Lessons in On-Campus and Distance Learning Delivery of an Introductory Naval Architecture Course

This paper describes the author’s experiences in multi-mode (face-to-face and online) delivery of an introductory-level course on the topic of Naval Architecture geared towards anaudience of engineering and engineering technology undergraduate students with no previousmaritime background. The goal of this course is to expose talented undergraduate engineering students to the marine industry and to prepare those interested in pursing a career in this field with an introductory understanding of the complex nature of designing and building ships and other marine vessels. This course was offered in Spring 2013 and Fall 2013 to a group of engineering and engineering technology students. The course was offered as hybrid course with students enrolled both as on-campus and distance-learning students.The paper touches on experiences and feedback from the instructor and students related tolectures, labs, assignments, project-based learning and site-visits

Sensitivity Analysis Method to Address User Disparities in the Analytic Hierarchy Process

Decision makers often face complex problems, which can seldom be addressed well without the use of structured analytical models. Mathematical models have been developed to streamline and facilitate decision making activities, and among these, the Analytic Hierarchy Process (AHP) constitutes one of the most utilized multi-criteria decision analysis methods. While AHP has been thoroughly researched and applied, the method still shows limitations in terms of addressing user profile disparities. A novel sensitivity analysis method based on local partial derivatives is presented here to address these limitations. This new methodology informs AHP users of which pairwise comparisons most impact the derived weights and the ranking of alternatives. The method can also be applied to decision processes that require the aggregation of results obtained by several users, as it highlights which individuals most critically impact the aggregated group results while also enabling to focus on inputs that drive the final ordering of alternatives. An aerospace design and engineering example that requires group decision making is presented to demonstrate and validate the proposed methodology

Clarifications of a Datum Axis or Centerplane Specifying in Maximum Material Condition of Geometric Dimensioning and Tolerancing

Engineering and Engineering Technology students and professionals learning the processes and standards in computer-aided design (CAD) and computer-aided manufacturing (CAM) should learn and understand the methodology of geometric dimensioning and tolerancing (GD&T) to describe the intent and requirements for part and assembly geometries. Correct application of GD&T ensures that the part and assembly geometry defined on the drawing will have the desired form and fit (within limits) and function as intended. One learning difficulty in understanding GD&T is the concept of defining a datum axis or center plane using Maximum Material Condition (MMC). To overcome this difficulty, a new approach is presented that uses a modifier ○V (Virtual Condition) instead of ○M (MMC). A thorough rationalization of using ○V in datum axis specification is discussed. The paper also provides a convenient table on how to use this modifier

Initial Investigation of Analytic Hierarchy Process to Teach Creativity in Design and Engineering

This paper investigates the use of Analytic Hierarchy Process to teach design creativity and innovation in undergraduate engineering students. Examples are included to assess its effectiveness in the classroom. The purpose of this research is to investigate the suitability of the Analytic Hierarchy Process (AHP) to teach design innovation and creativity in undergraduate engineering classrooms. AHP is a very structured, multi-criteria, decision-making process and traditionally has been used to solve complex problem sets. This investigation takes a fresh look at how AHP provides the framework to engage and encourage students to think creatively and innovatively in design and engineering. This paper presents several separate case studies that incorporate the AHP technique in the classroom to teach design innovation and creativity to undergraduate engineering students, including introduction at the freshmen engineering level. These case studies include: the design of a robotic water vehicle; the design of a coffee maker; and the design of a website. These diverse case studies explore the suitability of this decision-making technique across abroad range of design problems to assess how AHP can be utilized to give students a better understanding of the design process, to foster a personal motivation towards creative and innovative thinking and to equip students with a strategy for creative problem solving theycan use through their engineering careers. Students who participated in the case studies completed questionnaires to assess the application of AHP and its effectiveness to understand the problem and to reach a creative and innovative solution. Based on the results of these student questionnaires, there is positive evidence that AHP can be utilized to remove barriers that inhibit creativity and to foster an environment for students to achieve more design creativity and innovation in engineering classrooms. This study has implications to change the pedagogical approach used to teach engineering design and provides a methodology for design creativity that students will carry with them throughout their career

An Initial Look at Robotics-based Initiatives to Engage Girls in Engineering

Over the past 10 years, the use of robotic kits in K-12 Science, Technology, Engineering, and Math (STEM) initiatives as well as undergraduate engineering education has increased significantly. However, a survey of students in grades 9–12 indicated that only 2–3% of women in high school express an intention to study engineering; conversely, 16% of high school men declared that they plan to pursue an engineering degree [1]. In this paper, the authors present an initial review of published literature regarding the use of robotics in schools to identify cases where robotic kits have been used to engage girls in STEM learning and to discuss how robotics has been used or could be used to positively influence outcomes of girls’ knowledge, interests, self-efficacy, and attitudes related to careers in engineering

Dynamic Response Modeling of High-Speed Planing Craft with Enforced Acceleration

An approach is investigated in this study for structural dynamic analysis of a high-speed planing hull, in which the pointwise acceleration data collected from sea trials are enforced as base excitation. The paper first performed the full boat analysis of an 11-meter high speed craft for a period of one wave impact selected from each of nine seakeeping runs. The sea trial acceleration data collected from 11 accelerometers placed close to the centerline and the keel are enforced as input, while those from 3 accelerometers placed around the pilot cabin are selected for validation. The substructure dynamic analysis of the isolated pilot cabin was then conducted and validated, in which 7 pointwise enforced accelerations are selected from the simulation output of the full boat dynamic analysis. The substructure dynamic analysis enables detailed investigation of local stress concentrations where critical equipment and personnel are located. The proposed approach can be extended to rigid-flexible body coupling analysis of a high-speed craft when it is running with large pitching and yawing motion

A Pilot Program For The Recruitment and Education of Navy Veterans Based on System-Level Technical Expertise and Leadership Maturation Developed During Service

The project, Stern2STEM, aims to advance STEM (Science, Technology, Engineering, and Mathematics) education through the preparation of student veterans to pursue baccalaureate STEM degrees and support the re-employment of these veterans into the Department of Defense (DoD) and the wider defense support industry. The program builds on the training that veterans have received in highly skilled technical areas, both in the classroom and “on-the-job”, to develop system level expertise in their respective technical disciplines. Key components of the program include: (1) establishing a mechanism for outreach and recruitment; (2) providing leveling, tutoring, mentoring, and support for students; (3) teaching and learning through proven pedagogical practices and through sound academic advising; (4) partnering with the DoD community to facilitate student career placement in the DoD STEM workforce; (5) providing workforce development for DoD STEM professionals. This paper will discuss the academic challenges that student veterans face while in higher education and the current STEM pipelines as students move through their college to professional careers. The early impact of academic tutoring, professional advising, mentorship, career placement, and recruitment of current service members into STEM disciplines through involvement with Stern2STEM will be discussed. Through Stern2STEM’s systematic interventions, the project has the potential to have a significant impact on the broader STEM education community as many of the principles, lessons learned, and tools developed will prove valuable for institutions which have a large population of student veterans

Overview of Game and Content Design for a Mobile Game that Will Prepare Students in Calculus and Physics Prerequisites to the Engineering Curriculum

As part of a research project which assists veterans as they exit the military, complete engineering degrees, and enter the workforce as engineering professionals, a range of serious games for Science, Technology, Engineering, and Mathematics (STEM) education is under development. The current focus of this development is CAPTIVATE, a serious game to assist student veterans in mastering the calculus and physics skills that are necessary prerequisites to the main engineering curriculum. Building on the development and lessons learned from MAVEN, a game developed previously to help student veterans master precalculus skills, the design and initial implementation for CAPTIVATE involves careful consideration regarding game and instructional design. Many of the positive aspects from the design of MAVEN will be implemented in CAPTIVATE. First, the overall framework developed for MAVEN will be reused in CAPTIVATE. This modular framework involves both a model and process that combine game, instructional, and software design in a way that supports adaptability throughout the design and development cycle. Additionally by embedding concepts in game play similar to well-known board games such as Battleship, computer games such as Minesweeper, and console or mobile games such as Guitar Hero, students will use their calculus and physics skills to complete tasks in a familiar environment. In addition, the game itself will consist of a series of sub-games each focusing on a topic that students traditionally struggle to understand. Furthermore, students will be offered access to learning resources and assessed regularly as they progress through the game. CAPTIVATE will also overcome some shortcomings from the previous development. While MAVEN was developed for desktop deployment, CAPTIVATE is targeted for deployment on a variety of mobile device including Apple and Android phones and tablets to engage students in interactive games that support their endeavor to build a solid foundation in mathematics and science topics. Additionally by creating games that are short and easily accessible, students will be able to engage with the material at a time and place convenient for them. The development of CAPTIVATE supports student veterans as they transition from the military to engineering degree programs and helps to accelerate them through their STEM prerequisite courses

Error Aggregation in the Reengineering Process from 3D Scanning to Printing

This work aims to study the aggregation of dimensional errors in the reengineering processes using 3D scanning and printing without initial design drawings. A 57-tooth spur gear is used as an example to facilitate the discussion. Two approaches are investigated. The first one builds the gear model based upon measurement taken from a caliper, and the second approach uses a 3D scanner to collect geometry data. Dimensional errors in each stage of these two approaches are investigated. Particular attention is paid to the geometry data flow in the reengineering process from data acquisition and editing to model construction. Recommendations are made in regard to error estimation and alleviation

Implementing Mechatronics Design Methodology in Mechanical Engineering Technology Senior Design Projects at the Old Dominion University

In recent years, the nature of engineering design has changed due to advances in embedded system design and computer technologies. It is rare to engineer a purely mechanical design that does not incorporate electrical and electronic components. Mechanical engineers and mechanical engineering technologists must possess a multi-disciplinary knowledge with the understanding of both mechanical and electrical systems. For this purpose, undergraduate programs in engineering technology have added mechatronics courses to their curriculum. Mechatronics is a design process that is multi-disciplinary in nature and integrates principles of many engineering disciplines including, but not limited to, mechanical engineering, electrical engineering, and controls engineering. These courses typically incorporate problem-based learning and project-based pedagogy to effectively build the student’s knowledge and understanding. Old Dominion University’s Mechanical Engineering Technology (ODU MET) program offers undergraduate courses related to Advanced Manufacturing including Robotics; Automation; Lean Manufacturing; Computer Integrated Manufacturing; and Advanced Manufacturing Processes. Recently, two new courses related to mechatronics were added to the same focus area. In addition, ODU MET program has placed an increased emphasis on mechatronics for students’ senior design projects. This paper highlights the benefits of including mechatronics in the ODU MET curriculum and presents several recent senior design projects that showcase how the student has incorporated multi-disciplinary principles into the design and build of a functional mechatronic device. By embedding these experience into their senior design project, students are exposed to other engineering technology areas, learn the terminology of other professions, and feel more confident to join the workforce with the cross-disciplinary skills needed to be successful