Assessment (LOA), which are theoretical framework and type of students’ learning outcome (SLO) model that studies the rationality behind the decisions that the users are disposed to make, as well as level of outcome of the students’ learning process or performance. Motivation among the students was assessed using the Model of Academic Motivation Inventory (MUSIC Inventory) to evaluate the impact of the proposed teaching method and learning intervention on the interest of the students. The method was implemented in four independent courses at two different campuses of Tecnologico de Monterrey. The results show that the proposed learning approach was effective in helping students develop hard skills with reduced instructor intervention. Moreover, high levels of motivation was reported through the MUSIC methodology and test administered to the participating students at the end of the courses. The outcome of this study can be used to inform and support the curriculum design by the educators, promote effective policy and decision making by the university leaders, and encourage wide adoption of the digitalized-education.

Community engagement enhances undergraduate civil engineering capstone design projects

Abstract Over the past several decades numerous studies have shown the value of community engagement in global water, sanitation, and hygiene (WASH) programs. Engaging and collaborating with communities through the design process enables wider community acceptance and ownership of WASH interventions, ensures a more functional and impactful design, and opens the door for co-benefits of these systems. Accounting for a range of dimensions within a community is critical to creating WASH designs that provide the most benefits. Undergraduate engineering curriculums focus on design, but often do not explicitly account for the social, environmental, and economic elements that affect the success, efficacy, and sustainability of a design. There is increasing emphasis on educating engineers on sustainability and systems thinking so they are equipped to solve complex, multidisciplinary problems. To understand how social, environmental, and economic elements fit into engineering design and how to create sustainable WASH interventions, undergraduate engineering students benefit from participating in WASH design projects that engage and collaborate with communities. This perspective highlights the value of community engagement with partners in Uganda in teaching water resources and environmental engineering design to undergraduate civil engineering students.

Exploring the Utilisation of Generative AI Tools by Undergraduate First-Year Mechanical Engineering Students in Programming Assessments.

Integrating the fundamentals of computer science and programming skills into the undergraduate engineering curriculum has been a primary focus for many educational institutions worldwide. Learning the basics of programming from the beginning of undergraduate engineering education allows students to incorporate such skills into their future work easily. Therefore, an introductory programming course for first-year undergraduate students has been running since 2021 in the Mechanical Engineering Department at University College London intending to teach the fundamentals of Python programming language. However, it is well-known that generative artificial intelligence (Gen AI) tools in higher education are moving so fast that a wait-and-see approach cannot be taken. These applications have received much global attention from academics on their impact and proper use within the teaching-learning process. This paper investigates first-year undergraduate mechanical engineering students' use of Gen AI tools in their programming assessment. The results show that 60% of the cohort used tools that helped mainly to check their code, improve their English language, and understand error messages. However, 40% abstained from using any. Based on these findings, recommendations on how Gen AI tools can be utilised by undergraduate students in ways that support their learning and enhance their ability to achieve learning outcomes are made.

Identifying what social emotional support first-year engineering students need to overcome setbacks in lab settings: a case study

ABSTRACT Engineering has high attrition rates in the United States, especially in underrepresented subpopulations in the first year of undergraduate study. An important component of combatting attrition is better understanding what social emotional supports are needed to retain students. In this case study, five first-year engineering students were interviewed across three semi-structured sessions. Transcripts were thematically analysed using the framework developed by the Collaborative for Academic, Social, and Emotional Learning (CASEL) to identify what social emotional learning (SEL) skills and forms of support are needed to overcome setbacks. Students shared that applying emotion regulation skills to manage frustration and relying on relationship skills to ask for help facilitated overcoming setbacks. Analysing the skills described and the desired supports students expressed within the context of the SEL framework provides a way to categorise and discuss how instructors can practically support their undergraduate engineering students in the classroom to better retain them.

Study of Nuclear Magnetic Resonance at Engineering and Medical Universities

The relevance of this study is related to the breadth of the nuclear magnetic resonance (NMR) method application in modern engineering and medical technologies. The purpose of the work is to adapt the material using the NMR method for students of medical, engineering and socio-humanitarian specialties and areas of study at different levels of presentation. The novelty of the research is as follows: the elements of knowledge for explaining the NMR method are highlighted; three levels of NMR explanation are justified and defined – classical and two quantum (qualitative and quantitative). The following methods have been used in the work: analysis and generalization of scientific, educational and methodological literature (on the content of the NMR method, nuclear spectroscopy and magnetic resonance imaging, the main professional educational programs of specialties and areas of study for undergraduate and graduate students of engineering and medical universities); designing the content of educational material; designing teaching methods and methods. Specific results include the development of three levels of NMR study. The classical level is based on the concepts of the magnetic induction vector of a circular current and its rotation around the magnetic induction of a constant magnetic field with a certain frequency, resonant absorption of radio signal energy by the core when their frequencies coincide. Quantum levels of study operate with the concepts of the orbital and magnetic spins of the atomic nucleus, the gyromagnetic ratio, Larmor precession, splitting of the energy levels of the atomic nucleus, the Bohr magnetone, and resonant absorption of energy by the nucleus. The classical level is recommended for students of social and humanitarian fields who do not study pure physics. The quantum qualitative level is recommended for students of specialties and fields of study at medical and engineering universities who do not study quantum physics as a special discipline. For students of engineering specialties related to quantum technologies, and medical specialties “Pharmacy” and “Dentistry”, undergraduates studying medical technology, a quantum quantitative level is recommended. The material of this study is of practical importance in teaching students of engineering and medical universities the physical basics of modern methods and technologies. Keywords: nuclear magnetic resonance, physics course, difficulty levels, engineering university, medical university, production technologies, medical technologies

Enhancing EMI learning through L1 use and ESP: A mixed-methods study in a Chinese transnational education context

This paper employs a mixed-methods design to investigate the supportive roles of the translanguaging practice, specifically the use of students' First Language (L1), and English for Specific Purposes (ESP) courses within the context of English Medium Instruction (EMI) in a Transnational Education (TNE) program in China. It involved collecting questionnaire responses from 268 undergraduate Chemical Engineering students and conducting 17 follow-up semi-structured interviews. The hierarchical multiple regression analysis revealed students' academic language-related challenges and ESP course performance were two statistically significant predictors of their EMI academic success; academic linguistic challenges and students' L1 use attitudes emerged as significant indicators of their EMI learning self-efficacy. Qualitative data analysis further uncovered students' positive beliefs regarding the bridging effects of L1 use on facilitating their EMI learning and the foundational role of ESP courses in linguistic preparation. These empirical findings lead to significant pedagogical implications, aiming to scaffold effective EMI learning in the investigated context.

One size doesn’t fit all: how different types of learning motivations influence engineering undergraduate students’ success outcomes

BackgroundMotivation is the inherent belief to guide students learning goals and behaviors to make continuous efforts and strengthen learning outcomes. Previous research reported the positive impacts of learning motivation on student success, but there have been limited efforts in systematically and structurally studying different types of motivations and their impacts on students’ success in engineering education. The current study contributes to the literature by systematically examining two important types of motivations and their influences on undergraduate engineering students in a theoretically grounded manner while using an advanced analytical approach.MethodsThe current study conducted a cross-sectional survey with undergraduate engineering students (n = 514) from 18 different schools across nine U.S. states. The survey assessed students’ self-report scores on six types of motivations to study developed based on formative research and the current literature and then collected students’ self-reported learning outcomes, current GPA, university satisfaction, engineering program satisfaction, and individual demographic factors. The data were then analyzed using structural equation modeling.ResultsThe results showed that motivations related to family, personality, and academic expectations were consistently positively associated with all measured students’ success outcomes; motivations related to educators were associated with all four outcomes but student GPA; motivations related to course contents were associated with learning outcomes and student GPA; and motivations related to peers did not predict any of the four measured students’ success outcomes.DiscussionWe explain some of the unexpected results with further literature that examines engineering culture and ecology. We also make recommendations related to cognitive training, tailored engineering education, peer culture interventions, and family orientation programs.

“Curious Is as Curious Does”: Fostering Question-Asking in a Sino-Foreign Engineering School—A Case Study

Curiosity and question-asking are at the heart of science and engineering education. However, question-asking can be difficult for students due to several factors, including fear, language barriers, and cultural norms. This is especially true among Chinese students, who represent a growing number of upcoming engineers. To address this, in this case study from a university teaching reform project, we investigate the perceptions of curiosity and question-asking among Chinese science, technology, engineering, and mathematics (STEM) undergraduate students following a newly developed semester-long project in a second-year communications course at a recently established Sino-foreign engineering school in China. In this period, students engaged in project-based learning centered around Nobel Prize-winning research, allowing them to explore the driving questions behind groundbreaking discoveries. Through a combination of qualitative analyses from students’ personal reflections as well as from a post-survey, the study examines students’ perceptions of curiosity and question-asking, the influence of gender on these skills, and the role of failure and perseverance in scientific inquiry. Findings indicate that the project increased students’ curiosity and improved their confidence in asking questions while providing insights into gender differences. Moreover, students were inspired by the curiosity of the Nobel Laureates, by the “simplicity” of the questions asked, and by the great importance of tenacity, passion, and learning from mistakes.