Undergraduate Engineering Courses Research Articles

MOOC-Based Flipped Classroom for On-Campus Teaching in Undergraduate Engineering Courses

<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Contribution:</i> This work studies how to integrate massive open online courses (MOOCs) into traditional, face-to-face, Undergraduate Engineering Courses. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Background:</i> MOOCs emerged as an innovative trend in online learning with distinctive and attractive features, such as ease of access and cost effectiveness for large audiences. For this reason, they have attracted a lot of attention for their potential in contributing to global challenges in contemporary Engineering education. However, the integration of MOOCs into traditional, on-campus courses and programs in higher education remains an open problem. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Research Question:</i> What is the most effective MOOC-blending strategy for traditional, on-campus engineering programs? <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Methodology:</i> To answer this question, first a literature review was conducted on the utilization of MOOCs within face-to-face Undergraduate Education. Based on this literature review, this work advocates for the MOOC-based flipped (MBF) classroom as the strategy with the highest potential for MOOC-based blending. The main pedagogical and design principles of this methodology are described and a case study is presented on a cohort of students (<i>N</i> <inline-formula> <tex-math notation="LaTeX">$~=~$</tex-math> </inline-formula>23) enrolled in a Digital Signal Processing course within an Undergraduate Electronics Engineering Program. This is a position paper based on evidence from the literature, but the case study is used to illustrate how the MBF design principles can be implemented in practice. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Findings:</i> The results suggest that the MBF methodology is a growing trend in Undergraduate Engineering Education with the potential to facilitate student’s active learning in synchronous face-to-face sessions while fostering the adoption and usage of MOOCs.

Instructional model for teaching blended math-science sensemaking in undergraduate science, technology, engineering, and math courses using computer simulations

Instructional model for teaching blended math-science sensemaking in undergraduate science, technology, engineering, and math courses using computer simulations

Design and implementation of a portable heat exchanger kit in an undergraduate engineering heat and mass transfer course

A compact and cost-effective heat exchanger kit was successfully designed, built, and implemented in an undergraduate pharmaceutical engineering course on heat and mass transfer. The kit consists of a control box (dimensions: 160 mm x 180 mm x 98 mm) and a plate heat exchanger measuring 120 mm x 180 mm, along with various accessories. By utilizing affordable electronics and mechanical components, we were able to create 25 kits (cost: ∼USD$320/kit) that facilitate immersive hands-on learning experiences. In this study, the heat exchanger kit was incorporated into laboratory sessions. After the end of the sessions, a student survey was administered to gather feedback from all 71 participants. Students’ perceptions towards the kit in aiding their understanding of heat transfer principles was assessed. The survey results clearly indicated that the practical engagement with the heat exchanger kit had a positive influence on the students' comprehension and visualization of how heat exchanger systems work. Students recognized its representation of an industrial heat exchanger operation and its efficacy in enhancing their understanding and visualization of heat exchangers. By considering the encouraging outcomes and the positive feedback obtained from the students, we are motivated to continue utilizing the heat exchanger kit for future cohorts.

Development of 3D models with augmented reality for steel and reinforced concrete structure subjects

In the academic sphere of undergraduate Civil Engineering courses, students find it difficult to abstract three-dimensional visualisations from two-dimensional images presented in project documentation. The aim of this article is therefore to present an alternative to assist in the teaching and learning process of steel and reinforced concrete structural design content. Three-dimensional models of steel connections and reinforced concrete structural elements were developed with functionality for the application of Augmented Reality (AR). The models were developed in Revit software and exported to the Sketchfab platform, where it is possible to use the AR feature via an application. Additional information, such as texts, can be added to the models, which expands the possibilities for developing didactic activities. Both tools used proved to be very suitable for the purpose of developing digital objects for teaching engineering.

An Example of Using Collaborative Online International Learning for Petroleum and Chemical Engineering Undergraduate Courses

This work describes an international collaboration experience carried out between our process design and petroleum property evaluation courses. This collaboration was developed as part of a partnership between the American University of Ras Al Khaimah (AURAK) in Ras Al Khaimah, United Arab Emirates, and Wayne State University in Detroit, Michigan, United States of America, using a program called Collaborative Online International Learning (COIL) from the State University of New York (SUNY) system. The COIL program provides training to faculty on engaging students in international and cross-disciplinary projects to promote skills needed in the current work force. The COIL training meetings facilitated pairing faculty of different disciplines in different parts of the world and provided a structure for developing a collaborative project. The collaborative project that we undertook in fall 2021, and which we detail throughout this article, was titled Upstream and Downstream of Petroleum Economics.

Knowledge about foodborne pathogens and PCR‐based microbial detection methods among Brazilian students and professionals: A survey

AbstractPolymerase chain reaction (PCR) is widely used in several research areas and routine laboratory analyses, including foodborne pathogens detection. We aimed to investigate the knowledge about PCR‐based methods and foodborne pathogens among undergraduate and graduate Brazilian students and professionals. A cross‐sectional survey was carried out using an online questionnaire as data collection method. The questionnaire was validated and distributed through email and social networks. Data from 1246 respondents was collected. The knowledge scores were verified by correspondence analysis and discussed, 75.8% of the participants answered that they knew a foodborne pathogen and 71.4% of the participants answered that they did not study molecular biology techniques during undergraduate course. The highest level of knowledge was found among professionals with Masters' and PhD degrees. In conclusion, participants are not knowledgeable about PCR‐based methods and the level of academic training influences the knowledge of analytical foundations. Most participants did not study PCR and its application in detecting foodborne pathogens during undergraduate course. We suggested that undergraduate courses in Food Engineering and in Food Science and Technology include mandatory molecular biology classes in academic programs.

Breaking the mold: Study strategies of students who improve their achievement on introductory biology exams.

Students' use of learning strategies (i.e., what students do when studying) is linked to their achievement in undergraduate science, technology, engineering, and math (STEM) courses, and several study strategies have been individually associated with course and exam grades in multiple contexts. In this study, we surveyed students in a learner-centered, large-enrollment introductory biology course about their study strategies. We aimed to identify groups of strategies that students often reported together, possibly reflecting broader approaches to studying. Exploratory factor analysis revealed three groups of study strategies frequently co-reported (which we named housekeeping strategies, use of course materials, and metacognitive strategies). These strategy groups map onto a model of learning that associates specific suites of strategies to phases of learning, which correspond to different levels of cognitive and metacognitive engagement. Consistent with previous work, only some study strategies were significantly associated with exam scores: students reporting higher use of course materials and of metacognitive strategies earned higher scores on the first course exam. Students who improved on the subsequent course exam reported increasing their use of housekeeping strategies and of course materials. Our findings contribute to a deeper understanding of students' approaches to studying in introductory college biology and of the relationships between study strategies and achievement. This work may support instructors in adopting intentional classroom practices to foster students' development as self-regulated learners, able to identify expectations and criteria for success and to implement appropriate and effective study strategies.

Development of an Educational Fuel Cell System for Mechanical Engineering Course

Although there is growth in electrochemical system applications such as batteries and fuel cells to power land and air transportation and the current push for hydrogen technology, modeling and control design of thermal and power aspects of such systems is not commonly taught. To incorporate such content, an educational learning hardware system with software interface had been constructed to teach process dynamics and control in selected undergraduate mechanical engineering courses. Given a fuel cell is an energy conversion unit that uses chemical fuel to produce electricity without combustion, a set of student groups developed an educational laboratory system that ensured reliable and consistent power delivery from fuel cell as well as stable hydrogen production using cost-effective and off-the-shelf resources. A 100W Proton Exchange Membrane Fuel Cell (PEMFC) system was constructed through integration of hardware components, and user software interface like MATLAB for accessibility and ease of use in a laboratory course setting. The interface accessed remotely or face-to-face allowed for flow rate, pressure, and temperature measurements to be recorded for student analysis related to understanding of thermal and power performance and management of fuel cell and/or electrolyzer at different operating conditions. The system performed well based on initial testing by a pilot group of other students. It will be implemented in an upcoming course offering related to energy conversion and/or thermal fluid laboratory.

An Experiential Engineering Learning Model for Knowledge and State of Flow Creation

Education in professional degree programs is charged with serious responsibilities in the classroom and practice spaces. To meet these responsibilities, educators must serve as both teachers and learners in both spaces. This article demonstrates an experiential project-based learning model to enhance the teaching of an undergraduate engineering course on mechatronics. An important aspect of this model is an experiential learning model that complements the well-known international CDIO™ Initiative which is an innovative educational framework for producing the next generation of engineers. This model reflects on challenges of experiential learning for group-based design projects and faculty competition teams where learners including faculty and students collaborate to create their community of design and practice to physically and virtually share knowledge, perspectives, and opinions. The model reveals the impact of collaboration, practice spaces and exhibitions, and open educational resources in the enhancement of engineering education. The experience of adopting the model for several years recommends a number of practical approaches instructors may embrace to enable knowledge creation and enhance the effect of flow experience. Keywords: experiential learning, knowledge creation, reflective practice, state of flow, community of design and practice, open educational resource

Comparing study features is easy but identifying next steps is hard: Evaluating critical thinking through the Biology Lab Inventory of Critical Thinking in Ecology.

Critical thinking, which can be defined as the evidence-based ways in which people decide what to trust and what to do, is an important competency included in many undergraduate science, technology, engineering, and mathematics (STEM) courses. To help instructors effectively measure critical thinking, we developed the Biology Lab Inventory of Critical Thinking in Ecology (Eco-BLIC), a freely available, closed-response assessment of undergraduate students' critical thinking in ecology. The Eco-BLIC includes ecology-based experimental scenarios followed by questions that measure how students decide on what to trust and what to do next. Here, we present the development of the Eco-BLIC using tests of validity and reliability. Using student responses to questions and think-aloud interviews, we demonstrate the effectiveness of the Eco-BLIC at measuring students' critical thinking skills. We find that while students generally think like experts while evaluating what to trust, students' responses are less expert-like when deciding on what to do next.

Analysis of the development of competencies in subjects related to materials science through the software Ansys Granta EduPack® in Brazilian Portuguese

Theories in the educational area are constantly evolving. Learning theories, knowledge images and competencies are ideas frequently used in teaching; this is not different in engineering education curricula. Many computational resources that help education are now available, and one of them is Ansys Granta EduPack®, a tool that aids engineering students in materials selection, among other activities. Even though this may be especially useful, the language used may cause some difficulties. The influence of using this software in both languages, English and Portuguese, was investigated with two groups of students attending Metallic Materials from an undergraduate mechanical engineering course at Centro Universitário FEI. They were monitored for one semester to study the development of their competencies by using learning theories and knowledge images. This software was translated into Brazilian Portuguese and was used in laboratory classes, allowing both the analysis of the influence of the language on the development of competencies and the knowledge acquired throughout the semester. This was based on what students said, and it was noticed that the translated version has its advantages, allowing the students to focus on the assignment proposed and on the usage of the knowledge acquired, even those who are English fluent. It was also found that the use of different tools is necessary for the development of competencies.

In Their Own Words: Student Perceptions of Technical Poetry Writing in Discipline-Specific Undergraduate Engineering Courses: Opportunities and Challenges

Although some studies have incorporated poetry into engineering courses, no studies exist that explore the use of writing poetry about technical topics to develop creative thinking skills in undergraduate engineering education. This study explores engineering students’ perceptions of incorporating poetry writing within an upper-level discipline-specific engineering course. Two research questions are considered: (RQ1) Do students think that the poetry assignments will be beneficial to their careers? (RQ2) What beneficial gain, if any, do students report from the poetry assignments? Sixty-one students from an industrial and systems engineering course at the University of Florida completed a four-question, open-ended survey. Data were qualitatively coded and analyzed. For RQ1, 63.3% of participants considered the assignment beneficial to their future engineering careers, 13.3% did not see it as beneficial, and 23.3% were uncertain. For RQ2, 11 code categories and four themes emerged; three themes addressed benefits related to professional skills (creative thinking, problem-solving, communication) and one theme suggested the enhancement of technical skills via deepened conceptual knowledge acquisition. Poetry writing on technical topics has the potential to cultivate creative thinking skills in upper-level discipline-specific courses in undergraduate engineering education. Additional research is warranted. Funding: This work was supported by the University of Florida Creative Campus Program as well as The Cottmeyer Family Innovative Frontiers Faculty Fellowship awarded to E. Akçalı. Supplemental Material: The e-companion is available at https://doi.org/10.1287/ited.2023.0284 .

Engineering Education: Interdisciplinary Pedagogical Practices in Civil Engineering

Background: Interdisciplinary pedagogical practices can enhance dialogues, including knowledge and possibilities to produce some impact on society and the labour world. Objectives: In general, students need practical activities involving their professional training area, and interdisciplinary pedagogical practices are described from a theoretical and practical perspective. Design: This research is based on studying documents produced by the students during ten semesters while studying physics in a civil engineering course. It is educational research of a qualitative nature with descriptive data. Setting and Participants: It presents the results of interdisciplinary pedagogical practices developed by students of the second and third semesters of the civil engineering course from 2015 to 2019 at the University of the State of Mato Grosso (UNEMAT). Data collection and analysis: The documents analysed were final reports, banners, photos, bulletin boards, teacher’s diaries, course plans, videos, and electronic mail. Among more than one hundred reports and banners, 24 reports were selected for this analysis. Results: When analysing the documents, it was possible to perceive that the students were involved in interdisciplinary pedagogical practices. Conclusions: After this analysis, we concluded that it is essential to bring together professors who teach classes in an undergraduate engineering course to involve students in interdisciplinary actions and reflect on this practice.

Factors that influence STEM faculty use of evidence-based instructional practices: An ecological model.

Traditional teaching practices in undergraduate science, technology, engineering, and mathematics (STEM) courses have failed to support student success, causing many students to leave STEM fields and disproportionately affecting women and students of color. Although much is known about effective STEM teaching practices, many faculty continue to adhere to traditional methods, such as lecture. In this study, we investigated the factors that affect STEM faculty members' instructional decisions about evidence-based instructional practices (EBIPs). We performed a qualitative analysis of semi-structured interviews with faculty members from the Colleges of Physical and Mathematical Sciences, Life Sciences, and Engineering who took part in a professional development program to support the use of EBIPs by STEM faculty at the university. We used an ecological model to guide our investigation and frame the results. Faculty identified a variety of personal, social, and contextual factors that influenced their instructional decision-making. Personal factors included attitudes, beliefs, and self-efficacy. Social factors included the influence of students, colleagues, and administration. Contextual factors included resources, time, and student characteristics. These factors interact with each other in meaningful ways that highlight the hyper-local social contexts that exist within departments and sub-department cultures, the importance of positive feedback from students and colleagues when implementing EBIPs, and the need for support from the administration for faculty who are in the process of changing their teaching.

Design, implementation, and evaluation of an online flipped classroom with collaborative learning model in an undergraduate chemical engineering course

Active learning methods are known to improve motivation, engagement, and student performance in traditional classrooms. However, the COVID-19 pandemic compelled students to continue their studies through an online setting wherein teaching is undertaken remotely and on digital platforms. In this study, the design and implementation of flipped classrooms supported with collaborative learning was evaluated for the remote instruction of Analytical Chemistry. The flipped classroom was designed to include pre-recorded lectures, individual self-assessment questions and in-class group activities (polls and quiz bee). Word problems were given as collaborative tasks to improve the students’ interactions on the learning content. The impact on learning of these instructional practices was evaluated based on students’ learning experience and academic performance, and the instructors’ reflection. The survey at the end of the term gathered quantitative and qualitative data regarding students’ experiences with flipped classroom and peer collaboration methods. The students’ feedback indicated that participation in group collaborative activities had a positive impact on their comprehension of Analytical Chemistry concepts and calculations. Majority of the students indicated that group collaboration was immensely helpful in enhancing communication skills and improving their ability to apply what they had learned in class to solving difficult word problems. In addition, students underscored the importance of pre-recorded videos for their self-paced learning, and synchronous sessions to increase their engagement and motivation. On the other hand, several students perceived flipped classrooms as very demanding and challenging in terms of the required output submissions given the short 6-week term. Overall, the combination of these active-learning methods had a positive impact on the remote-learning environment, but potential drawbacks of online active learning interventions on student attitudes were also present. Therefore, careful integration of these instructional practices into online courses will help improve the students’ learning experience.

Digitally Enabled Experiential Learning Spaces for Engineering Education 4.0

Novel digital technologies have transformed societies, organizations, and individuals in diverse aspects of daily life, elevating their competency requirements in order to successfully develop, integrate, and generate value. To remain relevant Higher education should provide students with digitally enhanced learning experiences to build their necessary competencies. To progress in this direction, this work proposes a method that can be used to develop digitally enabled experiential learning spaces (DeELS) in engineering education so as to incorporate digital technologies into engineering problem-solving and decision-making activities, as an innovative approach to Education 4.0. Two implementation cases exemplify the digital transformation of these learning spaces in the Lean Thinking Learning Space (LTLS) for undergraduate engineering courses. The exemplification shows how students, through designing, creating and integrating digital/smart kanban systems, execute their learning activities in a DeELS. The results suggest that the students were able to satisfactorily achieve their learning outcomes through the learning experiences. Moreover, new instances of learning experiences for digital transformation were identified within the LTLS. However, future work is required regarding new instances of digital transformation learning experiences in order to make any further inferences or generalizations regarding DeELS and their contribution to competency development.

Instructional Design of Engineering Courses with Online Certifications - Reflections and Experiences

Owing to the exploding growth of Internet technologies and IT infrastructure, education from primary to university level has taken a new dimension in online platforms. In Engineering Education perspective, Online educational platforms provide anytime, anywhere access to quality technical content to everyone in the world. Renowned universities and academies have joined hands with MOOC service providers and offer universally recognized certification courses. These online certification courses can be considered as a powerful tool for empowering learners with new-age technical skills and knowledge. This article explores the possibilities of including online certifications in regular academic courses, thereby leveraging them to evolve an effective Instructional Design. A systematic method to include online courses and their corresponding certifications as a part of the assessment in institute-level courses has been developed. The experimental study has been investigated on a sample of three undergraduate engineering courses namely Cloud Computing, Blockchain Technologies and Data Analytics offered for the B.Tech Information Technology undergraduate course. Around 180 learners and three instructors participated in the research study. The proposed instructional design has resulted in a significant enhancement in the learning outcomes and student satisfaction index. Various plans to address the implementation challenges in integrating online certifications are also discussed. The authors believe that the manuscript will guide the faculty interested in utilizing online resources for classroom teaching. Keywords—Blended Learning; Instructional Design; MOOC; Online Certifications; Online Courses

Gamification Approaches for Improving Engagement and Learning in Small and Large Engineering Classes

Engineering education can be particularly challenging when dealing with abstract or highly technical concepts such as mathematics, signals, digital electronics, electronic systems, and programming. Tutorial sessions are often ineffective as a result of poor attendance and engagement, with these effects exacerbated by large class sizes, non-homogenous student groups, and the pressures of hybrid and remote learning. Gamification of some aspects of formative assessments and tutorials using mobile and app-based quizzes has proved to be successful in improving lecture theatre dynamics, reducing distractions and enhancing student attendance and engagement. Such gamified sessions can be perceived as engaging, competitive, visually appealing, and entertaining, while providing instant feedback and empowering students to navigate their own learning. Careful gamification of problem classes for engineering topics can enable more effective self-regulation of learning through a combination of effort regulation and metacognition. This paper presents both lowand high-threshold gamification strategies adopted in a U.K. higher education setting to enhance student learning in a set of challenging undergraduate engineering courses ranging from less than 30 students to more than 180 students, and qualitatively assesses impact and student reactions. While there is much literature canvassing student opinions on gamification, extensive individual student voice tends to be missing. Therefore, one of our authors, who is a recent graduate, presents a detailed reflection on her experiences of gamification. Finally, we present some conclusions for further exploration and adoption by practitioners, considering the most effective ways to deploy the various types of gamification. These conclusions include recommendations to use app-based quiz games with anonymous participation both within and outside the classroom, gamifying either single sessions or the course as a whole, and the need to continue supplementing quiz-game learning with more traditional problems and worked solutions.

An Empirical Study Gender-Based Perception of Gamification and its Impact on Programming Skill Enhancement

Over the past decade, the utilization of gamification in education has become increasingly prevalent as a means of enhancing students' learning experiences. Despite its growing popularity, educators still harbor concerns about the acceptance of gamification techniques among students. However, game-based activities have been shown to improve both student learning and attitudes in undergraduate engineering courses, regardless of the evaluation method employed. As a potential technique for increasing student participation and improving learning outcomes, utilization of gamification has been recognized as a valuable strategy. The current study focuses on measuring gender-based student perceptions regarding the adoption of gamification and its impact on learning programming skills. The results indicate that there is a notable gender gap in the perception and acceptance of gamification, emphasizing the need to take gender into account when implementing gamification in courses. Furthermore, the study highlights that gamification can effectively enhance the programming skills of engineering students.

Assessment of Demographic Biases Associated With the Ground Rules System in a Large Undergraduate Engineering Course

Assessment of Demographic Biases Associated With the Ground Rules System in a Large Undergraduate Engineering Course