Dual Analysis of Rigidity for Structural Analysis Course: Source: Journal of Engineering Technology, Fall 2022, Volume 39 Issue 2, pg. 8-24

This paper establishes comprehensible and practicable expressions using matrix for the equilibrium and geometry methods for structural rigidity analysis. A rigorous definition of structural rigidity is presented using the concept of differential for the geometric method. The dual relationship is proved between the equilibrium and geometry methods, which provides a theoretical base for the option of choosing an easier approach in different scenarios. Duality of equilibrium and geometric approaches is further investigated for the three-rigid-disc systems with fictitious hinges, which demonstrates the advantages of the two methods varying in different cases. In addition, Hennebergs method, which was originally developed to solve complex trusses, is introduced for rigidity analysis when the system is too complex for the triangular rule to be applied. Theoretical proof using notations of matrix is presented, and an example of truss is given to show the effectiveness of Hennebergs method for rigidity analysis. Two examples in practice, one of which is a special damper for structural vibration control and the other about displacement sensing for large-scale testing, are provided to show applications of rigidity analysis. Finally, suggestions are provided for teaching rigidity analysis with the duality of the equilibrium and geometry approaches in structural analysis course. Full text available at https://ezproxy.tntech.edu/login?url=https://www.proquest.com/scholarly-journals/dual-analysis-rigidity-structural-course/docview/2748511594/se-2?accountid=2883

Design of a Remotely Operated Hydraulic Transmission Vehicle: Source: Journal of Engineering Technology, Spring 2022, Volume 39 Issue 1, pg. 14-26

This work presents the design of a mote-controlled with a hydraulically powered transmission for use as a supplementary tool to help teach complex concepts in engineering courses. The lack of fluid power demonstrators in higher education was the main driving factor in the development of this vehicle. The portable demonstrator consists of three main subsystems: the structural, electrical, and hydraulic systems. The vehicle's open-chassis design allows the electrical and hydraulic system to be visually exposed to understand how the vehicle works. Electrical servo motors, an electric speed controller, and communication devices make up the electrical circuit that controls the vehicle via a handheld remote. The electrical system is used to power and control the hydraulic system, which transmits power to the vehicle's wheels. A solenoid directional control valve is used to alter flow between the hydraulic pump and motor, controlling the speed and direction of the vehicle. The hydraulic transmission transfers the rotational energy from an electric prime mover into mechanical energy stored in the fluid. This energy is then converted to rotational energy using a hydraulic motor and is delivered to the vehicle's driveshaft. The vehicle's mechanical systems provide a tangible illustration of the basic principles found in courses such as fluid power, fluid mechanics, hydraulic motion control, and machine design. The electronic systems used to control the vehicle demonstrate fundamental concepts taught in courses such as electrical circuits, electronics, signals, and systems. Full text available at https://ezproxy.tntech.edu/login?url=https://www.proquest.com/scholarly-journals/design-remotely-operated-hydraulic-transmission/docview/2677669486/se-2?accountid=2883

Professional Engineering Licensure Statistics for Engineering and Engineering Technology Faculty: Source: Journal of Engineering Technology, Fall 2022, Volume 39 Issue 2, pg. 26-34

Graduates of engineering technology programs are unable to become licensed as professional engineers in a few states and in several states can only be licensed after satisfying more stringent educational and/ or employment requirements. Yet students in both engineering and engineering technology programs are taught by a percentage of faculty who are licensed professional engineers. Licensed engineers not only can present technical concepts to the students but can also explain the limitations, best practices, industry standards, and ethical considerations that students need to consider in applying those concepts in their careers. This paper presents a snapshot of the percentage of faculty in various engineering programs throughout the country who are licensed professional engineers and compares that with the percentage found for various engineering technology programs. Data were collected through evaluation of departmental websites, as well as by directly emailing department chairs. A total of 26 institutions with engineeringprograms and27 institutions with engineering technology programs were contacted between September 2019 and March 2020. This paper also presents results for all engineering programs evaluated with those having very high research activity. Results indicate that engineering technology programs employ professionally licensed faculty in percentages comparable to, if not exceeding, those in engineering programs. Full text available at https://ezproxy.tntech.edu/login?url=https://www.proquest.com/scholarly-journals/professional-engineering-licensure-statistics/docview/2748510599/se-2?accountid=2883

What Is a Professional? Source: Journal of Engineering Technology, Spring 2022, Volume 39 Issue 1, pg. 8-13

Definitions of technical terms are important in any field. In a class on professional ethics, two words require explanation-"professional" and "ethics"- to facilitate common understanding and inform discussion. This paper first focuses on the meaning of "professional," according to available literature and then describes a classroom exercise intended to promote clarity and comprehension, since most students are unfamiliar with a field-specific definition of that word. Full text available at https://ezproxy.tntech.edu/login?url=https://www.proquest.com/scholarly-journals/what-is-professional/docview/2677667670/se-2?accountid=28833

Observing Student Confidence Levels in Undergraduate Engineering Labs: When Student Confidence Does Not Match Student Knowledge: Source: Journal of Engineering Technology, Fall 2022, Volume 39 Issue 2, pg. 40-51

As students become introduced to material through new courses, their information and skills rapidly expand. Due to exposure effects, such as the Dunning-Kruger effect, if there is a discrepancy between their perceived mastery and their true knowledge, students can overestimate their abilities and develop incorrect conclusions when solving problems. This study investigated how undergraduate students rate their perception of their own knowledge and mastery of advanced topics with their scores on conventional assessments of the same material. Data were collected over multiple semesters and during a curriculum re-design. Student assessments revealed that their knowledge increased throughout the course, as expected. Students who rated themselves at the higher levels of mastery were found to be more likely to guess and incorrectly answer questions on the subject material rather acknowledging their ignorance on a topic. Full text available at https://ezproxy.tntech.edu/login?url=https://www.proquest.com/scholarly-journals/observing-student-confidence-levels-undergradate/docview/2748511683/se-2?accountid=2883

A Case Study for Integration of Teaching and Research in an Engineering Technology Program: Source: Journal of Engineering Technology, Spring 2022, Volume 39 Issue 1, pg. 30-40

In recent years, some engineering technology programs are expecting their faculty members to conduct more research. The challenge for these faculty to strike a balance between teaching and research is unique since they tend to have much higher teaching loads than faculty members in traditional engineering programs. One of the solutions to this challenge is to integrate research and teaching. This paper discusses a case study where a research project, a capstone project, and a course project were seamlessly integrated in an engineering technology program. The positive impacts on faculty members' teaching and research and students' learning were reflected in a student survey, an external assessment, the success of a capstone project, and relevant publications. The effort of integrating teaching and research made faculty members' research more productive and students more engaged in their learning. Full text available at https://ezproxy.tntech.edu/login?url=https://www.proquest.com/scholarly-journals/case-study-integration-teaching-research/docview/2677665435/se-2?accountid=2883

TRIBUTE: Larry Wolf: A Tribute: Source: Journal of Engineering Technology, Spring 2022, Volume 39 Issue 1, pg. 56

An obituary for Dr. Lawrence J. Wolf, who died on Mar 15, 2022 at the age of 83, is presented. For decades, Larry was a fierce advocate for engineering technology education. Born in St. Louis MO, Larry received all three of his degrees from his hometown school, Washington University, and started his lifelong career as a teacher and seeker of knowledge, including positions at Wentworth Institute of Technology; Purdue University, Calumet; and University of Houston, where he served as dean of technology. For two years, he lived in Saudi Arabia, where he helped establish a mechanical engineering technology program at King Fahd University of Petroleum and Minerals. Full text available at https://ezproxy.tntech.edu/login?url=https://www.proquest.com/scholarly-journals/tribute-larry-wolf/docview/2677669312/se-2?accountid=2883

Identification of Core Competencies for Bachelor of Science Degree in Aeronautical Engineering Technology: Source: Journal of Engineering Technology, Spring 2022, Volume 39 Issue 1, pg. 42-55

The Bachelor of Science in Aeronautical Engineering Technology (AET) program at Purdue University is an ABET-ETAC accredited, practitioner-based education system. AET holds at its core a principle that technical competency empowers people, enables diverse opportunities, and promotes the ability for graduates to lead across a wide variety of jobs in aviation, aerospace, and space industries. To accomplish AET's mission, graduates are prepared to stand at the intersection of engineering science, business, and technology. In this context, various competencies arise when the subject matter excellence needs of the AET program are overlaid with the literature regarding the "soft skills" needed for interpersonal communications, personal maturity, growth, and improved safety for the success of the industry. The purpose of this paper is to examine, evaluate, and identify competencies using a modified Delphi method for competency-based education for AET graduates. A complete dissection and reconstruction of the AET curriculum, including individual course content was done in the summer of 2018. This total reevaluation allowed for a close examination of the course and curriculum goals for the entire program. This provided for a realignment of the program with external stakeholders, the Federal Aviation Administration, the industries served by the AET program, and the ABET, Inc. accreditation organization. The AET faculty used a modified Delphi method to identify six preliminary competencies: leadership, subject matter excellence, communications (verbal and written), teamwork, ethics, and individual resilience. Full text available at https://ezproxy.tntech.edu/login?url=https://www.proquest.com/scholarly-journals/identification-core-competencies-bachelor-science/docview/2677669200/se-2?accountid=2883

Abiotic Generation of Floating Iron (Fe) Hydroxide Film with Rainbow Reflection: A Preliminary Hypothesis Testing Study

Iron (Fe) is special. It is the last stable element generated in stars. Fe is also at the center of many chemical dramas involving ferric Fe (Fe(III)) and ferrous Fe (Fe(II)) and their reduction/oxidation (redox) staged in our environments. In a separate study, naturally occurring floating film with rainbow reflection observed on the surface of some natural waters was successfully regenerated in a laboratory setting (see the poster of Zac Rush and Zoe Penn). Here we report a laboratory study to test the hypothesis proposed in the separate study that the floating film is Fe(III) hydroxide polymer film generated by oxidation of Fe(II) (microbially produced at water/soil interface and released to water surface) to Fe(III) at water/air interface. Our study showed that the floating rainbow reflection film was successfully generated using inundated sand particles mixed with an Fe(II) salt in a beaker (as a simulation of the inundated soil systems). The study further demonstrated that the floating film was successfully generated even in a simplest system of a beaker with the Fe(II) salt and water only. We also found that the amount of the floating film generated was dependent on the level of the Fe(II) salt and the level of free oxygen present in the water and headspace of the beaker. The evidences collected in this preliminary study jointly support the hypothesis on the natural phenomenon of the floating film involving a fascinating environmental redox drama

*WINNER* Towards Automated Machine Learning Detection of Academic Dishonesty in Computer-Based Testing

The global pandemic forced a rapid shift of learning environments to an online and remote modality. In a computer-based testing environment, ensuring academic integrity is difficult without resorting to technology that is intrusive to student privacy. During online examinations, students have many opportunities and resources to act dishonestly. However, the computer-based testing environment also provides data about the examination process that can be collected which is not possible in face-to-face settings. Utilizing features extracted from computer-based testing logs, a machine learning model was implemented to determine if students completed the exam honestly or not. The model was validated with high recall or low false negatives. Implementing this model into online examinations would allow for suspected academic dishonesty to be automatically flagged for further review by the instructor. Results indicate it is possible for the model to detect dishonest conduct, including unauthorized collaboration and utilization of external resources such as exam assistance services