Implementation of Visual Supplements to Strengthen Pedagogical Practices and Enhance the Physical Understanding of Fundamental Concepts in Engineering Mechanics

Mechanical Engineering is a discipline highly dependent on designing and implementing mechanical, thermal, or energy systems for the improvement of the human environment. Thus being a proficient Engineer involves having a strong mathematical background and a thorough physical understanding on how systems operate in order to apply analytical or numerical schemes during a design process. However, most of the students’ academic development is centered on deriving tedious equations and solving textbook problems, which are difficult to visualize and physically understand, and cloud their intuitive nature to comprehend a problem on its entirety. These conventional approaches and methods of disseminating content in the classroom have a tendency to exclude diverse learning styles of students. Thus, teaching schemes solely focused on covering themes verbatim from a textbook or paraphrasing from a slide presentation are hindering the students’ ability to understand and apply all the engineering principles in design projects. Such technical concern is observed during their senior year Capstone Design course, in which the tendency is to solely utilize engineering software to obtain calculations rather than applying rigorous mathematical techniques to validate their results. In this study, such predicament is addressed by strengthening pedagogical practices through the incorporation of visual supplements during lectures as early as the students’ first Mechanical Engineering course called Engineering Mechanics, and thus enhance the physical understanding of fundamental concepts. In particular, three visual sensor-based supplements were created: crane model, Baltimore-bridge model, and a four-cylinder engine model. The uniqueness of such models is the incorporation of a real-time monitoring system which allows the students to visualize their behavior and correlate between theoretical concepts and physical applications. In addition, results indicate that students enhance their perspective regarding design considerations, calculation requirements, sources of failure, cost reduction, and areas of improvement within the structure or mechanism

A new Eliomys from the Upper Miocene of Spain and its implications for the phylogeny of genus

In this paper, we describe a previously unknown species of the glirid Eliomys from the Late Miocene and Early Pliocene Cabriel, Alcoy and Granada basins of southeastern Spain. Eliomys yevesi sp. nov. is characterized by its relative small size, narrow lingual wall and common presence of two centrolophs in the upper molars, and well-developed centrolophids in the lower molars. The new species is the probable ancestor of E. intermedius, which in turn represents the ancestor of the extant E. quercinus. According to its morphologic and biometric features, the origin of E. yevesi sp. nov. is likely to be found in some population of E. truci from the Late Miocene. Based on these affinities, we propose the lineage E. truci–E. yevesi sp. nov.–E. intermedius–E. quercinus, in which there is a trend towards the development of centrolophs, as well as the reduction of accessory crests

Scaffolding Student Success: Developing a Culturally Responsive Approach to Support Underrepresented Minorities in Engineering Undergraduate Research

In this research study, a scaffolding technique is implemented in undergraduate research to cultivate and enhance engineering related aptitudes and stimulate additional experience that will allow underrepresented minority students to fully engage in communication and leadership roles post-graduation. Developing and supporting the growth of underrepresented minorities as leaders who make significant innovative contributions to the global and interconnected scientific society requires awareness of contextual issues that shape their educational experiences and a commitment to enact on a framework that blends technical, communication, and leadership skills in undergraduate engineering education. In the context of this four year study, a total of sixteen engineering students conducting undergraduate research participated. The faculty advisor served as the ‘more knowledgeable other’ who strategically implemented five technical aspects or ‘scaffolds’ to enhance technical knowledge, leadership, cognitive and communication skills: literature review, design, implementation, testing, and research. In this regard, student enhance their technical knowledge by applying engineering principles and developing new methods to solve research problems, whereas leadership, cognitive, and communication skills are instilled through character adaptability between team members, decision-making, team management, and collaboration. Results indicate that students developed in the following areas: establishing commitments, constant communication, managing tasks simultaneously, working with a range of ideas, and sharing responsibilities

Incorporating a Mid-semester Project to Evaluate Communication, and Leadership Skills for Undergraduate Engineering Students in the Statics/Strength of Materials Course: A Comparative Assessment Before and During COVID-19

In this research study, a Popsicle-bridge project was assigned to a cohort of undergraduate engineering students enrolled in a Statics and Strength of Materials Course to enhance technical, communication, and leadership skills when working in a group setting. In most undergraduate engineering courses, the technical content is primarily emphasized for the academic development of the student. However, a practicing engineer must be able to possess and apply communication and leadership skills, which are often excluded from the existing curriculum. The first assessment of this project was completed with a cohort of 85 students in the Fall of 2019 before the outbreak of COVID-19, when all the students were attending in-person instruction. In this case, students were allowed to work in groups of four. The second assessment was conducted with a cohort of 95 students enrolled in the Fall 2020 semester, in which 49% of the student population was fully remote and 51% attended in-person instruction. For safety purposes, students in this cohort conducted the project individually but were provided opportunities to communicate with their peers. Results, before the pandemic, indicate that leadership roles and communicating effectively with group members were critical aspects in completing the project on time and having a functional, well-designed project. The students highlighted several factors such as delegating tasks to each member, meeting frequently to ensure each assignment is being executed properly, and managing different ideas as fundamental components in communication. Results for the second cohort of students indicate that completing individual projects represents a challenge despite being allowed to communicate with their peers, particularly, since working with team members can alleviate the burden of having to construct every single component on the project. However, being able to communicate with their peers allowed for ideas to be exchanged and for specific questions to be addressed

Keeping Calm and Staying Balanced: Exploring the Academic Pressures Faced by Engineering Students to Attain High Grades and Their Impact on Mental Health

Studies reveal that grades have a short-term impact on students’ self-efficacy, motivation, and decision making. Earning high grades has become a focal point for engineering students to secure three types of opportunities: internships, post-graduation employment, and graduate school acceptance. Nonetheless, the desire to attain a competitive grade-point-average may lead to negative psychosocial effects such as increased mental exertion, physical exhaustion, anxiety, and overall lack of work-life balance. In this paper, the authors extend their prior study on the impact of grades in engineering education. The first study was conducted in the spring of 2019 at a tier one, small private research university in Texas with the intention of understanding the mindset on grades before, during, and at the end of the semester. The study extended herein aims to explore the emotional and academic impact grades have on engineering undergraduate students in a minority-serving institution, and further understand the issues plaguing engineering disciplines such as retention, completion, and overall well-being. In this regard, a self-developed, open-ended survey was conducted with a cohort of 60 students enrolled in Rigid Body Dynamics and Engineering Analysis to understand their perspective on grades before, during, and at the end of the semester. The Beck Anxiety Inventory was implemented to determine anxiety levels of the participants. Preliminary results reveal every student presented some sort of common symptoms of anxiety such as the inability to relax, fear of worst happening, nervousness, feeling scared, fear of losing control, hot/cold sweats, and indigestion at the beginning of the semester. Twenty-five students responded feeling mildly nervous but were not bothered much, eleven students felt moderately nervous which was not pleasant at time, while ten students were severely nervous about grades and were extremely bothered at the beginning of the semester. During the semester, students expressed being uncomfortable and disappointment when grades were not as expected. 51% of the participants indicated the need to study more, 25.4% needed to pay more attention during class, while 10% stopped caring for the class

Creating a Learning Environment that Engages Engineering Students in the Classroom via Communication Strategies

In this research effort, the authors claim that possessing technical knowledge is not a sufficient asset to establish a learning environment that renders engagement with engineering students during lecture sessions, but rather the integration of various communication strategies that support students’ academic development. Research has noted that classroom context and conditions impact the degree of student learning and engagement and are further enhanced when students feel comfortable communicating with the instructor and with their peers. If such acquaintance is nonexistent, student participation may be stifled and limited despite the technical concerns arising during lecture sessions. Thus, it is imperative for faculty members to consciously and intentionally foster communication before, during, and after lecture sessions, and become sensitive to such academic needs that will enable students to participate with solvency. In this context, four strategies have been identified that eliminate intimidation scenarios and nurture a learning environment to be generated consistently: verbally encourage student participation, learn student names and inquire from them during lecture, have communication with student before and after class, pose non-intuitive question that spark curiosity. Results indicate that utilizing these strategies minimizes traditional classroom power relations, strengthens student-instructor communication, increases student collaboration, and fosters an active learning environment that enhances student engagement and learning

Privileging Learning Over Numbers: Developing an Alternative Student Assessment in Engineering

In this research study, a new model to assess student performance and academic learning in engineering disciplines is proposed with the intention of shifting a grade driven mentality into a learning-oriented mindset. The rational for this model of assessment is to disrupt normalized assessment practices in higher education, reframe student thinking regarding learning and acquisition of knowledge, and encourage students to engage in coursework in meaningful ways. Unfortunately, grades in higher education have become a primary focal point for many students as a means to secure internship opportunities, undergraduate research, post-graduation employment, and graduate school acceptance into desired institutions. The downside of such a grade-based orientation is that anxiety, stress, and memorization have overtaken the essence of attending higher education to acquire valuable knowledge and skills needed to become a well-trained professional. 88% of the students surveyed in this study memorize course material in order to pass any sort of assignment, which means that student learning and retention of fundamental principles are at risk. As such, the authors have developed a preliminary model in which students receive an assessment sheet for every homework assignment and exam rather than a grade. This assessment sheet provides detailed feedback on the procedures/calculations done correctly and the procedures/calculations done incorrectly, and it is based point-scale from 1 to 4: (4) flawless work, (3) quality work, (2) average work, and (1) needs improvement. This assessment sheet is targeted to increase student awareness on the technical areas in which they need to improve and provide opportunities for continuous growth and successful progress. Once students receive their assignments, they have to option to revise their work and correct any errors. Survey results from this study reveal that this alternative student assessment relieves pressure and helps counteract self-inflicted stress and anxiety, while promoting student efficacy and increased competence and knowledge of engineering content and principles

Navigating the Virtual Landscape: Implementing a Pedagogical Framework in a Virtual Summer Engineering Course to Enhance Students\u27 Academic Development

In this evidence-based practice paper, the recently established CIRE educational model was incorporated, and modified, to establish an alternative pedagogical framework for a virtual, fast-paced summer engineering course in a private university in Texas. Transitioning to fully online courses in the wake of COVID-19 required a rapid modification of traditional pedagogical methods to overcome challenges such as the lack of academic resources and established campus practices, while simultaneously ensuring the academic and social development of students. In this regard, a pedagogical framework known as the CIRE model – which is the acronym for Communication, Initiation, Reduction, and Extension – was recently designed and implemented in a Rigid Body Dynamics Fall semester course, which generated favorable results. In this study, the CIRE model was adopted for a virtual Statics-Strength of Materials summer [six-week] course to test its effectiveness in a slightly different timeframe. However, the Initiation and Extension components of the model were modified to adapt to the fast-paced structure and allow the students to enhance their academic preparation despite the virtual setting. As such, rather than initiating homework sets during the lecture, as established in the CIRE model, step-by-step examples were instead performed during lecture sessions to strengthen the intuitive nature of solving homework problems. Similarly, the last component of the model was tailored for exams during the fast-paced summer course rather than for every assignment as stated originally. A survey was conducted with a cohort of twenty-four students to gauge responses and understand their perspectives regarding the pedagogical framework adopted. Results indicate that the implementation of the CIRE model, with its two modified components, allowed engineering students to have a holistic understanding of the course material despite the fast-paced timeframe. Students were able to successfully complete assignments individually and correlate theoretical aspects with engineering applications

Innovations in Engineering Education for Fast-paced Virtual Summer Courses

In this study, the recently developed CIRE (Communication, Initiation, Reduction, and Extension) pedagogical model was modified to generate an effective framework for a virtual, fast-paced summer engineering course in a private university in Texas. Transitioning to fully online courses in the wake of COVID-19 required rectifying traditional instructional methods to overcome challenges such as the lack of academic resources and established campus practices, while simultaneously ensuring the academic development of students. Thus, a pedagogical framework known as the CIRE model was recently designed and implemented in a Rigid Body Dynamics course, which according to the study, generated favorable results. To test its accurateness, the proposed CIRE model was adopted for a Statics-Strength of Materials summer [six-week] course taught in a slightly different timeframe. The implementation of the model was a proactive approach to the fast-paced structure of the summer course and allowed the students to enhance their academic preparation despite the virtual setting attempt. As such, a survey was conducted with a cohort of twenty-four students to gauge responses and understand their perspectives regarding the pedagogical framework. Results indicate that the implementation of the CIRE model, with its two modified components, allowed engineering students to have a holistic understanding of the course material despite the fast-paced timeframe. Students were further able to successfully complete assignments individually and correlate theoretical aspects with engineering applications