This paper shows practices of a regional revitalization project utilizing bicycle power generation from 2016 to 2018. Tsuyama college has a multi-disciplinary exercise to develop high expertise and multi-disciplinary capability on third and fourth year in department of integrated science and technology. This project was one of themes of the exercise. Students in this project team developed a charging circuit for smartphones using a bicycle dynamo collaborated with a local government and improved the high expertise and the multi-disciplinary capability.

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Short-term overseas educational programs are one of the most efficient means to prepare science and engineering students for global environment. Previous researches have proved that short-term study abroad programs have positive educational effects on participants in many aspects such as improving cross-cultural awareness, language proficiency, communication skills, self-efficacy, and fundamental competencies for working persons. However, how educational improvements change over time is still unknown. If we can reveal how they change, we will be able to provide a support to sustain what the participants gained though the overseas programs. The author has conducted a series of questionnaire surveys which aims to investigate the changes on educational improvements by measuring the self-efficacy level. This article focuses on the changes in cross-cultural awareness, language proficiency, and fundamental competencies for working persons. The results show that some positive educational effects gained through short-term overseas programs remain over time.

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Team collaboration is one of the essentials in project based learning. To promote the collaboration, the peer review method of team contribution had been proposed. This study developed an instruction method with the peer review and examined whether individual student changed their way of team contribution or not and whether other members or the whole team changed along with the individual change throughout the instruction method. The instructional method was provided in two classes, in which a questionnaire survey has been conducted. As a result, more than half of the students reported the positive change of themselves and their team. In addition, it was shown that self-reports of individuals’ change were related to the reports of team change.

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3 problem-solving abilities are fostered in the strength of materials. These are fostered during the derivation of formula, by using the formula and through the application of design. In these processes, there is a use of existing knowledge in common. Therefore, making a habit to use the existing knowledge was set as an achievement purpose and the development of problem-solving ability used the strength of materials was set as the achievement goal. In this study, educational effects are described.

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We prepared metal-air battery using expanded natural graphite sheet as a cathode, galvanized plate as an anode and sodium chloride solution as an electrolyte. This cell has original structure which can be obtained the oxygen for activate material from the side of the extended natural graphite sheets. Discharge power was 2.1mAh/cm² which value was about three times that of Bincho charcoal battery for science event. Further, preparation cost for our battery was cheaper than that of Bincho charcoal one. We hope to use this battery at the science event for from the primary school to high school because preparation process of this battery was very easy. We use this battery at the class of energy education including power storage system for college of technology. A lot of students said that the preparation process of this battery is easier than Bincho charcoal battery and we can understand the structure of the battery and battery mechanism.

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A simple simulation sheet drawn a chromatographic column divided into five plates and fifty number cards indicating the amount of a solute possible to exist in the mobile or stationary phase of each plate were prepared. Two rectangular blanks each for indicating the mobile and stationary phases were also drawn on each plate. A simulation for plate theory was performed in the following three steps: (1) only the cards placed on the blanks of mobile phase are moved to that of the mobile phase in the next plate, (2) the two cards, indicating the numbers divided by the sum of numbers on the card(s) placed on each plate according to the distribution coefficient, are selected and replaced on the two blanks of each plate, (3) these steps continue until the fifth plate. This simulation helped students to progress in their learning the mass transfer and mass balance on plate theory in chromatography.

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There are more and more students who do not understand what they do not understand in learning. Since the effectiveness of prior learning with videos has been reported in recent years, such practice was implemented with students in linear algebra lectures. Specifically, before lectures on difficult topics, students watched a video and tried to solve some practice problems. Having compared exam scores for students with and without the use of prior learning videos, the results appear to show that it is very effective. In addition, the questionnaire showed the factors about where students are interested in prior learning videos.

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The social implementation education has been progressing not only in the mechanical engineering field but also in the construction, information technology, and electric and electronic engineering field. This educational system categorized as problem-based learning promotes efficient and effective skill acquirement, and deep understanding of social responsibility of R&D. The SDGs set in 2015 by the United Nations general assembly is designed for integration of regional perspectives and sustainability of development. Science and engineering are expected to contribute to their achievement. On this case study, actual cases of the social implementation education are arranged and analyzed from a viewpoint of SDGs. The education effectiveness derived by the consciousness of SDGs was also considered.

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The goal of this study is to examine whether sophomores change their identity through a course of project based learning (PBL). A questionnaire survey was conducted for 148 sophomores. The participants completed a psychological measure of identity and evaluated their abilities on PBL in the second week and the final week of the course. The results showed that the participants' evaluation of PBL abilities became higher throughout the course, however, their identity score did not change significantly. These results indicate that PBL courses for sophomore did not disturb their identity, but not improve it, neither. Future study should clarify whether PBL courses improve undergraduates' development of identity or not.

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We report on a practical example of an online engineering-related manufacturing course: a production course for CanSat, an extremely small satellite model. Conducting online manufacturing courses is an effective tool for technical education. To spread space technology education nationwide, CanSat courses are held via online conferences. For students, the kit and the fabrication manual for the CanSat course were improved; in addition, the work procedure manual and documentation for instructors were enhanced. For this course, students experienced preparing the educational kits and teaching the CanSat course themselves, practicing for the course through product preparation. In this paper, we summarize the results of the CanSat course from preparation to implementation, and propose improvements for future courses.

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Currently, 10 National Institutes of Technology (KOSEN) are collaborating to develop a 2U CubeSat. This study aims to develop a CubeSat ground model that allows KOSEN students who wish to participate to learn CubeSat. The CubeSat ground model is a standard 10cm×10cm×20cm (2U) CubeSat size. Furthermore, it consists of a similar subsystem as the actual CubeSat, enabling semi-autonomous operation by OBC, charging and feeding by solar cells, and data transmission by wireless devices. Moreover, a structure system with a space where mission equipment can be installed will be designed, so that students can deepen their understanding of the satellite mission. These plans will be used in the model CubeSat production course at the KOSEN Space Camp 2019. This paper describes features of the developed model CubeSat and introduces the model CubeSat production course.

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For space technology education, National Institute of Technology (KOSEN) students gathered from across the country worked on group production using a CubeSat ground model equipped with a sensor-selective mission system. After drafting a mission and setting success criteria, each group produced a model CubeSat for the realization of each mission and competed via experiments, analyses, and presentations. In addition to the power supply, communication, and attitude competitions that were conducted last year, a new competition related to the mission system was conducted. For students, this included a model production with a high degree of freedom, and thus they were able to experience manufacturing that is more similar to actual CubeSat development by participating in competitions with assignments.

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I prototyped electronic musical instruments “Photomin” using microcomputer “Mbed” as physical programming learning materials for STEAM education with the aim of fostering human resources capable of carrying regional innovation. And it was confirmed that the instruments ran normally. The instruments would be effective for STEAM education for various people.

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IoT has been getting a lot of attention in the global industry. Recent education programs also adopt information technologies such as IoT and ICT to improve the teaching method. However, education of KOSEN is desired to teach how to realize IoT and ICT, not only to utilize information technology. In this education program, we gave lectures about social needs of IoT and the management method of a project first. Based on the lecture, students investigated real information applications and then proposed their new technical seeds of information applications independently. Some projects were launched to realize the technical seeds. To move their project forward, they were able to use a virtual workshop in National Institute of Technology, Gunma College. Finally, students discussed their final products within the projects, and then we evaluated deliverables and processes of their projects. The virtual workshop includes visualization of existing equipment, which is placed in laboratories and facilities of our college, by network management. We connected the hardware and software resources to our college network and rebuilt the resources to the virtual workshop which was shared across our college. Moreover, we introduced new network-compatible IoT products other than existing equipment. This paper describes our education program to nurture IoT engineers in Gunma College.

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In the present report, we introduce class examples of fluid dynamics and related subjects that students are not normally good at. Experiments performed during class in a classroom are limited by the scale and time of the experiment. Therefore, we tried to draw a student’s interest in fluid mechanics by using the video of a large-scale experiment produced and broadcasted by a broadcasting station science education program. A number of excellent photo books on fluid phenomena have been published. However, it would be better if we could see the flow phenomenon in video since today’s students who are used to video are more interested in video than in photography. In particular, the science program of the Japan Broadcasting Corporation (NHK) provides a lot of fluid phenomena in a short period of time, so showing these videos to students during class has stimulated interest in fluid mechanics. In this report, these specific examples are described.

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This report describes the results of two times of questionnaires for the attitude survey of the student concerned with local brands products development. Intended to make use for future university-industry research collaboration product development by examining a result. The local brands products development may contribute to regional activation. In addition, it is hoped that it is useful for the carrier formation of the student by having you participate in a high school student and a student for university-industry research collaboration. As a result, it is necessary for a student to know a variety of “local brands” and “success examples”. If a student gets “knowledge” and “a technique” and “confidence” by learning a success example of the development about local brands products, a student is more likely to be interested. Because a student participates eagerly, the development of local brands products may be promoted.

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