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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]

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]

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]

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]

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]

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]

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]

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]

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]