Describing Student Design Behavior

Open-ended design behavior can be characterized in part by the transitions a designer makes through steps in the design process. For example, a designer may define a problem, gather some information, develop several alternatives, then move back to reexamine the original problem definition before continuing with analysis. Each movement from step to step can be defined as a transition. Another way to describe design behavior is by the percentage of time spent in each of the design stages. These behaviors distinguish different types of processes that a designer might use. To study how engineering students approach and solve design problems, we collected data from seniors while they designed a playground for a fictional neighborhood. In this paper we will discuss the design behavior of these students by investigating the relationship between the percentage of time spent in various design stages, the number of transitions per unit time and how well the students were able to meet the constraints in the problem

Improving Student Attainment of ABET Outcomes Using Model-Eliciting Activities

Improving Student Attainment of ABET Outcomes Using Model- Eliciting Activities (MEAs)Model-Eliciting Activities (MEAs) are a proven educational methodology for presentingcomplex, realistic, open-ended problems to students. However, the methodology can also beused for classroom assessment. MEAs were originally developed by mathematics educationresearchers but have recently seen increased use in engineering curricula. These posed, realisticscenarios require the student team to provide a generalizable model as a solution. While researchhas demonstrated that they improve student problem solving and modeling skills as well asincrease their understanding of course concepts, we have identified additional benefits of wellconstructed MEAs in the engineering classroom. In particular, they can be used to improvestudents’ knowledge and understanding of important professional skills including professionaland ethical responsibility, understanding the impact of engineering solutions in a global andsocietal context, communication, as well as teamwork. Several experiments were conducted inindustrial engineering courses in which students in sections using MEAs were compared toparallel sections in which MEAs were not used. A series of assessments were performedincluding pre and post concept tests and student course evaluations. Analysis was also doneusing student reflections recorded after completing MEAs. Students’ in sections of the coursesthat used MEAs rated their knowledge and understanding of these professional skills higher thanstudents in sections that did not use the MEAs. We suggest that engineering should seriouslyconsider using MEAs as a tool to improve both student learning and the attainment of a numberof ABET outcomes as well as a means for assessing that attainment. This should proveespecially helpful in those areas where previous assessments may have shown weaknesses orinadequate attainment

Improving Conceptual Learning in Engineering Economy using Model-Eliciting Activities (MEAs)

This paper reports on an experiment conducted in an engineering economy course. Two sections of the course were taught by the same instructor, one incorporated three E-MEAs (Ethical Model-Eliciting Activities) to reinforce course concepts while the other was taught in the instructor's traditional manner. A concept inventory was given to students in both sections at the start and end of the semester. Results will be reported with a focus on determining whether the E-MEAs did in fact lead to improved student learning of specific economic analysis concepts and con-sideration of all relevant criteria (including ethical issues) in an economic analysis

CCLI: Model Eliciting Activities: Experiments and Mixed Methods to Assess Student Learning – Part II

As part of a seven university CCLI* Type 3 collaborative effort focused on models and modeling, we have extended the model eliciting activity (MEA) construct to upper division engineering programs. Originally developed and validated by mathematics education researchers, MEAs were found to have significant value as an educational tool. In particular, our overall goal has been to use this construct as a means for enhancing engineering students‟ problem solving and modeling skills as well as their conceptual understanding of certain engineering topics. Specifically,we have pursued two main research avenues: MEAs as teaching tools and MEAs as learning assessment tools. This paper summarizes our results for these two research thrusts as we enter our fourth project year. Particular emphasis is placed on our mixed measurements for student learning and achievement, and an examination of the relative conceptual gain for a series of MEA experiments, including those where a comparison group was available

Meeting the expectation of industry: an integrated approach for the teaching of mechanics and electronics to design students

This is an Accepted Manuscript of an article published by Taylor & Francis in European Journal of Engineering Education on 19th January 2015, available online: http://dx.doi.org/10.1080/03043797.2014.1001813This paper examines the traditional engineering-based provision delivered to Product Design and Technology (B.Sc.) undergraduates at the Loughborough Design School and questions its relevancy against the increasing expectations of industry. The paper reviews final-year design projects to understand the level of transference of engineering-based knowledge into design practice and highlights areas of opportunity for improved teaching and learning. The paper discusses the development and implementation of an integrated approach to the teaching of Mechanics and Electronics to formalise and reinforce the key learning process of transference within the design context. The paper concludes with observations from the delivery of this integrated teaching and offers insights from student and academic perspectives for the further improvement of engineering-based teaching and learning

Influence of different tetracycline antimicrobial therapy of mycoplasma (mycoplasma synoviae) in laying hens compared to tea tree essential oil on table egg quality and antibiotic residues

The food of animal origin that is the most consumed is the table egg, but laying hens treated with antibiotics can produce eggs contaminated with antibiotic residues. Residues of antibiotics may present a risk for consumer health. Keeping in mind that laying hens almost always suffer from Mycoplasma (Mycoplasma synoviae), for which they are treated with antibiotics, high-quality egg production is even harder. Our research aimed to investigate the influence of three different antibiotics compared to the tea tree (Melaleuca alternifolia) essential oil administered to naturally infected laying hens with M. synoviae, on antibiotic residues in eggs as well as the egg nutritive and sensory qualities. A total of 20,000 laying hens, housed in one facility and divided into four lines each consisting of 5000 hens naturally infected with M. synoviae, was used. For the antimicrobial therapy, tetracycline (TC), oxytetracycline (OTC) and chlortetracycline (CTC) were used, respectively. As a control, tea tree essential oil (TT) was used. Based on the gained results all tetracyclines treatment residue values were significantly (p < 0.05) higher compared to the control treatment (TT), but without any significant differences (p > 0.05) between themselves. The results showed no differences in the nutritive and the sensory qualities of eggs between the control and the experimental treatments (p > 0.05). Keeping in mind the obtained results from this study, it can be concluded that tea tree essential oil could be successfully used as a natural antibiotic in the treatment of M. synoviae, without any adverse effects on table egg quality