scholarly journals Exploring Learner Engagement and Achievement in Large Undergraduate Engineering Mechanics Courses

2015 ◽  
Author(s):  
Jacob Grohs ◽  
Timothy Kinoshita ◽  
Brian Novoselich ◽  
David Knight
Keyword(s):  
Learner Engagement ◽  
Undergraduate Engineering ◽  
Engineering Mechanics

Evaluation of TAPS Packages

2010 ◽  
pp. 128-147
Author(s):  
Manjit Singh Sidhu
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Grade Point Average ◽  
Engineering Students ◽  
Target Population ◽  
Grade Point ◽  
Slow Learners ◽  
Undergraduate Engineering ◽  
The Third ◽  
Engineering Mechanics

The evaluation was carried out to examine the distribution of learning styles (discussed in Chapter 2) of the third year undergraduate engineering students and suggest effective problem solving approaches that could increase the motivation and understanding of slow learners at UNITEN. For this study, a sample target population of 60 third year undergraduate engineering students who had taken the Engineering Mechanics subject was tested. These students were selected based on their second year grade point average (GPA) of less than 2.5 as this study emphasizes on slow learners.

Multiscale-Based Mechanical Engineering Education

2006 ◽  
Author(s):  
G. Karami ◽  
R. V. Pieri
Keyword(s):  
Finite Elements ◽  
Engineering Education ◽  
Multiscale Analysis ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Classical Mechanics ◽  
Undergraduate Engineering ◽  
Computer Aided ◽  
Engineering Mechanics ◽  
Finite Elements Model

The classical engineering mechanics courses of Statics, Dynamics and Strength of Materials are taught to most engineering disciplines. With the advent of multiscale analysis and practice, reforms should be implemented in such classical mechanics courses to address the change so that they won't be limited only to continuum and macro-based level, but to include all the scales. This paper will suggest revisions that should be implemented in these courses. This includes introducing the concepts of multiscale engineering and the addition of new modules in the form of example problems in micro and nano-scales. Relying upon the framework of existing courses and using the existing physical and intellectual resources, an array of educational activities will be suggested to provide such an opportunity for undergraduate engineering students. The efforts will be substantiated and facilitated using the simulation capabilities of Computer Aided Engineering and Drawing (CADD) techniques as well as the analysis capabilities of Finite Elements Model (FEM) procedures.

Design Experience Using Software Tools in Undergraduate Engineering Mechanics Courses

2008 ◽  
Author(s):  
Abhijit Nagchaudhuri ◽  
Emin Yilmaz
Keyword(s):  
Engineering Design ◽  
Software Tools ◽  
Engineering Science ◽  
Engineering Programs ◽  
Science Courses ◽  
Undergraduate Engineering ◽  
Undergraduate Engineering Education ◽  
Engineering Mechanics ◽  
Solid Works ◽  
Design Experience

Statics, Dynamics, and Mechanics of Materials form the basic sequence of engineering mechanics courses in engineering curricula. Traditionally, these courses have been designated as “engineering science” courses with significantly more emphasis in analysis to reinforce engineering fundamentals, and little to no importance to “engineering design”. With the outcome based approach to undergraduate engineering education adopted by Accreditation Board of Engineering and Technology and the framework laid out by Engineering Criteria (EC 2000) significant reform efforts are underway to incorporate design experience throughout the engineering curricula. Most engineering programs across the nation have developed and implemented a freshman design course to introduce engineering design at the beginning of the college experience for engineering majors. To sustain the momentum, it therefore follows that subsequent courses should sustain the design emphasis in the freshman and sophomore years. Design, however, is a time consuming complex iterative process somewhat different from the convergent nature of engineering science. Modern software tools provide a time efficient and pedagogically effective way of integrating engineering design project with the engineering mechanics sequence without compromising the engineering science fundamentals. In this paper design projects that have been integrated in Statics, Dynamics, and Mechanics of Material courses offered by the author using software tools such as Working Model, MD-Solids, Pro-Engineer, Solid-works etc. supplemented by computational tools such as MATLAB and EXCEL are outlined. Discussion based on student feedback and relevance to ABET outcomes is also forwarded.

A Systemic Analysis of Cheating in an Undergraduate Engineering Mechanics Course

2013 ◽  
Vol 20 (1) ◽  
pp. 277-298 ◽  
Author(s):  
Tricia Bertram Gallant ◽  
Lelli Van Den Einde ◽  
Scott Ouellette ◽  
Sam Lee
Keyword(s):  
Undergraduate Engineering ◽  
Systemic Analysis ◽  
Engineering Mechanics

Technology Assisted Problem Packages For Engineering

2008 ◽  
pp. 73-87
Author(s):  
S. Manjit Sidhu ◽  
S. Ramesh
Keyword(s):  
Problem Solving ◽  
Design Process ◽  
Relative Motion ◽  
Interactive Multimedia ◽  
Multimedia Design ◽  
Undergraduate Engineering ◽  
Multimedia Environment ◽  
The Subject ◽  
Engineering Mechanics ◽  
Dynamics Problems

This work presents the development of technology-assisted problem solving (TAPS) packages at University Tenaga Nasional (UNITEN). This project is the further work of the development of interactive multimedia based packages targeted for students having problems in understanding the subject of Engineering Mechanics Dynamics. One facet of the project is the development of Engineering Mechanics Dynamics problems for core undergraduate engineering courses. This paper discusses the development of an interactive multimedia environment for solving relative motion of a rigid body using rotating axes. More specifically this article outlines the framework used to develop the multimedia package, highlighting our multimedia design process and philosophy.

scholarly journals Haptics-Augmented Training Software for Undergraduate Engineering Mechanics

2012 ◽  
Author(s):  
Ernur Karadogan ◽  
Robert L. Williams ◽  
David R. Moore ◽  
Tian Luo
Keyword(s):  
Teaching And Learning ◽  
Current System ◽  
Student Attrition ◽  
Rigid Body Dynamics ◽  
Undergraduate Engineering ◽  
Free Body Diagram ◽  
Body Dynamics ◽  
Engineering Mechanics ◽  
Free Body ◽  
Mechanics Education

This paper presents the development efforts for a set of software activities and tutorials to augment teaching and learning in standard required undergraduate engineering mechanics courses. Using these software activities, students can change parameters, predict answers, compare outcomes, interact with animations, and feel the results. The overall system aims to increase teaching and learning effectiveness by rendering the concepts compelling, fun, and engaging. The problem with current examples and homework problems is that they are flat, static, boring, and non-engaging, which may lead to student attrition and a less than full grasp of fundamental principles. We implement integration of haptics technology with educational products to enable improvement in undergraduate engineering mechanics education. The current system is composed of a computer (laptop or desktop), a haptic device and a set of haptic modules. Currently, two modules, Interactive Free-Body Diagram (Box Motion) and Rigid Body Dynamics (Box Motion), were developed and several others are under development.

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