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Abstract: Presents a listing of the editorial board, board of governors, current staff, committee members, and/or society editors for this issue of the publication. PubDate:
May 2022
Issue No:Vol. 65, No. 2 (2022)
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Abstract: These instructions give guidelines for preparing papers for this publication. Presents information for authors publishing in this journal. PubDate:
May 2022
Issue No:Vol. 65, No. 2 (2022)
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Authors:
Shi Wang;Fan Zhang;Qiu Tang;Xiaogang Zhang;Renxin Zhao;
Pages: 115 - 123 Abstract: Contribution: This article presents a teaching experiment platform for an undergraduate laboratory program designed to fulfill the needs of control engineering classroom experiment teaching. The teaching experiment platform is a cost-effective teaching tool that can be promoted on a large scale in colleges and universities. The teaching experiment platform is a portable device that breaks through the limitations of the time and place of experiments. The platform can be used for many courses, which helps students combine theory with practice. Background: 1) Undergraduate programs usually follow traditional educational methods, which lead to students often unable to connect knowledge learned in class to actual situations; 2) the price of existing experimental devices is far beyond the affordability of students and teachers; and 3) most undergraduate students have to learn at home due to the COVID-19 epidemic. Therefore, students need a kind of cost-effective take-home teaching experiment platform, which can enable them to do experiments at home and improved the learning efficiency. Intended Outcomes: The teaching experimental platform gives the students out of the classroom more time to analyze the results of the experiment and to relate the concepts presented in the lecture course to the results of the experiment. With the aid of the platform, students can achieve the learning objectives, significantly improve interactivity in the classroom and fulfill the ABET requirement. Application Design: The course of Principle of Automatic Control taught at the Hunan University is given as a case study in which the evaluation process was based on the corresponding student outcomes and ABET criteria. Findings: The analysis based on positive student feedback as well as their academic grades indicates that the teaching platform presented in this article is an effective le-rning tool during the learning process of undergraduate students. PubDate:
May 2022
Issue No:Vol. 65, No. 2 (2022)
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Authors:
Hsu-Chan Kuo;Ya-Ting Carolyn Yang;Jung-San Chen;Ting-Wei Hou;Ming-Tzu Ho;
Pages: 124 - 131 Abstract: Contribution: Prior studies have shown that project-based learning (PBL) is an effective approach on engineering education. This study further identifies the impact of a design thinking (DT) integrated PBL approach on the college students’ learning motivation and creativity. Background: A well-developed robot and its project often require interdisciplinary knowledge, such as design and technology, and interdisciplinary team collaboration to optimize the requirements of desirability and viability for developing products. The current study systematically embeds the elements of DT and PBL on a robot design course. Intended Outcomes: The DT PBL approach can improve the student’s learning motivation and creativity in developing robots for engineering students. Application Design: A quasi-experimental design was used. Eighteen participants were assigned to the experimental group, whereas 23 participants were assigned to the comparison group. While the elements of DT and PBL were embedded into and delivered for the experimental group, the comparison group used a PBL-only approach. Findings: Evidence collected from quantitative survey/tests and qualitative interviews indicates that: 1) the experimental group outperformed the comparison group in overall learning motivation, and its subscales (task value and self-efficacy). The project enabled them to reflect on the insufficiency of required expertise and skills, which also helped them to learn more effectively and efficiently and 2) the experimental group outperformed the comparison group in overall creativity and its subscales (fluency, originality, and flexibility). The experimental group students can think faster, consider the problem through multiple perspectives, and come out with more creative ideas. PubDate:
May 2022
Issue No:Vol. 65, No. 2 (2022)
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Authors:
Youmeng Guo;Nan Hu;Jinmei Liu;Yaling Yin;Youye Ding;Yaqi An;
Pages: 132 - 140 Abstract: Contribution: The scheme for virtual emulation experiments based on discrete logic which appropriately lowers students’ cognitive burden and possesses manipulatable interactive logic in tune with real experiments is put forward. The relationship between students’ experiential learning and the influence of cognitive burden is also discussed. Background: Many kinds of research prove that a great deal of time expense and complex experiment setup strategies are a must if one needs adequate exploration experience and results through real experiments. These outputs are also limited to lab resources, leading to students’ less experience gaining. Moreover, conventional virtual emulation experiments are possible solutions but the lowering of cognitive burden is not adjustable. Students still lack practical experience due to the less challenging and more mechanic interaction. Intended Outcomes: A scheme for virtual emulation experiments based on discrete logic which appropriately lowers students’ cognitive burden and possesses manipulatable interactive logic in tune with real experiments and an experiment system based on this scheme. Application Design: Students will deal with different experiment missions and prompts according to their cognitive level in virtual experiment scenarios instead of complex real ones. Students’ operation strategies and parameter settings are analyzed and presented for more proper designs. Findings: The analysis of the experiment data is exciting: students who have accomplished virtual emulation experiments take up the absolute majority of successors when it comes to transfer questions, which means they have got more practical experience. PubDate:
May 2022
Issue No:Vol. 65, No. 2 (2022)
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Authors:
Pedram Asef;Christos Kalyvas;
Pages: 141 - 149 Abstract: One-dimensional (1-D) demonstrations, e.g., the black-box systems, have become popular in teaching materials for engineering modules due to the high complexity of the system’s multidimensional (e.g., 2-D and 3-D) identities. The need for multidimensional explanations on how multiphysics equations and systems work is vital for engineering students, whose learning experience must gain a cognitive process understanding for utilizing such multiphysics-focused equations into a pragmatic dimension. The lack of knowledge and expertise in creating animations for visualizing sequent processes and operations in academia can result in an ineffective learning experience for engineering students. This study explores the benefits of animation, which can eventually improve the teaching and student learning experiences. In this article, the use of computer-aided animation tools is evaluated based on their capabilities. Based on their strengths and weaknesses, the study offered some insights for selecting the investigated tools. To verify the effectiveness of animations in teaching and learning, a survey was conducted for undergraduate and postgraduate cohorts and automotive engineering academics. Based on the survey’s data, some analytics and discussion have offered more quantitative results. The historic data (2012–2020) analysis has validated the animations efficacy as achievements of the study, where the average mark of both modules has significantly improved, with the reduced rate of failure. PubDate:
May 2022
Issue No:Vol. 65, No. 2 (2022)
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Authors:
L. B. Bosman;M. Phillips;
Pages: 150 - 155 Abstract: Contribution: This article highlights one approach to fostering the entrepreneurial mindset in the engineering classroom. Background: Entrepreneurship and innovation are currently trending topics in engineering education and will continue developing for the foreseeable future. Intended Outcomes: The guiding research question is: how can an entrepreneurial mindset focused learning experience improve student self-regulation, seeing value, and lifelong learning through metacognitive reflections' Application Design: The study is implemented within a five-week module focused on developing the entrepreneurial mindset as part of a required course on supply chain management technology. The supporting pedagogical interventions include authentic learning, information literacy, a mix of low stakes and high stakes assessment, and parallel scaffold and collaborative learning. The module is assessed through a metacognitive reflection centered around self-regulated learning, seeing value, and lifelong learning. Findings: First, the metacognitive reflections showed ~50% of participants would approach their work differently (e.g., make changes to management and scheduling, using credible sources, obtaining writing assistance through the university writing lab). Second, participants were able to articulate soft skill development and/or subject matter expertise as benefits as it relates to entering the workforce. Third, participants were able to express opportunities for extending their knowledge in the future. PubDate:
May 2022
Issue No:Vol. 65, No. 2 (2022)
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Authors:
Eric Schearer;Ann Reinthal;Debbie Jackson;
Pages: 156 - 166 Abstract: Contribution: This study uncovered specific benefits, challenges, and facilitators to participating in undergraduate research for physically disabled students (PDSs) taken directly from students themselves. Background: Disabled students (DSs) earn bachelor’s degrees and gain employment in STEM careers at rates lower than their peers. The paradigm shift in undergraduate STEM education from lecture-based to inquiry-based learning is an opportunity to explore new options for including DSs. Little is known about designing inquiry-based learning settings for DSs. Research Question: This article seeks to increase the understanding of how to support PDSs in inquiry-based settings. Specifically, the authors documented the experiences of PDS in a summer undergraduate research program to uncover: 1) benefits they receive from participating; 2) specific challenges these students face; and 3) novel ways to facilitate participation. Methodology: The authors conducted semistructured interviews of five undergraduate PDS, who participated in a summer research program. The paper reports representative student responses across themes related to benefits, challenges, and facilitators of success in the program. Findings: The students enjoyed many benefits typically gained from undergraduate research, most notably career clarification. Additionally, the students experienced personal growth, including improved self-advocacy, increased confidence in their independence, and greater understanding of limitations. The main facilitator was the positive attitudes of research mentors. A principal challenge was the lack of knowledge about disability in peers without disabilities who participated in the program. PubDate:
May 2022
Issue No:Vol. 65, No. 2 (2022)
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Authors:
Shahaf Rocker Yoel;Yehudit Judy Dori;
Pages: 167 - 176 Abstract: Contributions: The study contributes to the social cognitive career theory (SCCT) by explaining high-school students’ career choices and finding possible relations between self-efficacy, interpersonal skills, what inspires them to choose a career, and their actual choices. The practical contribution of this research lies in understanding the impact of the For Inspiration and Recognition of Science and Technology (FIRST) program on its participants and graduates. Background: The FIRST program incorporates project-based learning that fosters the design and production of innovative robotics by teams of students who compete annually. Research Questions: 1) Do the FIRST program activities increase STEM exposure and encourage STEM career choices, and if so, how' 2) What are the factors that affect these choices' Are there correlations between those factors' If so, what are they' 3) Is the effect of the FIRST program on FIRST high-school students’ exposure and career choices different from that effect on FIRST graduates' If so, what are the differences and does gender play a role in these differences' Methodology: The research participants included 119 FIRST high-school students and 297 FIRST graduates. The research applied a convergent parallel mixed-methods approach, with data collected both qualitatively via interviews and quantitatively via questionnaires. Findings: Analysis of the data showed that the FIRST program increased participants’ STEM exposure and career choice in STEM domains. A significant, positive, strong correlation was found between interpersonal skills, STEM exposure, career choice, family and school support, and external motivation. PubDate:
May 2022
Issue No:Vol. 65, No. 2 (2022)
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Authors:
Maria Cutumisu;Catherine Adams;Florence Glanfield;Connie Yuen;Chang Lu;
Pages: 177 - 183 Abstract: The growing interest of educational researchers in computational thinking (CT) has led to an expanding literature on assessments of CT skills and attitudes. However, few studies have examined whether CT attitudes influence CT skills. The present study examines the relationship between CT attitudes and CT skills for preservice teachers (PSTs). The Callysto CT test (CCTt) for Teachers was administered to $n,,=$ 105 PSTs to measure their CT attitudes and skills. Structural equation modeling was used to examine the relationship of participants’ CT and problem-solving skills with their attitudes toward CT, technology, coding, and data. Findings revealed that CT attitudes predicted CT skills and provided the first step in exploring the validity and reliability of the CCTt instrument. PubDate:
May 2022
Issue No:Vol. 65, No. 2 (2022)
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Authors:
Khalid S. Al-Olimat;
Pages: 184 - 190 Abstract: Contribution: Project-based learning is a widely used learning approach that has proven itself effective in engineering education. This article describes a generalized model to teach undergraduate students the concepts of dc electric motors using project-based learning through a complete module that consists of modeling and simulation, and questions formulation. Background: Undergraduate level Electric Machines textbooks lack a detailed and complete models of dc electric motors, and they only cover the motors’ traditional steady-state analysis. Teaching such topics that cover both steady-state and transient analyses through a complete module that includes both a step-by-step model derivation and simulation coupled with question formulation allows students to understand the materials better and, in turn, improve their performance. Intended Outcomes: The intended outcomes of the proposed approach are to improve students’ conceptual understanding, analytical skills, and simulation experience of dc electric motors. Application Design: The proposed approach introduces students to the concepts through seven elements: 1) the model derivation; 2) the types of dc motors; 3) how to modify the derived model to represent a specific type; 4) the assigned project; 5) the MATLAB programming; 6) the simulation results; and 7) question formulation that are related to dc motors. Findings: The evaluation of the data obtained from both students’ performances and surveys showed a significant improvement in performance and a positive attitude toward the proposed approach. PubDate:
May 2022
Issue No:Vol. 65, No. 2 (2022)
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Authors:
Pedro G. Feijóo-García;Amanpreet Kapoor;Christina Gardner-McCune;Eric Ragan;
Pages: 191 - 199 Abstract: Contribution: In this article, the authors present findings and insights on the efficacy of using an educational block-based programming (BBP) environment—Blocks4DS, to teach the binary search tree (BST). Background: For a decade, BBP environments have been a hot topic in the computer science education (CSEd) community to promote interactive active learning of programming. However, little attention has been paid to BBP environments’ efficacy on nonintroductory courses like data structures and algorithms (DS&A). DS&A courses are challenging to students due to levels of abstraction that could be reduced by syntax-free features existing in BBP interfaces. Research Questions: 1) Can undergraduate computing-major students learn about the BST using Blocks4DS' 2) Do undergraduate computing-major students understand better BSTs when learning with a BBP environment' and 3) How do undergraduate computing-major students perceive Blocks4DS for nonintroductory computer science (CS) topics' Methodology: A mixed-method study was designed, using a control and intervention group with 83 first and second-year CS students, to evaluate the efficacy of Blocks4DS compared to traditional instructional methods (e.g., whiteboard and pseudocode). The authors evaluated its efficacy based on students’ conceptual understanding and perceptions. Findings: It was found that, regardless of prior experience with text-based programming languages and instructional approaches, students introduced to the BST with Blocks4DS gained significant conceptual understanding, and performed as well as peers instructed with pseudocode. Also, 83.3% of students found the tool engaging and 72.3% found it useful to learn DS&A. This suggests that Blocks4DS can be used to teach DS-;A. PubDate:
May 2022
Issue No:Vol. 65, No. 2 (2022)
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Authors:
Jose Luis Romero-Gázquez;Gregorio Cañavate-Cruzado;María-Victoria Bueno-Delgado;
Pages: 200 - 209 Abstract: The Industry 4.0 (I4.0) aims to develop a framework where the new technologies interoperate with each other and with employees, creating a smart and efficient environment. Although there are many public and private initiatives focused on boosting the deployment of I4.0 in all sectors worldwide, the adoption is slower than expected. One of the main reasons is the lack of training in those technologies involved in I4.0, the so-called key-enabling technologies (KET). In this article, the current status of I4.0 adoption from the industry, employees, and training point of view is analyzed. The lack of I4.0 competences in the curricula of vocational education training (VET) and higher education (HE) is also highlighted. Finally, the European innovative training action IN4WOOD is presented as a successful open and free training tool developed to offer students, employees, and managers an easy way to learn, use, and deploy KET of I4.0. Although the main target users of the training action are those in the furniture and woodworking sector, it has been designed to be useful also for users in other business sectors. The training tool is composed of more than 300 video learning pills, practical use cases, gamification, and evaluation test for measuring the level of knowledge acquired. The training tool has been tested in a pilot launched in four European countries. The results from the pilot prove that the IN4WOOD training helps to fill the skill gaps identified in the current VET/HE students and improves the competitiveness of employees, managers, and enterprises. PubDate:
May 2022
Issue No:Vol. 65, No. 2 (2022)
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Authors:
Jac Ka Lok Leung;Samuel Kai Wah Chu;Ting-Chuen Pong;Davy Tsz Kit Ng;Shen Qiao;
Pages: 210 - 219 Abstract: Contribution: While design project courses offer first-year students a practical introduction to engineering, a portion of class time is usually spent on lecturing foundational knowledge instead of practicing engineering design. This article presents a blended design-based learning (bDBL) approach that makes class time more efficient and explores the changes in students’ design competencies and intrinsic motivations. Background: Current approaches to cornerstone courses face challenges, such as heavy faculty involvement and heterogeneity of design projects. bDBL draws on the self-directedness of blended learning and the open-ended nature of design-based learning which may be a worthwhile instructional approach for cornerstone courses. Intended Outcomes: bDBL was applied in a cornerstone course that intended to let students understand what engineers do and motivate them in the field. Students’ design competencies and intrinsic motivations were examined through pre- and post-self-reported surveys. Focus group interviews were conducted to elicit students’ views on bDBL. Application Design: Online self-paced learning modules were created to deliver knowledge-based content. Students transfer what they learned from the online modules through launch-level demos. Then, students spend most of the class time working on team design projects to learn through mistakes and receive first-hand feedback from peers and instructors. Findings: From Fall 2018 to Spring 2020, 201 first-year students experienced bDBL. Quantitative results demonstrated increases in students’ design competencies and intrinsic motivations. Four themes representing both positive and negative views of bDBL were elicited. A conceptual framework that connects the theoretical foundation, design elements, examined effect-, and students’ perceptions, is proposed. PubDate:
May 2022
Issue No:Vol. 65, No. 2 (2022)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:
Abraham Asfaw;Alexandre Blais;Kenneth R. Brown;Jonathan Candelaria;Christopher Cantwell;Lincoln D. Carr;Joshua Combes;Dripto M. Debroy;John M. Donohue;Sophia E. Economou;Emily Edwards;Michael F. J. Fox;Steven M. Girvin;Alan Ho;Hilary M. Hurst;Zubin Jacob;Blake R. Johnson;Ezekiel Johnston-Halperin;Robert Joynt;Eliot Kapit;Judith Klein-Seetharaman;Martin Laforest;H. J. Lewandowski;Theresa W. Lynn;Corey Rae H. McRae;Celia Merzbacher;Spyridon Michalakis;Prineha Narang;William D. Oliver;Jens Palsberg;David P. Pappas;Michael G. Raymer;David J. Reilly;Mark Saffman;Thomas A. Searles;Jeffrey H. Shapiro;Chandralekha Singh;
Pages: 220 - 242 Abstract: Contribution: A roadmap is provided for building a quantum engineering education program to satisfy U.S. national and international workforce needs. Background: The rapidly growing quantum information science and engineering (QISE) industry will require both quantum-aware and quantum-proficient engineers at the bachelor’s level. Research Question: What is the best way to provide a flexible framework that can be tailored for the full academic ecosystem' Methodology: A workshop of 480 QISE researchers from across academia, government, industry, and national laboratories was convened to draw on best practices; representative authors developed this roadmap. Findings: 1) For quantum-aware engineers, design of a first quantum engineering course, accessible to all STEM students, is described; 2) for the education and training of quantum-proficient engineers, both a quantum engineering minor accessible to all STEM majors, and a quantum track directly integrated into individual engineering majors are detailed, requiring only three to four newly developed courses complementing existing STEM classes; 3) a conceptual QISE course for implementation at any postsecondary institution, including community colleges and military schools, is delineated; 4) QISE presents extraordinary opportunities to work toward rectifying issues of inclusivity and equity that continue to be pervasive within engineering. A plan to do so is presented, as well as how quantum engineering education offers an excellent set of education research opportunities; and 5) a hands-on training plan on quantum hardware is outlined, a key component of any quantum engineering program, with a variety of technologies, including optics, atoms and ions, cryogenic and solid-state technologies, nanofabrication, and control and readout electronics. PubDate:
May 2022
Issue No:Vol. 65, No. 2 (2022)
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