Sustainability

2021

Jump to: 2020, 2019

13 pages, 230 KiB

Open AccessCase Report

Shared Learning from the Implementation of a Technical Leadership Program

by Ankur Sharma, Christopher Bodger, Abdullah Elahi, Robert Halbich, Harshita Jyoti, Rowan Kennedy, Ruth Kravis, Bryan Meng-Yao Law, Allissa Li, David Lim, Elton Lu, Christopher Luu, Angela Patajo, Arina Sigal, Vivienne Wells and Chris A Browne

Sustainability 2021, 13(11), 6433; https://doi.org/10.3390/su13116433 - 5 Jun 2021

Cited by 2 | Viewed by 3032

Abstract

Capstone projects have been an established vehicle of student–industry engagement in a university setting. In engineering, capstone projects are a point of transition from student to professional, as student engineers gain practical work experience and apply their technical skills and knowledge for an [...] Read more.

Capstone projects have been an established vehicle of student–industry engagement in a university setting. In engineering, capstone projects are a point of transition from student to professional, as student engineers gain practical work experience and apply their technical skills and knowledge for an industry-proposed design, research, and/or development challenge. In this paper, we report on a supplementary program—the Technical Leadership Program (TLP)—which was designed and delivered for students to hone their technical leadership skills within a capstone project. To report on the outcomes of this case study, we use a student-as-partners philosophy to share the case study as a series of vignettes from co-authors who participated in the TLP. These have been collated into four key thematic areas including building awareness through technical leadership; building a personal repertoire of leadership; creating a common platform for collaboration; and transitioning into a professional workplace environment. The reflections are then shown to map to relevant competencies in technical leadership. Alongside these themes, the paper shares the design of the TLP delivery and reflects on the challenges and benefits of this mechanism to enhance student experience. Full article

21 pages, 2736 KiB

Open AccessArticle

Application of Design-Based Learning and Outcome-Based Education in Basic Industrial Engineering Teaching: A New Teaching Method

by Xugang Zhang, Ying Ma, Zhigang Jiang, Siva Chandrasekaran, Yanan Wang and Raoul Fonkoua Fofou

Sustainability 2021, 13(5), 2632; https://doi.org/10.3390/su13052632 - 1 Mar 2021

Cited by 38 | Viewed by 6762

Abstract

This paper provides and illustrates a design-based learning (DBL) and outcome-based education (OBE) approach for fostering the innovation, practice, and autonomous learning ability of industrial engineering students. We performed two studies with on industrial engineering students in typical educational activities. The first study [...] Read more.

This paper provides and illustrates a design-based learning (DBL) and outcome-based education (OBE) approach for fostering the innovation, practice, and autonomous learning ability of industrial engineering students. We performed two studies with on industrial engineering students in typical educational activities. The first study used a topic of “sheet metal parts turnover protection optimization” to explore the application effect of “DBL + OBE” and its shortcomings in the implementation process, so as to help students understand this new teaching method. Then, in order to verify the use effect of “DBL + OBE”, the second study used the topic of “production line balance” to divide the students into an experimental class and a control class. The experimental class adopted the design learning teaching method, while the control class adopted the traditional teaching method. In order to verify the effectiveness of the proposed method, students and teachers were interviewed. It was found that the students in the experimental class were more outstanding in personal abilities, such as systematic thinking, independent innovation ability, etc. The results show that: the rational use of design-based learning and outcome-based education concept can stimulate students’ interest in learning, cultivate students’ team spirit, improve students’ innovation ability, practical ability and problem solving ability, and cultivate “innovative talents” needed in the new era. Full article

► Show Figures

Figure 1

16 pages, 1611 KiB

Open AccessArticle

Student Long-Term Perception of Project-Based Learning in Civil Engineering Education: An 18-Year Ex-Post Assessment

by José M. Coronado, Amparo Moyano, Vicente Romero, Rita Ruiz and Javier Rodríguez

Sustainability 2021, 13(4), 1949; https://doi.org/10.3390/su13041949 - 11 Feb 2021

Cited by 26 | Viewed by 4191

Abstract

In 1998, the Universidad de Castilla-La Mancha (UCLM) began to offer a 5-year civil engineering degree that, in the Spanish context, contained an innovative teaching model, which was characterized by a reduced number of students and project-based learning (PjBL) included in the curriculum. [...] Read more.

In 1998, the Universidad de Castilla-La Mancha (UCLM) began to offer a 5-year civil engineering degree that, in the Spanish context, contained an innovative teaching model, which was characterized by a reduced number of students and project-based learning (PjBL) included in the curriculum. Now, 15 years after the graduation of the first civil engineers from the UCLM, graduates were given a questionnaire to evaluate the extent by which the advantages described in the PjBL literature were perceived as such by these graduates. As a result of chain-referrals and in order to cross-reference the results, a parallel questionnaire was given to their work colleagues. The survey revealed how the development of PjBL-related abilities and skills were appreciated by UCLM graduates, such as the ability to work in groups, communication/debate skills, and leadership. The engineers were generally satisfied with their theoretical and practical learning due to the high demands required of engineering undergraduates in Spanish universities. Those that had worked with PjBL, in addition to developing the skills and abilities indicated above, also considered their learning to be more effective and with a better result-to-effort ratio. Full article

► Show Figures

Figure 1

25 pages, 432 KiB

Open AccessArticle

Undergraduate Students Becoming Engineers: The Affordances of University-Based Makerspaces

by Jana Bouwma-Gearhart, Yoon Ha Choi, Cindy A. Lenhart, Idalis Villanueva, Louis S. Nadelson and Estefany Soto

Sustainability 2021, 13(4), 1670; https://doi.org/10.3390/su13041670 - 4 Feb 2021

Cited by 24 | Viewed by 3893

Abstract

In the last decade, postsecondary institutions have seen a notable increase in makerspaces on their campuses and the integration of these spaces into engineering programs. Yet research into the efficacy of university-based makerspaces is sparse. We contribute to this nascent body of research [...] Read more.

In the last decade, postsecondary institutions have seen a notable increase in makerspaces on their campuses and the integration of these spaces into engineering programs. Yet research into the efficacy of university-based makerspaces is sparse. We contribute to this nascent body of research in reporting on findings from a phenomenological study on the perceptions of faculty, staff, and students concerning six university-based makerspaces in the United States. We discuss the findings using a framework of heterogeneous engineering (integration of the social and technical aspects of engineering practice). Various physical, climate, and programmatic features of makerspaces were read as affordances for students’ development of engineering practices and their continued participation and persistence in engineering. We discuss the potential of makerspaces in helping students develop knowledge, skills, and proclivities that may support their attending to especially wicked societal problems, such as issues of sustainability. We offer implications for makerspace administrators, engineering program leaders, faculty, and staff, as well as those developing and delivering professional development for faculty and staff, to better incorporate makerspaces into the university engineering curriculum. Full article

► Show Figures

Figure 1

2020

Jump to: 2021, 2019

17 pages, 2830 KiB

Open AccessArticle

An Innovative Framework for Teaching/Learning Technical Courses in Architectural Education

by Sardar S. Shareef and Guita Farivarsadri

Sustainability 2020, 12(22), 9514; https://doi.org/10.3390/su12229514 - 16 Nov 2020

Cited by 26 | Viewed by 6373

Abstract

This study presents a teaching/learning framework based on parallels between problem-based learning (PBL), constructivist pedagogy, and design, which enables students to learn technical courses in a way that promotes sustainable and self-directed learning. The study used qualitative content analysis of literature surveyed from [...] Read more.

This study presents a teaching/learning framework based on parallels between problem-based learning (PBL), constructivist pedagogy, and design, which enables students to learn technical courses in a way that promotes sustainable and self-directed learning. The study used qualitative content analysis of literature surveyed from scientific databases to determine thematic codes and find the relations. The theoretical framework was implemented in a case study conducted in a second-year course in building construction technology at Tishk International University, Sulaimaniya, Iraq. The results indicate that solving ill-defined problems increased student enjoyment in learning various subjects through several teaching methods including self-directed learning. The instructor’s role is to facilitate learning rather than to provide knowledge by showing the solutions. This stimulates the students’ curiosity toward understanding problems and approaching solutions through a game-based scheme. The suggested framework can be a guide for instructors teaching technical courses of any kind. This method equips students with technical knowledge that benefits them in their studies and their professional lives after graduation, as they can integrate both their design and technical knowledge. Full article

► Show Figures

Figure 1

18 pages, 1266 KiB

Open AccessArticle

The Transportability of a Game-Based Learning Approach to Undergraduate Mechanical Engineering Education: Effects on Student Conceptual Understanding, Engagement, and Experience

by David J. Shernoff, Ji-Chul Ryu, Erik Ruzek, Brianno Coller and Vincent Prantil

Sustainability 2020, 12(17), 6986; https://doi.org/10.3390/su12176986 - 27 Aug 2020

Cited by 13 | Viewed by 3444

Abstract

Many game-based instructional designs have demonstrated effectiveness for a variety of educational outcomes, although typically in limited contexts. In this article, we report the results of a four-year study testing the extent to which a game-based learning approach to undergraduate engineering education demonstrating [...] Read more.

Many game-based instructional designs have demonstrated effectiveness for a variety of educational outcomes, although typically in limited contexts. In this article, we report the results of a four-year study testing the extent to which a game-based learning approach to undergraduate engineering education demonstrating promising results in a university course was transportable to other engineering courses and universities. We evaluated students’ conceptual understanding, emotional engagement (with the Experience Sampling Method), and experience when using the video game, Spumone, for their coursework compared to a textbook-based control condition. Multilevel models and other quantitative analyses showed that the effect of the experimental condition (i.e., game-based) on conceptual understanding and student engagement was not significant. Based on a content analysis of students’ feedback, however, the students reported a positive experience with game-based learning for their assignments overall. Areas of need towards successful implementation of the game-based learning intervention were also examined. This study has important implications for the salience of implementation issues including adequate training and continuing teacher professional development, and ongoing supports for instructors and students to aid in the learning of concepts that the game was intended to teach. Full article

► Show Figures

Figure 1

12 pages, 2032 KiB

Open AccessArticle

Balancing Complex Social and Technical Aspects of Design: Exposing Engineering Students to Homelessness Issues

by Diana A. Chen, Mark A. Chapman and Joel Alejandro Mejia

Sustainability 2020, 12(15), 5917; https://doi.org/10.3390/su12155917 - 23 Jul 2020

Cited by 18 | Viewed by 3159

Abstract

This paper describes the development and implementation of a classroom experience involving problem-based and project-based learning with community engagement in an engineering design context. While most User-Centered Design courses ask students to critically analyze and synthesize user needs, particularly of users who they [...] Read more.

This paper describes the development and implementation of a classroom experience involving problem-based and project-based learning with community engagement in an engineering design context. While most User-Centered Design courses ask students to critically analyze and synthesize user needs, particularly of users who they see as “not like them”, our version is unique in having students wrestle with concepts of power, privilege, and oppression alongside developing prototypes that address sociotechnical aspects of engineering design that are rarely discussed in engineering courses. The course project described in this paper was developed to integrate issues of homelessness with engineering design. To achieve this goal, we partnered with a local non-profit organization that provides access to safe, mobile showers for our unhoused neighbors. Considering the context and needs of people who experience homelessness, students built solar water heater prototypes that integrated with the mobile shower units of our partners. Our goal with this course is to demonstrate to students that technical solutions are often insufficient for solving sociotechnical problems. In this case, the partnership with the non-profit organization was critical to conveying to students that engineering alone cannot solve homelessness. Full article

► Show Figures

Figure 1

20 pages, 4446 KiB

Open AccessArticle

STEM Teaching for the Internet of Things Maker Course: A Teaching Model Based on the Iterative Loop

by Rongjun Chen, Yani Zheng, Xiansheng Xu, Huimin Zhao, Jinchang Ren and Hong-Zhou Tan

Sustainability 2020, 12(14), 5758; https://doi.org/10.3390/su12145758 - 17 Jul 2020

Cited by 17 | Viewed by 4524

Abstract

As the key technology for 5G applications in the future, the Internet of Things (IoT) is developing rapidly, and the demand for the cultivation of engineering talents in the IoT is also expanding. The rise of maker education has brought new teaching inspiration [...] Read more.

As the key technology for 5G applications in the future, the Internet of Things (IoT) is developing rapidly, and the demand for the cultivation of engineering talents in the IoT is also expanding. The rise of maker education has brought new teaching inspiration for cultivating innovative technical talents in the IoT. In the IoT maker course, teaching problems include the lack of adequate teaching models, emphasis on products but less emphasis on theory, and letting students imitate practice. Focusing on these problems, this paper proposes a new Science, Technology, Engineering, and Mathematics (STEM) teaching model called Propose, Guide, Design, Comment, Implement, Display and Evaluate (PGDCIDE) for the IoT maker course. The PGDCIDE teaching model is based on STEM teaching and Kolodner’s design-based scientific inquiry learning cycle model, and realizes the combination of “theory, practice, and innovation.” Finally, this paper designs the IoT maker course to practice the PGDCIDE model. The practical results indicate that students significantly improved their emotional level, knowledge level, and innovation level after studying the course. Therefore, the PGDCIDE teaching model proposed in this paper can improve the effectiveness of the IoT maker course teaching and is conducive to the cultivation of students’ sustainable ability in engineering education. It has reference significance for the application of maker courses in engineering education practice. Full article

► Show Figures

Figure 1

14 pages, 564 KiB

Open AccessArticle

Presentation and Evaluation of a New Graduate Unit of Study in Engineering Product Development

by Timothy A. Bodisco and Stuart Palmer

Sustainability 2020, 12(14), 5749; https://doi.org/10.3390/su12145749 - 17 Jul 2020

Cited by 2 | Viewed by 2535

Abstract

Engineering education has a key role to play in equipping engineers with the design skills that they need to contribute to national competitiveness. Product design has been described as “the convergence point for engineering and design thinking and practices”, and courses in which [...] Read more.

Engineering education has a key role to play in equipping engineers with the design skills that they need to contribute to national competitiveness. Product design has been described as “the convergence point for engineering and design thinking and practices”, and courses in which students design, build, and test a product are becoming increasingly popular. A sound understanding of product development and the implications associated with developing a product have been strongly linked to sustainability outcomes. This paper presents an evaluation of a new Master level engineering unit offered at Deakin University in product development technology. The unit allowed the students an opportunity to engage with the entire product development cycle from the initial idea to prototyping and testing through strategic assessment, which drove the unit content and student learning. Within this, students were also afforded an opportunity to explore resource usage and subsequent minimisation. Student evaluation surveys over two successive years found that students were responsive to this type of learning and appreciated the opportunity to do hands-on work. Improved student effort and engagement indicate that the students likely had better learning outcomes, as compared to traditionally taught units. Full article

► Show Figures

Figure 1

11 pages, 1196 KiB

Open AccessArticle

Analysis of Learning Motivation in Industrial Engineering Teaching in University of Extremadura (Spain)

by Gonzalo Sánchez-Barroso, Jaime González-Domínguez, Justo García-Sanz-Calcedo and Francisco Zamora-Polo

Sustainability 2020, 12(12), 4987; https://doi.org/10.3390/su12124987 - 18 Jun 2020

Cited by 10 | Viewed by 3770

Abstract

Motivational orientations predispose and condition behaviour, and determine the degree of assimilation of concepts by students during their training stage. Knowing them allows professors to conduct their lessons in order to favour maximum achievement for students. The objective of this work is to [...] Read more.

Motivational orientations predispose and condition behaviour, and determine the degree of assimilation of concepts by students during their training stage. Knowing them allows professors to conduct their lessons in order to favour maximum achievement for students. The objective of this work is to evaluate the motivation that guides the learning process of Industrial Engineering students at the University of Extremadura (Spain). About three quarters of the students present a high motivation for learning; half of them tend to be result-oriented and less than 10% show a high level of fear of failure. Homogeneous groups were formed based on the level of each dimension, and influential teaching methodologies were discussed. Therefore, it is possible to create a context that favors the acquisition of knowledge by students according to their motivations, and thus achieve maximum academic performance from them. The results shown here may be interesting for the design of promotional activities for SDGs in the university context. Full article

► Show Figures

Figure 1

17 pages, 2615 KiB

Open AccessArticle

Integrating a Cross-Reference List and Customer Journey Map to Improve Industrial Design Teaching and Learning in “Project-Oriented Design Based Learning”

by Xianfeng Ai, Zhigang Jiang, Kang Hu, Siva Chandrasekaran and Yan Wang

Sustainability 2020, 12(11), 4672; https://doi.org/10.3390/su12114672 - 8 Jun 2020

Cited by 5 | Viewed by 4635

Abstract

To train students’ practical ability in design, enterprise projects are often introduced into the industrial design courses of Chinese universities. However, such project-oriented learning activity (POA) is often not well designed. This not only makes it difficult to improve learning effectiveness, but also [...] Read more.

To train students’ practical ability in design, enterprise projects are often introduced into the industrial design courses of Chinese universities. However, such project-oriented learning activity (POA) is often not well designed. This not only makes it difficult to improve learning effectiveness, but also may bring the unpleasant learning experience to students. The learning experience and learning effectiveness are equally important, and they are mutually conditional and complementary. To consider both, POA needs to be elaborately designed. To this end, a variety of mature POA organization forms, such as project-based learning (PBL), design-based learning (DBL), and project-oriented design-based learning (PODBL), are discussed firstly. PODBL integrates and inherits the advantages of other learning models, and it has been preliminarily proved to improve the learning effectiveness of engineering design courses. Therefore, a cross-reference list was proposed for upgrading POA to PODBL. A lamp design course was developed based on this checklist and students were organized to study. The customer journey map tool was used to analyze the learning experience of students in the course journey, and the emotions and pain points were obtained, as well as some critical factors leading to a positive learning experience. Finally, to demonstrate the availability of the cross-reference list and critical factors, a baby strollers design project course was developed and participants were interviewed. The results show that the cross-reference list and critical factors could improve learning effectiveness and enhance the learning experience significantly. Full article

► Show Figures

Figure 1

17 pages, 12041 KiB

Open AccessFeature PaperArticle

Student Perceptions of Formative Assessment and Cooperative Work on a Technical Engineering Course

by Víctor Revilla-Cuesta, Marta Skaf, Juan Manuel Manso and Vanesa Ortega-López

Sustainability 2020, 12(11), 4569; https://doi.org/10.3390/su12114569 - 3 Jun 2020

Cited by 23 | Viewed by 4160

Abstract

Formative Assessment and Cooperative Work (FACW) is a teaching methodology that promotes student learning based on peer support, both in solving problems and identifying the mistakes made through feedback. The perceptions of 49 mechanical engineering students at the University of Burgos are analyzed [...] Read more.

Formative Assessment and Cooperative Work (FACW) is a teaching methodology that promotes student learning based on peer support, both in solving problems and identifying the mistakes made through feedback. The perceptions of 49 mechanical engineering students at the University of Burgos are analyzed in this article with regard to their first practical experience of FACW methodology in a technical subject, characterized by a highly complex content and a strong link between theoretical and practical concepts. The responses of the students to two blocks of open questions were evaluated in a qualitative, mixed, and statistical analysis. Various aspects that the students raised in relation to FACW could therefore be studied, such as their points of view towards: (1) The usefulness of FACW teaching modality; and (2) their preferences regarding the optimum teaching modality. The results showed that, although the students expressed favorable opinions towards FACW, they did not consider, in general, that teamwork was necessary for optimal learning, revealing a clear dependence on formal classroom presentations for the explanation of theoretical concepts. Students considered that theoretical concepts could not be autonomously acquired. Therefore, the application of the FACW teaching methodology to these courses could be especially beneficial to favor autonomous learning and to develop teamwork skills, training engineers with the right knowledge and skills today for tomorrow’s world. Full article

► Show Figures

Figure 1

19 pages, 5212 KiB

Open AccessArticle

Teaching towards Design-Based Learning in Manufacturing Technology Course: Sino–Australia Joint Undergraduate Program

by Zhigang Jiang, Siva Chandrasekaran, Gang Zhao, Jing Liu and Yanan Wang

Sustainability 2020, 12(9), 3522; https://doi.org/10.3390/su12093522 - 25 Apr 2020

Cited by 6 | Viewed by 3260

Abstract

The internationalized higher education in Engineering has made the sustainable future of Chinese regional universities prosper in the recent decade. The teaching practices of engineering courses pose many challenges in Sino–foreign joint undergraduate programs. The design-based learning (DBL) approach addresses students learning challenges [...] Read more.

The internationalized higher education in Engineering has made the sustainable future of Chinese regional universities prosper in the recent decade. The teaching practices of engineering courses pose many challenges in Sino–foreign joint undergraduate programs. The design-based learning (DBL) approach addresses students learning challenges in the joint undergraduate program facilitated by the Wuhan University of Science and Technology (WUST) in central China along with Deakin University (DU), Australia. Following the seven general principles of DBL, a project of process planning was performed for teaching and learning in the Manufacturing Technology course. An implicit meta-cognitive competence was developed through performing the engineering project tutoring, diverse learning tasks and normative assessment criteria. The DBL pedagogy succeeds in bridging the diverse knowledge systems in the specialized courses of Manufacturing Technology between Chinese and Australian programs in Mechanical Engineering. Many achievements and awards won by the students demonstrate a satisfactory result in the case study on the teaching practice towards DBL. The pedagogy towards DBL truly improves the teaching quality of the courses in joint programs and further strengthens the internationalized engineering education for the sustainable development of regional universities in China. Full article

► Show Figures

Figure 1

20 pages, 2076 KiB

Open AccessArticle

Proposal of an Architecture for the Integration of a Chatbot with Artificial Intelligence in a Smart Campus for the Improvement of Learning

by William Villegas-Ch, Adrián Arias-Navarrete and Xavier Palacios-Pacheco

Sustainability 2020, 12(4), 1500; https://doi.org/10.3390/su12041500 - 18 Feb 2020

Cited by 84 | Viewed by 17874

Abstract

Traditional teaching based on masterclasses or techniques where the student develops a passive role has proven to be inefficient methods in the learning process. The use of technology in universities helps to generate active learning where the student’s interest improves making him the [...] Read more.

Traditional teaching based on masterclasses or techniques where the student develops a passive role has proven to be inefficient methods in the learning process. The use of technology in universities helps to generate active learning where the student’s interest improves making him the main actor in his education. However, implementing an environment where active learning takes place requires a great deal of effort given the number of variables involved in this objective. To identify these variables, it is necessary to analyze the data generated by the students in search of patterns that allow them to be classified according to their needs. Once these needs are identified, it is possible to make decisions that contribute to the learning of each student; for this, the use of artificial intelligence is considered. These techniques emulate the processes of human thought using structures that contain knowledge and experience of human experts. Full article

► Show Figures

Figure 1

14 pages, 2695 KiB

Open AccessArticle

The Effect of Real and Virtual Construction Field Trips on Students’ Perception and Career Aspiration

by Mostafa Seifan, Oluwaseun Deborah Dada and Aydin Berenjian

Sustainability 2020, 12(3), 1200; https://doi.org/10.3390/su12031200 - 7 Feb 2020

Cited by 33 | Viewed by 6446

Abstract

To adequately prepare students for engineering practices, it is imperative that institutions adopt innovative methods of teaching, learning, and assessment. One such approach is the use of real field trips (RFT) to construction sites, which can enhance students’ perceptions of related careers. Although [...] Read more.

To adequately prepare students for engineering practices, it is imperative that institutions adopt innovative methods of teaching, learning, and assessment. One such approach is the use of real field trips (RFT) to construction sites, which can enhance students’ perceptions of related careers. Although virtual field trips (VFTs) have emerged as a viable alternative—or supplement—to traditional field trips, little is known about their potential to provide the same or similar career exploration advantages. Using responses from a self-reported questionnaire administered to university students who participated in an RFT, this study sought to examine the usefulness of site visits in developing essential skills required for civil engineers. It also examines student perceptions on the use of VFTs as part of their university experience and the extent to which it could replace RFTs. The results indicate that students consider VFT as an enjoyable way to learn, given the possibilities facilitated by the new technology. However, notwithstanding its success, the students commonly opined that VFT was not a substitute for a RFT. From a holistic perspective, the issue is not whether VFTs can replace traditional field trips or not; it is rather the focus on identifying an integrated approach that combines lectures, and virtual and real field trips in a manner that supports a social constructivism mode of learning. Ultimately, this combination will enable students to effectively construct multiple links between lectures given in a hall and the real world outside. Full article

► Show Figures

Figure 1

2019

Jump to: 2021, 2020

17 pages, 4508 KiB

Open AccessArticle

A New Educational Thermodynamic Software to Promote Critical Thinking in Youth Engineering Students

by Miguel Romero Di Biasi, Guillermo Eliecer Valencia and Luis Guillermo Obregon

Sustainability 2020, 12(1), 110; https://doi.org/10.3390/su12010110 - 22 Dec 2019

Cited by 7 | Viewed by 3859

Abstract

This article presents the application of a new educational thermodynamic software called MOLECULARDISORDER, based on graphical user interfaces created in Matlab^® to promote critical thinking in youth engineering students, by means of the energy and entropy balance application in different systems. Statistics [...] Read more.

This article presents the application of a new educational thermodynamic software called MOLECULARDISORDER, based on graphical user interfaces created in Matlab^® to promote critical thinking in youth engineering students, by means of the energy and entropy balance application in different systems. Statistics of the results obtained by the youth students are shown to determine the influence of the software in a regular course in thermodynamics to promote critical thinking. Two case studies were done by the students, where parameters such as temperature of the fluid and metal surfaces, pressure of the system, mass of the fluid and solid, volume, and velocity of the fluid are used to obtain output variables such as enthalpy, entropy, changes in entropy, entropy production, and energy transfer in the chosen system. Four cognitive skills were considered to evaluate the cognitive competencies of interpreting, arguing and proposing, and interacting with the different graphical user interfaces; these cognitive skills (CS) were argumentative claim (CS1), modeling (CS2), interpreting data/information (CS3), and organization (CS4). Student´s T-test was used to compare the degree of difficulty of each criterion. The case studies were evaluated first without using the software and then with the use of the software to determine the significant effect of the software quantitatively. A population of 130 youth students was taken to perform the statistical analysis with a level of significance of 5%. With the help of the software, the students obtained an improvement when performing case study 1 since the p-value obtained was 0.03, indicating that there are significant differences between the results before and after taking the software. The overall averages of the grades for case study 1 had an increase after using the software from 3.74 to 4.04. The overall averages for case study 2 were also higher after taking the software from 3.44 to 3.75. Full article

► Show Figures

Figure 1

16 pages, 1034 KiB

Open AccessArticle

Sustainable BIM-Based Construction Engineering Education Curriculum for Practice-Oriented Training

by Sanghyo Lee, Joosung Lee and Yonghan Ahn

Sustainability 2019, 11(21), 6120; https://doi.org/10.3390/su11216120 - 3 Nov 2019

Cited by 14 | Viewed by 5918

Abstract

The latest IT technology integration movements, such as building information modeling (BIM), have engendered changes in the technology and participatory organizations in the construction industry, which have resulted in process innovations and productivity gains. BIM lays the foundation for using a variety of [...] Read more.

The latest IT technology integration movements, such as building information modeling (BIM), have engendered changes in the technology and participatory organizations in the construction industry, which have resulted in process innovations and productivity gains. BIM lays the foundation for using a variety of new information that is not applicable to traditional construction methods. Construction companies are applying such information to various analyses, simulations, and learning and education projects to stimulate innovation. In Korea, however, since BIM was introduced in 2008, it has been used in various ways across diverse fields, but its contribution remains minimal. This is due to the inadequate competence level of BIM managers, who emerge from a system incapable of adequately educating BIM managers. In other words, the curriculum has not been able to impart the BIM skills necessary to accommodate the requirements of the industry. Only the most basic BIM modeling course is offered, and even such a course is dependent on external instructors. This creates a gap with the existing construction engineering educational curriculum. This study proposes a BIM-based construction engineering educational curriculum that has not been attempted before to overcome these limitations and generate a BIM workforce to cater to the industry. Full article

► Show Figures

Figure 1

18 pages, 3014 KiB

Open AccessArticle

Development of a Project-Based Online Course for BIM Learning

by Meng-Han Tsai, Kuan-Lin Chen and Yu-Lien Chang

Sustainability 2019, 11(20), 5772; https://doi.org/10.3390/su11205772 - 17 Oct 2019

Cited by 32 | Viewed by 5143

Abstract

The purpose of this paper was to present a method for developing a project-based online course for building information modeling (BIM) learning. As the development of BIM has gradually increased its influence on the architecture, engineering, and construction (AEC) industries, countries around the [...] Read more.

The purpose of this paper was to present a method for developing a project-based online course for building information modeling (BIM) learning. As the development of BIM has gradually increased its influence on the architecture, engineering, and construction (AEC) industries, countries around the world have begun to focus on BIM education and import it into university courses. However, there have been many studies pointing out several problems with the BIM education curriculum. For example, BIM education should not be limited to modeling work, and students do not exactly know the entire BIM workflow. Therefore, this research proposed a project-based online course development method for solving BIM educational issues. The proposed method contains a course development process and guidelines for designing the course. As an example implementation, a five-week Autodesk Revit learning curriculum was developed. Such a curriculum was then utilized in a 32 student class for testing its effectiveness. The results showed that students could understand the BIM process more effectively through the designed project-based course. Additionally, with online video tutorials, students are free to allocate their study time based on their personal needs and adjust their learning progress for better understanding of the course contents. Full article

► Show Figures

Figure 1

Journal Menu

Journal Browser

Innovative Practices in Engineering Education: Concept and Implementation

Share This Topical Collection

Editors

Topical Collection Information

Keywords

Published Papers (18 papers)

2021

Jump to: 2020, 2019

2020

Jump to: 2021, 2019

2019

Jump to: 2021, 2020

Further Information

Guidelines

MDPI Initiatives

Follow MDPI