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Mechanical engineering education handbook.
"This book is believed to be the first to specifically address mechanical engineering education. It is divided into three sections : pedagogy, curriculum, and future. The pedagogy section contains seven chapters on various aspects of enhancing student learning. Chapter one concerns research reg...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
New York :
Nova Science Publishers, Inc.,
[2020]
|
| Colección: | Education in a competitive and globalizing world
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
| LEADER | 00000cam a22000008i 4500 | ||
|---|---|---|---|
| 001 | EBSCO_on1156414185 | ||
| 003 | OCoLC | ||
| 005 | 20231017213018.0 | ||
| 006 | m o d | ||
| 007 | cr ||||||||||| | ||
| 008 | 200331s2020 nyu obf 001 0 eng | ||
| 010 | |a 2020015285 | ||
| 040 | |a DLC |b eng |e rda |c DLC |d OCLCO |d EBLCP |d N$T |d YDX |d OCLCF |d OCLCQ |d OCLCO |d K6U |d OCLCQ | ||
| 020 | |a 153617792X | ||
| 020 | |a 9781536177923 |q (electronic bk.) | ||
| 020 | |z 9781536177916 |q (hardcover) | ||
| 035 | |a (OCoLC)1156414185 | ||
| 042 | |a pcc | ||
| 050 | 0 | 0 | |a TJ158 |
| 082 | 0 | 0 | |a 621.071/1 |2 23 |
| 049 | |a UAMI | ||
| 245 | 0 | 0 | |a Mechanical engineering education handbook. |
| 263 | |a 2007 | ||
| 264 | 1 | |a New York : |b Nova Science Publishers, Inc., |c [2020] | |
| 300 | |a 1 online resource. | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b n |2 rdamedia | ||
| 338 | |a online resource |b nc |2 rdacarrier | ||
| 490 | 0 | |a Education in a competitive and globalizing world | |
| 504 | |a Includes bibliographical references and index. | ||
| 520 | |a "This book is believed to be the first to specifically address mechanical engineering education. It is divided into three sections : pedagogy, curriculum, and future. The pedagogy section contains seven chapters on various aspects of enhancing student learning. Chapter one concerns research regarding mechanical engineering (ME) students' learning preferences. ME students are much more visual and prefer more problem solving compared to the general population. Chapter two is on leveraging technology to elevate pedagogy. The authors show many different ways of using technologies, such as the use of iMovie and Doceri, to enhance the practice of teaching. Chapter three on mastery-based learning concerns assessing students on what skills they can do well rather than almost solely on how well they do on exams. Chapter four discusses how team-based assignments can be used to meet multiple student outcomes. Examples are given for a fluid mechanics lab and a thermodynamics class. Chapter five describes how team-based active learning can be used to expose students to the aerospace design process and industry practices. Chapter six shows how a problem-based learning approach was converted to an entrepreneurially minded learning approach in a mechatronics design course. The application of the Kern Entrepreneurial Engineering Network (KEEN) framework showed a significant increase in the students' entrepreneurial mindset. Chapter seven recommends the inclusion of open-ended problems in courses at all levels to help prepare students for real-world problems, which often have multiple possible correct solutions. Section two on curriculum has five chapters more specifically on ME courses and programs. Chapter eight advocates incorporating more hands-on design into the ME curriculum because of its importance in practice. Chapter nine shows an example of how an entrepreneurial mindset can be fostered and developed in an engineering experimentation course. Chapter ten demonstrates how research has shown that replacing thermodynamic tables, which students often struggle to use, with thermodynamic property charts can help students form better mental models. Chapter eleven discusses the use of active learning techniques to more effectively incorporate the teaching of materials in the ME curriculum. Chapter twelve considers how reverse engineering can be incorporated into the ME curriculum. While original design is incorporated into the ME curriculum, reverse engineering of existing designs can be a valuable addition that can help prepare MEs for professional practice. Section three has two chapters related to the future. Chapter thirteen discusses how ME students can be more effectively prepared for their future in the industry, not so much by changing the curriculum, but by changing the teaching approach. Some examples include less theory and more practice, improved problem solving and simulating the industrial work environment. The authors include those who work or have worked full time in industry and work part time or full time in academia, as well as two relatively recent ME graduates. The last chapter discusses possible future areas of research for improving mechanical engineering education. Those areas include, for example, improved course content, curriculum, communication, assessment, virtual reality, codes and standards, multimedia and innovation/entrepreneurship"-- |c Provided by publisher. | ||
| 588 | |a Description based on print version record and CIP data provided by publisher; resource not viewed. | ||
| 505 | 0 | |a Intro -- Contents -- Preface -- Introduction -- Introduction -- Literature Review -- Sources for Further Information -- Organizations -- Journals -- Workshops -- References -- Chapter 1 -- Mechanical Engineering Students' Learning Preferences -- Introduction -- Learner Preferences -- Learning Strategy Preference -- Verbal-Visual Preference -- Methodology -- Results and Discussion -- Demographics -- Learning Strategy Preference -- Verbal-Visual Preference -- Conclusion -- References -- Chapter 2 -- Leveraging Technology to Elevate Pedagogy in Mechanical Engineering Teaching and Learning | |
| 505 | 8 | |a Introduction -- Why Mobile Devices? -- A Case Study of Teaching and Learning of Mechanical Engineering Courses in a Mobile Environment -- Integration of Mobile Devices to Support Teaching and Learning -- Quantitative Evidence and Metrics -- Data Collection and Results -- Significance and Impact -- Fostering a Mobile Learning Community -- Mobile Learning App Highlights -- Notability -- Zoom Cloud Meetings -- Explain Everything -- Google Drive -- Socrative -- iMovie -- Doceri -- Piazza -- Teaching Assistants -- Teaching and Learning of Thermodynamics in an Online Environment -- Course Design | |
| 505 | 8 | |a Goals and Objectives -- Content Presentation -- Learner's Engagement -- Technology Use -- Interaction and Collaboration -- Communication Strategies -- Development of a Learning Community -- Interaction Logistics -- Assessment -- Expectations -- Assessment Design -- Self-Assessment -- Learner Support -- Orientation to Course and LMS -- Supportive Technologies -- Instructor's Role and Information -- Course/Institutional Policies & Support -- Technical Accessibility -- Accommodations for Disabilities -- Feedback -- Few "Stand-Out Practices" in the Course -- Elevating Pedagogy with Technology | |
| 505 | 8 | |a Online/Virtual Office Hours -- Intentional Use of Active Learning in Course Design -- Conclusion -- References -- Chapter 3 -- Mastery-Based Learning: From Exposure to Expertise -- Introduction -- Background on the Use of Mastery Based Learning -- Pedagogical Foundations -- MBL in Engineering -- Implementation of MBL across the Curriculum -- Prioritized Skill Model -- Prioritized Breadth Model -- Classroom Sessions -- Homework -- Skill Assessment -- Conclusion -- References -- Chapter 4 -- Addressing Multiple Student Outcomes through Teamwork -- Introduction -- Mechanics of Fluids Lab | |
| 505 | 8 | |a Implementation -- Student Outcomes Assessment -- Student Response -- Thermodynamics Class -- Student Outcomes Assessment -- Team Formation -- Conclusion -- References -- Chapter 5 -- Applying Team-Based Active Learning to Expose Students to the Aerospace Design Process and Industry Practices -- Introduction -- 5.1 Analysis and Design of Propulsion Systems -- 5.1.1 The First Day -- 5.1.2 The Request for Proposal -- 5.1.3 Design Project -- 5.1.3.1 Design Project I -- Mission Analysis -- 5.1.3.2 Design Project II -- Parametric Cycle Analysis | |
| 505 | 8 | |a 5.1.3.3 Design Project III -- Engine Performance Analysis | |
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
| 650 | 0 | |a Mechanical engineering |x Study and teaching. | |
| 650 | 6 | |a Génie mécanique |x Étude et enseignement. | |
| 650 | 7 | |a Mechanical engineering |x Study and teaching |2 fast |0 (OCoLC)fst01013401 | |
| 700 | 1 | |a Baukal, Charles E., |c Jr., |d 1959- |e editor. | |
| 776 | 0 | 8 | |i Print version: |t Mechanical engineering education handboo |d New York : Nova Science Publishers, Inc., [2020] |z 9781536177916 |w (DLC) 2020015284 |
| 856 | 4 | 0 | |u https://ebsco.uam.elogim.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2500046 |z Texto completo |
| 938 | |a YBP Library Services |b YANK |n 16722567 | ||
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL6227814 | ||
| 938 | |a EBSCOhost |b EBSC |n 2500046 | ||
| 994 | |a 92 |b IZTAP | ||