Teaching Engineering, Second Edition

Wankat, Phillip C.; Oreovicz, Frank S.

doi:10.2307/j.ctv15wxqn9

Cited by 131 publications

(192 citation statements)

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“…Experiential learning, or learning through experience, is often defined as opposite to traditional or didactic learning, where the students play a comparatively passive role by hearing or reading about others’ experience. In engineering education, a similar concept is often expressed as ‘active learning’, 20 ‘learning by doing’ or ‘hands-on learning’, terms which imply an active role of the learner. A somehow extreme example is learning how to ride a bicycle, a task not very easily accomplished just by reading a manual: a child must try it first-hand, eventually fail and retry.…”

Section: Experiential Learning In Engineering Educationmentioning

confidence: 99%

Experiential learning in engineering education: The role of student design competitions and a case study

Gadola

Chindamo

2017

International Journal of Mechanical Engineering Education

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Student competitions can play an important role in education: they promote interest and engagement of the students, as well as of the teachers. In the case of engineering, one of the most challenging contests in Europe is the Motostudent event, joined by the University of Brescia (UniBS) in 2016 for the first time. It is a typical implementation of Kolb's theory of experiential learning, where engineering theory and application meet in an intensive, 'hands-on' team work experience, resulting in a very effective learning process that involves the so-called soft skills as well. The paper aims at briefly reviewing the scope of competitions like the Formula SAE and sharing the authors' experience in a similar event, the Motostudent contest.

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Section: Experiential Learning In Engineering Educationmentioning

confidence: 99%

Experiential learning in engineering education: The role of student design competitions and a case study

Gadola

Chindamo

2017

International Journal of Mechanical Engineering Education

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“…It is well known that student design competitions have a positive impact in terms of experiential learning, especially in engineering. The value of “learning by doing” in higher education is supported by cognitive psychologists Wankat and Oreovicz, 1 Bandura, 2,3 Siddique et al., 4 Kolb, 5,6 and Miller 7 among others, while one of many publications stating the specific value of motorsport-centred design competitions in engineering schools is Wickenden and Stobart. 8 FSAE and similar competitions such as MotoStudent, Shell EcoMarathon and RoboCup as an added value that universities should offer to their students within the EU educational framework (EHEA – Framework for the Qualifications of the European Higher Education Area) are described in De Juan et al.…”

Section: Introductionmentioning

confidence: 99%

Teaching automotive suspension design to engineering students: Bridging the gap between CAD and CAE tools through an integrated approach

Gadola

Chindamo

Legnani

et al. 2018

International Journal of Mechanical Engineering Education

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The paper presents an integrated approach to suspension design with educational purposes. A dedicated design tool was created to instruct automotive engineering students in the whole process of suspension design across the various CAE tools involved, from early kinematics studies to CAD, vehicle dynamics simulations and FEM modelling. The tool has given birth to a proven design procedure that the authors would like to share in this paper with focus on the educational side, although suspension kinematics design is not certainly a novel subject in itself. The tool includes geometries like the widely used McPherson strut, complex five-link schemes for high-end road cars, and typical racing car geometries like the so-called push/pull rod systems used on Formula 1 and Le Mans racecars. It has been applied successfully to various projects developed by professionals as well as by students, including the latest three Formula SAE (FSAE) single-seaters of the University of Brescia (Brescia, Italy) team. The paper is structured as follows. The introduction describes the role student design

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“…Wankat and Oreovicz 4 asserted that engineering education focuses heavily on problem solving. In this current paper, it has been recorded that more than 80% of students spend 2 to 6 h daily outside of class solving homework problems (see Table 3).…”

Section: Introductionmentioning

confidence: 99%

“…To fully engage students with solving traditional homework problems and assignments, for several decades many researchers have been working to establish a revised best practice for solving engineering problems. 4–6 Considering the differences in approaches and in an effort to shrink the gap in practices used in problem solving, literature has presented four “ didactic models of best practices ” 6 for solving problems in undergraduate engineering education. Detailed activities of these four “best practices” are presented by Taraban et al.…”

Section: Introductionmentioning

confidence: 99%

Development of a comprehensive assessment technique to invigorate students' problem-solving skills and deter cheating

Alemayehu¹,

Logan

Barhorst

2015

International Journal of Mechanical Engineering Education

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It is a long-standing belief of most instructors that the assignment of graded homework to students is very useful in the process of teaching fundamental engineering courses. Results of several studies have also revealed that working on homework assignments with a significant independent effort enables students to develop higher cognitive level creative problem solving skills that they need in school (for example, to perform better in exams) and as practicing engineers. However, the availability and use of textbook solution manuals and other unapproved outside sources have hindered students from achieving the skills. Previous studies indicated that almost 90% of students used text book solution manuals at least once without permission and students with no access to solution manuals performed better than those who have. These two findings indicate that there is a need for developing alternative techniques that can possibly enhance homework assignments in order to stimulate the independent creative problem-solving skills of students. In this project, readily available and new alternate techniques to enhance traditional homework assignments have been identified, and a novel comprehensive assessment technique has been developed and implemented. The impact and effectiveness of the technique has been studied via conducting a survey and the comparison of exam averages of three semesters with and without the implementation of the technique. The results indicate that the technique helps deter cheating enhances critical thinking and problem solving skills of students and improve their performance

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Teaching Engineering, Second Edition

Cited by 131 publications

References 0 publications

Experiential learning in engineering education: The role of student design competitions and a case study

Experiential learning in engineering education: The role of student design competitions and a case study

Teaching automotive suspension design to engineering students: Bridging the gap between CAD and CAE tools through an integrated approach

Development of a comprehensive assessment technique to invigorate students' problem-solving skills and deter cheating

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