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In this paper, the authors review extant natural language processing models in the context of undergraduate mechanical engineering education. These models have advanced to a stage where it has become increasingly more difficult to discern computer vs. human-produced material, and as a result, have understandably raised questions about their impact on academic integrity. As part of our review, we perform two sets of tests with OpenAI's natural language processing model (1) using GPT-3 to generate text for a mechanical engineering laboratory report and (2) using Codex to generate code for an automation and control systems laboratory. Our results show that natural language processing is a potentially powerful assistive technology for engineering students. However, it is a technology that must be used with care, given its potential to enable cheating and plagiarism behaviours given how the technology challenges traditional assessment practices and traditional notions of authorship. [ABSTRACT FROM AUTHOR]

The presented work describes the development of an engineering capstone course with multidisciplinary design projects and students' teams. The course is offered for senior-level engineering students of four majors: those are bio-, environmental, materials, and mechanical engineering. In addition, engineering students can have minors in computer science. Most of the offered projects are sponsored by industrial partners and all are mentored by clients' representatives and faculty members. The presented paper discusses the implementation of design-based learning approach to integrate the technical engineering design knowledge and the learning skills of interpersonal nature, such as communication skills, adaptability, teamwork, etc. In addition to the discussion of the design-based learning frame application, the paper deliberates over the importance of aligning the learning outcomes and the grading policy with the engineering design phases in engineering capstone design courses. The research objective of this study was to answer the following question: is there a difference in the peer evaluation of capstone design teams between multidisciplinary and single-disciplinary teams in terms of (1) contribution and skills and 2) team satisfaction. The presented work offers preliminary results of team's satisfaction and performance based on the multi- and single-disciplinary teams. Preliminary findings for those two specific aspects indicate no significant differences in the overall design teams' satisfaction. However, in terms of the team's contribution and skills, the multidisciplinary teams scored higher mean values than the single-disciplinary teams. [ABSTRACT FROM AUTHOR]

This paper describes the implementation and the results of an online project-based learning (PBL) pedagogy in an advanced fluid mechanics course in a mechanical engineering technology program. This work is a close collaboration between engineering and education faculty and the engineering librarian, and aligns with the new research areas identified by the National Engineering Education Research Colloquies and the ABET Criteria for Accrediting Engineering Technology Programs Criterion 3 (student outcomes, SLO 1 to 5) and Criterion 5 (curriculum, discipline specific content C, D and E). Students were required to work in teams to design and dimension a heating, ventilation, and air-conditioning (HVAC) duct system, a real-world expression of engineering thinking. Students applied information literacy skills to identify relevant engineering codes and standards, such as ASHRAE, and used previously learned content knowledge from various courses to finalize the project. The PBL exercise was chosen as a culminating experience and in support of engineering competencies development. The results showed improvements in the flow of air in ducts content knowledge, professional communication skills, and the ability to collaborate as part of a team, including improving one's ability to work with other students on assignments, listening to the ideas of others, learning from the ideas of others, and evaluating the ideas of others. The students unanimously agreed that the project improved their heating, ventilation, and air-conditioning (HVAC) knowledge beyond the classroom as well as their information seeking skills. Based on the students end of semester course evaluation, this PBL exercise improved their readiness for the workforce. [ABSTRACT FROM AUTHOR]

The Manufacturing Processes course includes the main principles of the processes, engineering materials, tools, machines, and examples of manufactured goods. Transferring the up-to-date knowledge to the students may change over time although core topics remain the same. This paper aims to attract attention to the need for change to obtain a well-prepared course content that combines theory and practice. For this purpose, the study is structured in two phases. In the first phase, teaching and grading activities for an Industrial Engineering undergraduate course is considered for nine years period. Statistical analysis confirm that workshop sessions have a positive effect on students' success. To identify the overall learning experience during the course and the awareness of flipped classrooms, a feedback questionnaire is conducted in the second phase. The questionnaire results verify that students can benefit from audio-visual course materials that are shared with them before the class. Case discussions and hands-on practices may be helpful to increase the success of undergraduate engineering students for courses like Manufacturing Processes. However, strict health-safety regulations and unexpected occasions such as pandemics may restrict hands-on learning. Learning environments equipped with new technologies can replace traditional methods soon when it is not possible to conduct such training physically. [ABSTRACT FROM AUTHOR]

With the advent of the COVID-19 outbreak, major disruptions were witnessed in the engineering education community, especially with regards to course delivery. With the subsequent cancelation of in-person classes, transition to remote delivery had to be swift, and both faculty and students had to face many challenges, not the least of which was how to handle course-integrated laboratory exercises. At Grand Valley State University, while the traditional in-person classrooms were converted to virtual classrooms with relative ease, a major concern was the delivery of the accompanying laboratories for certain courses, especially fluid mechanics. The fluid mechanics lab, which requires extensive hands-on experience, is woven into the lecture component; therefore, it was concerning that the students would miss this vital component, resulting in a greatly diminished experience. Several possibilities ranging from canceling the lab to simply providing data for the students to analyze were considered. Ultimately, to preserve the conceptual and mechanical literacies, it was decided to incorporate the hands-on approach by requiring students to conduct certain experiments at-home using readily available (or easy to purchase) supplies and analyze the collected data. This paper demonstrates several innovative ideas that were implemented to enable students to better comprehend fluid mechanics concepts through engaging hands-on experiments. A total of eleven different labs and a project were conducted during the remote semester. Of the eleven labs, six required students to conduct at-home experiments in addition to the experiments conducted onsite. For ten of the eleven labs, the authors conducted experiments onsite and provided students with data for further analysis; aspects of some, but not all, onsite experiments were video recorded for the students, but the at-home experiments were demonstrated by video. The students welcomed the at-home experiments and indicated that it was vital in their understanding of certain fundamental concepts while being fun at the same time. Assessment indicated that this approach seemed to be effective in terms of outcomes with respect to fluid mechanics (cross-sectional study), but the aspects of deep learning and confidence did significantly decrease performance in the subsequent advanced course, heat transfer (long-term study). [ABSTRACT FROM AUTHOR]

Lecture-free activities afford students with an engaging approach to knowledge acquisition and integration. When peppered throughout a course, experiential activities inject spontaneity, break up familiar patterns, and empower students to take responsibility of their learning. For an instructor, iteration is required to develop effective lecture-free engineering activities, necessitating thoughtful evaluation. The paper adopts Kelly's personal constructs theory, using repertory grid analysis to consider the effectiveness of six unordinary, lecture-free activities. Through a structured comparison of activities, 29 constructs were elicited with inherently subjective, dichotomous poles. The grid was populated ranking each activity between the poles of each construct such as directed learning or creative expression. Using a cluster analysis and descriptive statistics, various themes emerged revealing the author's preference, and connections between seemingly unrelated constructs such as how summative actives use the entire building whereas formative activities are in the classroom. Recommendations are made to generalize the tool to aid instructors in activity evaluation and development through understanding and challenging existing patterns. [ABSTRACT FROM AUTHOR]

Locating the shear, or flexural, center of non-symmetric cross-sectional beams is a key element in the teaching of structural mechanics. That is, establishing the point on the plane of the cross-section where an applied load, generating a bending moment about a principal axis, results in uni-directional deflection, and no twisting. For example, in aerospace structures it is particularly important to assess the propensity of an airfoil section profile to resist bending and torsion under the action of aerodynamic forces. Cross-sections made of thin-walls, whether of open or closed form are of special practical importance and form the basis of the material in this paper. The advent of 3D-printing allows the development of tactile demonstration models based on non-trivial geometry and direct observation. [ABSTRACT FROM AUTHOR]

The Conceive-Design-Implement-Operate framework was initiated around 20 years ago at Massachusetts Institute of Technology (MIT) in order to reform engineering education to cope with the latest needs and challenges available in the industry. MIT researchers thought of the set of skills that graduates would need to have upon graduation. Then they developed the framework and syllabus, and then ran it through pilot programmes to monitor and refine its underlying approaches. The framework takes into account students' 'Technical Knowledge and Reasoning', 'Personal and Professional Skills', 'Interpersonal Skills' and ability to 'Conceive-Design-Implement and Operate' engineering system or processes. It is now well established with over 100 universities applying its concepts to enhance engineering education. The framework defines 12 standards, which are implemented to describe the frameworks structure. This framework has been applied to several modules (or courses) within Taylor's School of Engineering. In particular, the present investigation discusses the application of this framework within the context of a Capstone Project module in the school's Mechanical Engineering Programme. This module is a yearlong, 3rd year module within a 4-year engineering degree programme where students are tasked to design and build a complex engineering system. This paper discusses how the framework is used to enhance students' ability to brainstorm and develop suitable and sustainable engineering design solutions for a specified design challenge. The paper will discuss what the students have accomplished in each part of the conceive-design-implement-operate framework stages, as well as how these techniques have enabled them to appropriately design an engineering solution in addition to the rubrics used to assess them in each part of the framework. [ABSTRACT FROM AUTHOR]

The goal of the present work was to explore student perspectives about a course module designed with cognitivist and constructivist learning theories, the cognitive apprenticeship instructional model, and a T-shaped design, specifically the first module of a Computational Fluid Mechanics curricular unit within a Master of Computational Mechanics program. This module was redesigned accordingly after the professor participated in a faculty development course, Engineering Education Theory and Practice, at the Faculty of Engineering, University of Porto. Student perspectives on the efficacy of the redesigned course were solicited, along with those from students who had previously taken the course. Students who participated in the revised course module reported higher levels of satisfaction than students from the previous iteration of the course and were more likely to recognize the value of specific instructional activities. This paper describes the revision of the course module and a comparison of the student feedback before and after those revisions. [ABSTRACT FROM AUTHOR]

In under graduate engineering education, engineering drawing is a basic course offered to 1st semester engineering students. With the advent of computers, the traditional engineering drawing practice in both industry and academia is being extensively replaced with computer aided engineering drawing. The present scenario in Indian engineering educational institutions has been studied and based on it an approach is proposed in the present paper, which involves the integration of software-based practice with client–server architecture. The proposed approach has been implemented to practice in our institute for few years. The use of this approach is required proper planning of the course content, delivery, practice and evaluation. The detailed discussion on the approach and its implications are examined through results. All the stakeholders are benefited by adopting this approach. The present paper focuses on the use of drafting software for the practice of engineering drawing-based courses in a secured client–server environment. This proposed approach guarantees multiple cascading advantages of improved understanding and enhanced spatial visualization among students. The proposed approach has been implemented for the students who admitted in the academic year 2014–15. The end exam results of these students have been compared with results of the batch admitted in academic year 2013–14. It was observed that the number of failures in the proposed approach were reduced up to 85% compared to conventional mode. Further, it facilitates to modernize the conduct of courses, provides data security, optimizes the utilization of computing facilities and most importantly it tests the students for the understanding of the topic and not for their artistic skills. Ultimately, it makes the engineering students industry-ready by enhancing their employability skills. [ABSTRACT FROM AUTHOR]

The paper presents an integrated approach to suspension design with educational purposes. A dedicated design tool was created to instruct automotive engineering students in the whole process of suspension design across the various CAE tools involved, from early kinematics studies to CAD, vehicle dynamics simulations and FEM modelling. The tool has given birth to a proven design procedure that the authors would like to share in this paper with focus on the educational side, although suspension kinematics design is not certainly a novel subject in itself. The tool includes geometries like the widely used McPherson strut, complex five-link schemes for high-end road cars, and typical racing car geometries like the so-called push/pull rod systems used on Formula 1 and Le Mans racecars. It has been applied successfully to various projects developed by professionals as well as by students, including the latest three Formula SAE (FSAE) single-seaters of the University of Brescia (Brescia, Italy) team. The paper is structured as follows. The introduction describes the role student design competitions play in higher engineering education, and within the frame of the Automotive Engineering course at UniBS in particular. A selection of relevant bibliography on the topic is listed. The Educational scenario section deals with the specific case of the Automotive Engineering course at UniBS and the requirements posed by student competitions, also in the frame of the Dublin Descriptors, and shows how suspension design can play a pivot role in a FSAE project. The A tool for suspension kinematics: requirements, description, solution section presents the software tool in itself. The math underlying the user interface is outlined. Finally, the integration features towards other CAE tools are presented with the related advantages. [ABSTRACT FROM AUTHOR]

This paper presents nine different types of formative assessment design for a MATLAB programming class. This work is grounded in the Felder–Silverman learning style model, a model that was developed within engineering education and has been validated and widely used within the field. The assessment construction is guided by three of the four Felder–Silverman learning style dimensions: active–reflective, visual–verbal, and sequential–global. In this paper, the assessment design is presented and then recommendations are provided in how to administer these types of assessments. These recommendations are based on quantitative results from a classroom study, student feedback, and classroom observations. These results lead to the recommendation that assessment is more effective if it is active, visual, and sequential. However, perhaps the most important recommendation is to encourage instructors to vary assessment style, in general, as assessing in a variety of formats helps all students. [ABSTRACT FROM AUTHOR]

Undergraduate research has a significant positive impact on the students’ educational experience but has many implementation challenges in curricular or co-curricular activities. This paper presents an approach for introducing undergraduate research to engineering students in a Numerical Analysis of Engineering Systems course, which is typically a junior-level undergraduate course in most engineering departments. A course project was designed to allow the participating students to work in teams, read an assigned research paper that presents an exact solution of a problem related to smart materials and structures, locate the main equations, and write a computer code that uses these equations to regenerate the published results. Each team of students gave a presentation on the assigned paper, the main equations, the code developed to regenerate the results and graphs, with interpretations and conclusions. The project is contributing to the course outcomes and learning objectives as well as multiple ABET student outcomes. Final survey showed the effectiveness of the proposed project in introducing students to undergraduate research, and giving them the chance to understand the technical and mathematical language used in research papers, and experience working on new challenging problems. The approach does not need involvement of multiple faculty members, or large funds and resources. The theme of the assigned research papers is dependent on the instructor’s field of research. The approach can be easily extended to other courses that teach computational methods and tools. The paper presents sample student projects and lessons learned in implementing the proposed approach. [ABSTRACT FROM AUTHOR]

Social constructivism is considered the main driver of curriculum overhaul for the new set of learning in the digital age. Implementation of cost-effective solutions of social constructivism in higher education is a challenge. The paper circumnavigates around the principle and practice methods and implemented in a module design for robotics teaching to students from diverse academic backgrounds and familiarity levels. A gap analysis between the current practices of a generalized module design and a social constructive approach revealed the specific areas for a focussed approach to consider. Such strategies are employed in the module redesigning strategy and found cost-effective and impactful in Engineering higher education. The designed module is presented to engineering students in an integrated robotics education in the context of control, communication, sensing and biomechatronics. Multiple implemented innovations for social constructivism in different aspects of the module have not only made it a popular option among engineering students but also resulted in better engagement, student achievement, inclusivity, and resource utilization. [ABSTRACT FROM AUTHOR]

Introducing Nanotechnology course with extensive lab experiments to engineering students becomes essential during their undergraduate studies. It is believed that Nanotechnology should be defined in a specific track within the undergraduate engineering curriculum. The current practice shows several universities adopting this course but with different approaches. The paper exhibits two new instruments designed to support micro/nano-technology education for engineering students. An integrated nano-manipulator and micro-machining instruments have been designed with various operations to allow more capabilities offered to students to acquire hands-on experience in labs. The students' activities are planned to follow a planned set of units describing experimental activities and designed for the students as a roadmap for a couple of weeks, or the students' ideas as free access after a training. With integrated functions, the instruments would allow more freedom to students to explore and investigate their curiosity. [ABSTRACT FROM AUTHOR]

Background: With an aging population and increasing demand on health care systems, biomedical engineering as an undergraduate program fits a growing societal need. As such, many Canadian universities have implemented biomedical engineering undergraduate programs. This provides a unique opportunity for core engineering faculty, engineering education researchers, and curriculum specialists to implement proven educational theories in the core curriculum of these programs to ensure exemplary and competent Canadian-trained biomedical engineering graduates. Purpose: This paper discusses the need for biomedical engineering as a core undergraduate program in Canada, the historical context of educational theories as related to biomedical undergraduate engineering education, a framework for the implementation of proven strategies, and learner-centric methods that benefit the learner, mentor, and society as a whole. Scope/method: The historical context of curriculum theories related to biomedical engineering undergraduate education, evaluation of the intrinsic and extrinsic curriculum theories in current biomedical engineering undergraduate education, educating progressive learners and development of future biomedical engineering undergraduate education curriculum, is explored. Conclusion: The integration of educational theories in the development of a biomedical engineering undergraduate engineering education is essential to ensure learners are provided with opportunities to experience cutting edge, quality engineering education. Empirical evidence demonstrates the successful implementation of applied methodologies such as model-electing activities, problem-based learning, and the flipped classroom. Providing biomedical engineering faculty with professional development opportunities around the successfully implementation of these tools aimed at culturally diverse, globalized 21st-century learners, can be catalytic in shifting to a new paradigm for engineering education in Canada and globally. [ABSTRACT FROM AUTHOR]

As reported by many professional bodies responsible for accrediting engineering programs, today's engineering graduates present important limitations in the practice of engineering because current engineering curricula are still too focused on fundamental engineering science without providing sufficient integration to industrial practice. To overcome these limitations, active learning approaches have been applied in the literature with positive results in engagement, motivation and student's performance. In this paper, we propose a project-based learning approach with real manufacturing activities in a four-year mechanical engineering course to improve the learning process. The goal of the project is to plan the manufacturing process of a real part and conduct at shop-floor levels all the activities required. The experience was evaluated considering project/exam grades, questionnaires and manufacturing quality. The results showed an increase in student's satisfaction, improvement in the exam performance and a clear increase in student's enrolment in the manufacturing master degree. [ABSTRACT FROM AUTHOR]

This paper examines engineering students' misconceptions of thermodynamics. A summary of the pedagogical theories of misconceptions is presented and the cognitive roots of misconceptions are briefly reviewed. Concept tests are discussed as one of the most effective tools for diagnosing misconceptions, followed by a summary of the available thermodynamics concept tests. Finally, an overview is presented of the most frequent thermodynamics misconceptions among engineering students. [ABSTRACT FROM AUTHOR]

Student competitions can play an important role in education: they promote interest and engagement of the students, as well as of the teachers. In the case of engineering, one of the most challenging contests in Europe is the Motostudent event, joined by the University of Brescia (UniBS) in 2016 for the first time. It is a typical implementation of Kolb's theory of experiential learning, where engineering theory and application meet in an intensive, 'hands-on' team work experience, resulting in a very effective learning process that involves the so-called soft skills as well. The paper aims at briefly reviewing the scope of competitions like the Formula SAE and sharing the authors' experience in a similar event, the Motostudent contest. [ABSTRACT FROM AUTHOR]

A digital homework program applicable to the study of kinematics and dynamics of machinery has been developed and successfully incorporated into an ongoing kinematics and dynamics of machinery course providing students with regulated self-practice, formative feedback, and partial credit scoring. The use of digital homework in upper-level engineering courses is sparsely documented in the literature but can provide homework assignments that give immediate feedback for self-assessment of learning while significantly reducing the time required of the instructor for grading. This paper presents a procedure for creating a digital homework set generally applicable to engineering courses using a commercially available course management tool. The paper then documents a specific implementation into a junior-level kinematics and dynamics of machinery course. This implementation is assessed over four semesters based on its comparison with traditional homework as perceived by students. The responses indicate that students were acquainted with digital homework from pre-engineering courses and did not regard the digital format as a hindrance. However, students perceived no benefit to the immediate feedback and, therefore, preferred the traditional format of upper-level courses. This perception is attributed to students’ tendency to make use of the homework feedback much later after the assignment and primarily at the point of exam preparation. However, this seems to be counter to the role of homework as a formative feedback tool that students use in real time to gauge and regulate learning activities. The authors conclude that the presented digital homework is both efficient and appropriate as a teaching supplement to an upper-level kinematics and dynamics of machinery course in the light of the role of homework as a tool to regulate learning of course material. Examples of the implemented digital homework problems are provided to serve as a resource for other instructors. [ABSTRACT FROM AUTHOR]

This article presents the design and monitoring of a lab-scale smart farming system through the integration of control and app designs that can be used for teaching embedded control application to electromechanical systems. A combination of sensors and actuators is used to develop an Arduino-based embedded feedback control system that could be implemented in a smart farming environment. Specifically, we look at controlling electromechanical devices to actuate the fan and water pump to provide the optimal temperature and moisture, respectively, to enhance plant growth in a smart farming setting. The effectiveness of the feedback control is tested by conducting a plant growth experiment. Using garden cress (Lepidium sativum) as a case study, the plant grown in the controlled temperature and moisture settings shows substantially healthier growth compared to the one grown in the non-controlled environment. In addition, an app is designed and developed to transform the Arduino data stream from the sensors into valuable insights that could help the users to monitor and improve the overall crop health. The developed system in this paper enables students to learn integral skills from interdisciplinary engineering fields (e.g. systems, control, mechanical and computer) to solve an agricultural problem. [ABSTRACT FROM AUTHOR]

The complexity and dynamics of the automotive industry require highly trained graduates with competencies and skills in various scientific and industrial fields, as well as practical skills. Theory with can be applied to practice in several ways: increasing practical application of labs and workshops, practice activities, race car contests, participation in scientific groups, work on research and development projects, internships, etc. The present paper explores the attitudes and perceptions of students who participated in an international competition for prototype vehicles powered with compressed air. Based on an exploratory questionnaire, uni- and multivariate statistical methods were applied, and the results were used to create a model related to the students’ perception of the usefulness of participating compared to the additional engineering skills learned. The results show that students involved in race car competitions enjoy positive feedback and more (regardless of country of origin) and learn professional skills with high-quality and relevant technical, social, and behavioral competences, which are required in the automotive industry today. [ABSTRACT FROM AUTHOR]

The conceive - design - implement - operate educational framework is implemented by educators to generate graduates who are able to tackle complex engineering challenges. A set of 12 standards define this framework and how to implement it. Taylor's School of Engineering has been part of this framework for the past six years and utilises it in the design of its engineering curriculum. This paper shares the Taylor's experience in adopting the framework by explaining the aforementioned underlying standards. The article guides the reader to evaluate the compliance to each standard, and the corresponding success in implementation. [ABSTRACT FROM AUTHOR]

In the study presented here, a simplified exact analytical solution of the problem of indeterminate continuous beams is derived and compared with the numerical solution, finite element. For the analytical method, the structure is divided into a simply supported element with internal support moments. The moments are first calculated with the help of boundary rotation conditions by taking into account both the shear and bending deformations. Second, the deflection functions of the beam members are derived. The results of a two-span continuous beam show that both methods yield an excellent agreement. The advantage of the presented method is that it is simplified, general, not time-consuming, and it can be standardized to this type of structures. Solution methods discussed in this paper can be of interest within the framework of mechanical and civil engineering education in which bending and shear of thick beams are taught. [ABSTRACT FROM AUTHOR]

Engineering education in higher education is facing multiple and significant challenges due to the changing requirements for future professional engineers and the changing landscape of higher education. How to raise the standard and quality of engineering courses to meet the demands of the fast evolving industry and society, how to improve the employability of graduates by developing the mentality and competence of professional engineers, and how to improve the inclusiveness to maximise the benefits of widening participation and internationalisation of higher education are some key issues that need to be addressed. This paper presents an innovative system for engineering education, the CIVA (standing for Coursework-driven teaching and learning process, Integrated teaching approach, Verification and validation guided quality learning and professional development and Active support mechanism) system. The CIVA system aims to address the above mentioned key issues in engineering education and represents a new way to manage the teaching and learning process in order to achieve a high quality engineering education outcome that is characterised by high academic standard and quality, high inclusiveness and high employability. An example of implementation of the CIVA system for a structural vibration unit is provided for illustration. Furthermore, the CIVA system provides a framework in engineering education that is responsive and customisable to the requirements of both the learners and the employers. With further development, the CIVA system is promising to make a significant contribution to modernising engineering education. [ABSTRACT FROM AUTHOR]

Delivery of manufacturing technology and practical workshop-based work, on undergraduate engineering courses that engage the learners, is challenging. The paper presents an experimental method of workshop delivery using the flipped learning approach, a pedagogical model in which the typical lecture and homework elements of a course are reversed. Video lectures are viewed by students prior to class. In-class time can be devoted to exercises, projects, or discussions as in this case. Learners were asked to observe three audiovisual clips in preparation for class. The objective was to determine whether the flipped classroom approach can enhance the learning experience, through better engagement with the students, compared to conventional classroom-based learning. The level of student participation and level of success have been established by means of feedback questionnaires from more than 100 participants and peer observation. The results are encouraging and demonstrate that this approach is favoured by the students. [ABSTRACT FROM AUTHOR]

Diverse learning opportunities and deep engagement are needed to support development of engineering competencies and expertise. Deep engagement evolves from productive and high-quality motivation that derives from both internal and external sources. Motivation to learn is lacking in many fields, like engineering, because it is too often assumed or ignored, rather than explicitly built into course instruction. While the lack of motivation in engineering education is clear in data-like attrition, there is little relevant research that informs the necessary changes for the field. The purpose of this study is to present a systematic approach that explicitly considers motivational elements in engineering courses. First a comprehensive set of motivational characteristics and the interrelationships for productive motivation of mechanical engineering students are identified. Students’ motivational characteristics and profiles of change over time are assessed using a multipoint predictive correlational design. This information is then used to strategically redesign motivational elements of a senior-level mechanical engineering design course. The SUCCESS framework has been used to redesign motivational features of the existing course. This paper reports results of the study, including implications for redesign of other engineering courses. Analysis of the data demonstrates the complexity of motivation in the engineering classroom, which includes addressing implicit and explicit, intrinsic and extrinsic, individual and team interaction and instruction. These elements extend not only to direct communication and interactions of instructor with students but into the full scope of the learning environment, peer-to-peer interactions, grading, (a)synchronous activities, face to face, and virtual communications. Key features of engineering students’ productive (learning and engagement-related) motivational profiles consisted of clusters of perceptual and experiential variables that were strongly correlated with motivational and learning outcomes. Tracking these factors demonstrated that they changed over time. These changes corresponded to perceptions of instructor and peer interactions, which were amenable to instructional intervention and responsive to social modeling. This study also revealed links among engineering students’ perceptions of their field of study, their own development of self-efficacy, and success expectations in both the design course and for their careers. This work revealed important distinctions between engineering students’ self-efficacy for, and engagement in, the course generally and for group tasks more specifically. These newly revealed relationships offer the opportunity to improve engineering instruction and the design of dynamic learning environments that support adaptive skill development. [ABSTRACT FROM AUTHOR]