scholarly journals A Hands-on Approach in Teaching Machine Design

2015 ◽  
Author(s):  
Luis Monterrubio ◽  
Arif Sirinterlikci
Keyword(s):  
Teaching Machine ◽  
Machine Design ◽  
Hands On

scholarly journals Bringing Reality to the Classroom: Two “Hands On” Labs for Use with a Machine Design Course

2020 ◽  
Author(s):  
Vipin Kumar ◽  
Margaret Wheeler ◽  
Gregory Branch
Keyword(s):  
Machine Design ◽  
Hands On

Teaching Machine Design Curricula in Developing Countries

2020 ◽  
pp. 247-271
Author(s):  
Fredrick M. Mwema ◽  
Akinsanya Damilare Baruwa ◽  
Esther T. Akinlabi
Keyword(s):  
Developing Countries ◽  
Engineering Students ◽  
Teaching Machine ◽  
Machine Design ◽  
Local Resources ◽  
Theoretical Design ◽  
University Of Technology ◽  
Grouping Students ◽  
Cad Models ◽  
Societal Problems

In this chapter, a feasible approach to implement machine design curricula in developing countries is presented. The argument by the authors is that machine design should train engineering students in such countries to utilize local resources to solve practical societal problems. The approach illustrated here was used during 2015-2016 to teach machine design at Dedan Kimathi University of Technology, DeKUT, in Kenya. The approach involved grouping students of different interests and capabilities and tasking them to identify and study various problems in society. The groups were then required to propose machine design solutions to the identified problems. Finally, the groups were tasked to undertake the theoretical design and build CAD models for their projects. The students were monitored through individual weekly presentations to the instructor. The approach was seen to be successful to facilitate training in machine design.

Design Implementation and Assessment of a Suite of Multimedia and Hands-on Active Learning Enhancements for Machine Design

2005 ◽  
Author(s):  
Dan Jensen ◽  
John Wood ◽  
Scott Dennis ◽  
Kristin Wood ◽  
Matthew Campbell
Keyword(s):  
Active Learning ◽  
Planetary Gear ◽  
The United States ◽  
Consumer Products ◽  
Machine Design ◽  
Qualitative Assessment ◽  
Educational Innovations ◽  
University Of Texas ◽  
Learning Techniques ◽  
Hands On

Over the last eight years, the Machine Design courses at the United States Air Force Academy and at the University of Texas, Austin have evolved through the development, implementation and assessment of extensive active learning methods. In particular, the courses have evolved to include extensive hands-on projects that are integrated throughout the course as well as a significant multimedia component. The hands-on educational innovations, which promote experiential investigation using devices such as remote controlled cars, Lego RoboLab, and reverse engineering of consumer products, have received very positive assessment. The multimedia content, which includes extensive foundational content on Mechanics of Materials as well as a separate multimedia experience for learning about planetary gear systems, has also been assessed and received very affirmative feedback. The assessment of these active learning educational innovations has been multifaceted. Quantitative components of the assessment have included student end-of-course critiques, homework, specific exam questions and survey data. Qualitative assessment has been achieved through focus groups as well as both written and verbal feedback from students and professors using the active learning aids. Although the majority of the assessment has been positive, we have also received important constructive criticism during the development of these educational enhancements. The “iterative” development of these active learning techniques has involved responding to these criticisms and reassessing the program’s effectiveness. In this paper, we first provide an overview of the previous work done in this area, then move on to show new developments and related assessment. In particular, new assessment, which is correlated with Myers Briggs personality types, is reported, showing results of the current integrated use of active learning techniques, including hands-on and multimedia experiences. In this light, the current paper should work as a roadmap for others who desire to integrate active learning into their courses, whether they are courses in Machine Design or not.

scholarly journals Masalah dan Solusi Alternatif Pembelajaran Perancangan Elemen Mesin

2019 ◽  
Vol 19 (1) ◽  
pp. 83-94
Author(s):  
Edi Septe ◽  
Niswardi Jalinus
Keyword(s):  
Teaching And Learning ◽  
Mechanical Design ◽  
Machine Design ◽  
Google Scholar ◽  
Design Learning ◽  
Hands On ◽  
Machine Elements

Tujuan penulisan artikel ini adalah menemukenali permasalahan dan solusi alternatif dalam perkuliahan Perancangan Elemen Mesin, sehingga dapat dijadikan pedoman dalam pengembangan model pembelajaran selanjutnya. Kajian literatur ini dilakukan melalui penelusuran jurnal dalam lingkup pembelajaran machine design dengan sumber informasi google scholar, www.springer.com, www.elsevier.com, www.sagepub.com dan prosiding konferensi internasional. Dengan kata kunci pencarian: machine design, machine design learning, teaching and learning of machine design, mechanical design, machine elements, diperoleh 100 jurnal dan prosiding terkait, yang diseleksi menjadi 79 jurnal dan prosiding yang memaparkan masalah dan alternatif solusi sesuai materi artikel ini. Hasil kajian memperlihatkan masalah utama dalam pembelajaran Perancangan Elemen Mesin adalah: pembelajaran masih menerapkan metode tradisional, materi kuliah sudah tidak relevan dengan kebutuhan di lapangan, mahasiswa tidak memiliki pengetahuan dan pengalaman awal yang memadai, dosen kurang pengalaman membimbing mahasiswa melaksanakan praktek, rendahnya kemampuan mahasiswa berbahasa Inggris, kurangnya paparan praktis mahasiswa, dan belum ada kerangka yang divalidasi untuk merancang pengembangan instruksional dalam merubah model tradisional desain pembelajaran. Selanjutnya solusi alternatif yang ditawarkan adalah: membuat mahasiswa belajar aktif dan bergeser kemode kerja konkret, materi kuliah diarahkan merancang sistem yang kompleks melalui program rekayasa proyek, mengembangkan model pembelajaran ‘eksperimen bersama’ yang membahas masalah lapangan, kegiatan perancangan dilakukan di laboratorium untuk menerapkan pembelajaran kelas ke lingkungan yang nyata atau dengan modul laboratorium virtual atau simulasi laboratorium interaktif, serta pembelajaran dilakukan dengan pendekatan teknik hands-on berbasis tim, yang memberikan pengalaman praktis kepada mahasiswa dalam perancangan, fabrikasi, dan pengujian sistem mekanis yang kuat dan efisien.

The Instructional SEM Laboratory at Iowa State University

1996 ◽  
Vol 54 ◽  
pp. 396-397
Author(s):  
L. S. Chumbley ◽  
M. Meyer ◽  
K. Fredrickson ◽  
F.C. Laabs
Keyword(s):  
Materials Science ◽  
Computer Network ◽  
Energy Dispersive Spectrometer ◽  
Computer Control ◽  
State University ◽  
Iowa State University ◽  
Internet Server ◽  
Schematic Layout ◽  
Hands On ◽  
Improve Instruction

The Materials Science Department at Iowa State University has developed a laboratory designed to improve instruction in the use of the scanning electron microscope (SEM). The laboratory makes use of a computer network and a series of remote workstations in a classroom setting to provide students with increased hands-on access to the SEM. The laboratory has also been equipped such that distance learning via the internet can be achieved.A view of the laboratory is shown in Figure 1. The laboratory consists of a JEOL 6100 SEM, a Macintosh Quadra computer that acts as a server for the network and controls the energy dispersive spectrometer (EDS), four Macintosh computers that act as remote workstations, and a fifth Macintosh that acts as an internet server. A schematic layout of the classroom is shown in Figure 2. The workstations are connected directly to the SEM to allow joystick and computer control of the microscope. An ethernet connection between the Quadra and the workstations allows students seated there to operate the EDS. Control of the microscope and joystick is passed between the workstations by a switch-box assembly that resides at the microscope console. When the switch-box assembly is activated a direct serial line is established between the specified workstation and the microscope via the SEM’s RS-232.

Students Involvement in Multilingual and Multicultural Community Services

2015 ◽  
Vol 22 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Ying-Chiao Tsao
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Linguistically Diverse ◽  
Community Services ◽  
Cultural Humility ◽  
Self Assessment ◽  
Multicultural Community ◽  
Raising Awareness ◽  
Hands On ◽  
Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

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