Traditional engineering instruction is deductive, beginning with theories and progressing to the applications of those theories Alternative teaching approaches are more inductive Topics are introduced by presenting specific observations, case studies or problems, and theories are taught or the students are helped to discover them only after the need to know them has been established This study reviews several of the most commonly used inductive teaching methods, including inquiry learning, problem-based learning, project-based learning, case-based teaching, discovery learning, and just-in-time teaching The paper defines each method, highlights commonalities and specific differences, and reviews research on the effectiveness of the methods While the strength of the evidence varies from one method to another, inductive methods are consistently found to be at least equal to, and in general more effective than, traditional deductive methods for achieving a broad range of learning outcomes

Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases

We conducted a systematic review of empirical research focused on the experiences of female students in science, technology, engineering, and mathematics (STEM) during middle and high school. Drawing on social identity theory, recent research was synthesized to explore how aspects of the social environment influence STEM identity development. Findings indicate that young women experience challenges to their participation and inclusion when they are in STEM settings. Additionally, we found that perceptions regarding who is part of the ingroup or outgroup of STEM fields can be changed through intervention and educational programs. We conclude with recommendations for theory, research, programs, and policy for STEM identity development among young women, informed by a social identity perspective.

Developing a STEM Identity Among Young Women: A Social Identity Perspective:

The Journal of Experimental Education

Purpose – The purpose of this paper is to present the benefits offered by rapid prototyping (RP) models for wind‐tunnel testing as part of fourth‐year aerospace engineering student projects. Ways of overcoming some of the difficulties associated with the 3D printing technology are also discussed.Design/methodology/approach – Polymer‐based RP was used to fabricate two‐aircraft models, which included stiffening metallic inserts. Testing in a subsonic‐wind tunnel was carried out and the results compared to analytic performance predictions.Findings – Low‐cost rapid prototypes of wind‐tunnel models yielded satisfactory aerodynamic performance. The savings in acquisition cost and time allowed incorporating actual testing in the aircraft design process within the framework of a tight academic budget and schedule.Practical implications – Conducting real‐wind‐tunnel testing contributes significantly to the educational experience of students; however, it had rarely been carried out when metal model fabrication was ...

Enhancing aerospace engineering students' learning with 3D printing wind‐tunnel models

Set out as a scoping exercise, involving different jurisdictions in the UK, the commission engaged with the concept of STEAM education, a hybrid concept arising at the intersection between conceptions of science and the arts. The review considered three interconnected areas: (1) the changing conceptualization of science and arts, and the implications for science education; (2) the relationship between formal school science as it is currently taught and the differential access to science knowledge affecting groups inside and outside schools; (3) the potential of arts-based creative pedagogies to foster inclusive, participatory, and interdisciplinary learning in science.

Reviewing the potential and challenges of developing STEAM education through creative pedagogies for 21st learning: how can school curricula be broadened towards a more responsive, dynamic, and inclusive form of education?

Although the number of women majoring in engineering and engineering technology has increased in the last few decades, percentages lag behind those in other STEM disciplines. Young women often have misperceptions about the nature of engineering, and that leads to lack of interest. Engineering is often seen as men’s work. They do not understand how engineers can have a positive impact on society (Hersh, 2000). Math Options Summer Camp, a program that has been conducted during the past two summers, addresses these issues. The week-long camp was designed for girls entering ninth and tenth grade when they still have time to add math and science courses to their schedules. Unlike other summer STEM initiatives, this camp focused on the use of technology: an integrated jean bag project was used to introduce campers to different areas of engineering (electrical, mechanical, and plastics) in hands-on lab-based modules. In this article the camp is described and data on campers’ assessments of their experiences is provided. Workshop evaluations showed that the campers particularly enjoyed using technology in the labs and came away from the camp with a broader understanding of STEM careers. Introduction The demand for workers in the fields of science, technology, engineering, and math (STEM) is predicted to grow twice as fast as the overall rate of growth for workers in all occupations over the next five years in the United States (National Science Board, 2008). The question is: will there be enough people qualified to meet these demands? The National Center for Education Statistics predicts that the growth of undergraduate enrollments in the STEM fields over the next five years will only attribute to half of the demand for workers (U.S. Department of Education Institute of Education Sciences NCES, 2008). It is evident that something needs to be done to encourage young adults to enter these fields in order to prevent the United States from facing a severe shortage of engineers and scientists in the near future. One way of addressing the issue is to solve the problem of underrepresentation of women in many of the STEM fields. Table 1 shows the results of a 20-year study by the National Science Foundation (NSF, 2008). Women receiving undergraduate degrees are well represented in science, but they have a long way to go in technology, math, and engineering. Although the number of women in STEM fields is increasing overall, the numbers for math (26.8%), computer science (26.8%), and engineering (19.5%) are still woefully low. It is quite obvious that steps need to be taken to significantly increase the number of women in engineering and technology. Many factors contribute to the lack of women in the STEM fields, particularly in engineering and technology. One factor is that some girls find the requirements for higher level math and science to be intimidating while in middle school. This may result in a loss of confidence in their ability to do well in these areas, which in turn leads to a lack of interest in pursuing engineering as a career option. Engineering, has been a male-dominant profession, and it is often viewed as a masculine profession (Hughes, 2002). Young girls often prefer to pursue a career that might result in their helping people, and they may find it difficult to see engineering in that light (Hersh, 2000). Research has also shown that girls’ awareness in this matter can be increased by exposing them to successful female role models (Haemmerlie & Montgomery, 1991; Plant, Baylor, Doerr, & Rosenberg-Kima, 2009) and by demonstrating that engineering has a positive impact on society. Re-enJEANeering STEM Education: Math Options Summer Camp Vibhuti Dave, Dawn Blasko, Kathryn Holliday-Darr, Jennifer Trich Kremer, Robert Edwards, Melanie Ford, Lucy Lenhardt, and Barbara Hido Table 1. Women as a Percentage of Undergraduate Degree Recipients by STEM Major. STEM major 1986 1996 2006 Biological, agricultural sciences 45.5 50.2 59.8 Earth, atmospheric, ocean sciences 22.3 33.3 41.2 Mathematics, computer sciences 38.8 33.9 26.8 Physical sciences 29.8 37.0 42.4 Engineering 14.5 17.9 19.5 T h e J o u rn a l o f Te c h n o lo g y S tu d ie s Colleges and universities across the nation are looking at ways to increase the supply of qualified students coming out of high schools. A variety of STEM outreach programs have been created and developed to specifically target women and other underrepresented groups. Many such programs are one day long; the focus is to introduce young women and/or other underrepresented groups in several age groups to the STEM disciplines. Typically, these programs are comprised of introductory and closing sessions with several small-group activities, which are usually hands-on exercise sessions. Duke University’s FEMMES (Females Excelling More in Math, Engineering, and Science) program for girls in 4th – 6th grades (Weston, Bonhivert, Elia, Hsu-Kim, & Ybarra, 2008), and the South Dakota School of Mines and Technology’s E-Week GIRLS program for girls from middle school through high school (Karlin, 2005) are examples of such events. The E-Week Girl’s program has been very successful in targeting girls from the rural regions of South Dakota. Additionally, Baylor University offers a one-day Girl Scout day camp for both Brownies and Juniors (Fry, Davis, & Shirazi-Fard, 2008). Penn State Erie, The Behrend College (PSB), a stand-alone college of The Pennsylvania State University, has 4,400 students and is located in Erie, Pennsylvania. PSB organizes two 1-day programs that bring girls to campus for hands-on STEM activities. Women in Engineering was designed for tenthand eleventh-grade girls and provides an introduction to engineering through hands-on workshop activities. Math Options Career Day was developed for middle school girls and is broadly focused on the importance of math in a wide variety of disciplines. In addition to single-day programs, another popular vehicle for introducing girls to the STEM disciplines are week-long summer camps. One such example is the Science, Technology, and Engineering Preview Summer Camp for Girls (STEPS for Girls) organized by the University of Wisconsin-Stout that has run for more than a decade. This program specifically targets girls entering seventh grade. It is designed to introduce them to occupational opportunities in STEM and to encourage them to take appropriate math and science courses to prepare for those fields. The main focus is on manufacturing, and they spend the week tracking the manufacturing processes involved in producing a radio-controlled airplane (Bee, Puck, & Heimdahl, 2007). Grand Valley State University runs essentially the same STEPS program (Plotkowski, Sheline, Dill & Noble, 2008). The University of Arkansas has a summer day camp for middle school girls aimed at increasing their interest in STEM fields (Burkett, Small, Rossetti, Hill & Gattis, 2008). This is done through a series of hands-on activities throughout the week. All of the activities are designed to be both fun and educational. Projects range from 3D modeling of a simple box with a personalized lid to the programming

/pdf/re-enjeaneering-stem-education-math-options-summer-camp-29yz9swow2.pdf

Re-enJEANeering STEM Education: Math Options Summer Camp

There is an urgent need for safe and effective nonpharmacologic approaches to treat chronic knee pain in older adults. Although virtual reality (VR) has shown some effectiveness for acute pain, there is limited evidence on the effects of VR on chronic pain particularly with older adult populations. This single application, within‐subject pilot study evaluated the feasibility and effectiveness of VR as a clinical treatment for older adults with chronic osteoarthritis knee pain. Nineteen participants aged 60+ years old participated in a 10‐min VR meditation program. Data on pain and affect were collected immediately prior to, post, and 24–48 h after the VR. Results suggest that VR meditation had significant moderate to large analgesic effects on knee pain intensity, primarily during VR (d = 1.10) and post VR (d = 0.99), with some lasting effects into next day (d = 0.58). The findings also suggest VR meditation intervention had a positive effect on affect, with a significant large decrease in negative affect scores pre‐ to post‐VR (d = 1.14). The significant moderate to large decreases in pain interference for normal work (d = 0.71), mood (d = 0.53), sleep (d = 0.67), and enjoyment of life (d = 0.72) suggest that older adults may have a higher ability to participate in meaningful daily activities up to 24–48 h after VR meditation. VR appears to be a feasible and effective nonpharmacological tool for older adults to treat chronic overall and knee‐specific pain.

The feasibility and effectiveness of virtual reality meditation on reducing chronic pain for older adults with knee osteoarthritis

A series of laboratory exercises has been developed to aid in the teaching of thermal and fluid sciences to undergraduate engineers. The exercises use simple hardware and a guided-inquiry approach to expose student misconceptions and to develop deeper understanding of basic concepts. This paper focuses on one of the laboratory exercises, which uses a simple duct with a sudden expansion to demonstrate the error caused by misapplication of the Bernoulli equation. The apparatus and the laboratory exercise are described. Learning gain measurements and results of attitude surveys are presented. The exercise is successful in causing students to confront their misconceptions and lack of understanding. Student attitudes about the usefulness of the exercise correlate with their grade in the course. The A students have a less favorable opinion than the B and C students.Copyright © 2009 by ASME

/pdf/a-simple-experiment-to-expose-misconceptions-about-the-28kjdscbzq.pdf

A Simple Experiment to Expose Misconceptions About the Bernoulli Equation

Equipment for thermodynamics experiments and lab demonstrations can be very expensive. A common inexpensive hairdryer makes an excellent example of an open thermodynamic system, and can be used as an effective piece of lab equipment to illustrate the principles of the first law of thermodynamics. Heat, work and mass all cross the boundary. From the first law of thermodynamics, the energy into the system has to equal the energy out for steady state. From conservation of mass, the mass in has to equal the mass out for steady state. This experiment requires the student to consider all of the energy terms associated with the hairdryer. The energy going in includes the electric work, the total enthalpy of the incoming air, and the kinetic energy of the incoming air. Energy out includes the total enthalpy of the outgoing air, kinetic energy of the outgoing air, and any heat transfer from the case to the ambient. Potential energy differences between the inlet and outlet are also considered. By accounting for all of the energy terms the students begin to recognize what is most significant and what could be neglected. One of the difficulties encountered in this test arises from the fact that the air velocity and the air temperature across the nozzle exit are not constant. Students are required to take data at multiple points and treat the area around each point as a separate outlet. After flow rate calculations are made for each area, the total rate is determined by summing the individual rates. The same process is used when calculating the total enthalpy leaving at the nozzle. The energy terms usually balance within a range of about 1.5% to about 15%. The amount of error usually depends on the patience and diligence of the student group doing the experiment. The students are asked to report on any possible sources of error they recognize while doing the testing.

/pdf/a-simple-hairdryer-experiment-to-demonstrate-the-first-law-13vin1rw31.pdf

A Simple Hairdryer Experiment To Demonstrate The First Law Of Thermodynamics

Gerald Recktenwald, Portland State UniversityGerald Recktenwald is an Associate Professor in the Mechanical and Materials EngineeringDepartment at Portland State Unviersity. He is a member of ASEE, ASME, IEEE and SIAM. Robert Edwards, Pennsylvania State University-ErieRobert Edwards is currently a Lecturer in Engineering at The Pennsylvania State Erie - TheBehrend College where he teaches Statics, Dynamics, and Fluid and Thermal Science courses. Heearned a BS degree in Mechanical Engineering from Rochester Institute of Technology and anMS degree in Mechanical Engineering from Gannon University.

Using Simple Experiments To Teach Core Concepts In The Thermal And Fluid Sciences

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