The purpose of engineering ethics education is to understand the effects and impacts of technology on society and nature and the responsibilities that engineers have to fulfill for society. There are many cases used in the educational method for students to understand the problems surrounding the engineers. However, most of the cases correspond to event scenarios where engineers have failed to maintain safety. Resilience engineering was born from the criticism of safety measures for the purpose of preventing recurrence by seeking human error and organizational culture as the cause of accidents in the field of ergonomics. Its features are that people are considered as beings that realize safety in dangerous systems, and that they focus on good practices. This paper describes the improvement of engineering ethics education by utilizing resilience engineering concept.
Improvisation education, which derived from the active learning, has been focused on the educational field for the purpose of cultivating human resources who can handle adverse circumstances. In this paper, it has been designed and adopted as the OMG (Oh My God) experience. Approaching the subject from the improvisation education, this paper analyzes the impact of personal motivation and teamwork ability on team performance in cases of before and after implementing the OMG. Motivation graph analysis and a survey to measure teamwork ability had been conducted in the CEP (Cross-cultural Engineering Project), which is based on the global PBL (Project Based Learning) . The results showed that the OMG delivered significant effect on promoting team-oriented awareness especially on a team; “Acting flexible and accepting diversity” . Moreover, they had an increase of positive motivation after the OMG. It was concluded that an awareness of team orientation has increased after the OMG under a multinational and multicultural environment. At the same time, the OMG triggered a positive influence on team motivation.
This research focuses on a virtual laboratory as a tool for laboratory operation. The purpose of this research is to clarify the effect of self-adjustment learning (SRL) in the virtual laboratory. SRL is learning in which the learner manages the behavior and psychological state of learning independently. We used a questionnaire of 40 students using the virtual laboratory. As a result, the behaviors related to SRL of students, such as goal setting for tasks, trial and error, improvement behavior, and assessing the work, are improved compared to before the introduction. In addition, the coziness of chatting and the rise of communication by setting the core time and a mentor system are the key factors of the promotion.
As a problem related to the education of students in primary and secondary education stage, it has been pointed out that they lack interest in science and engineering. From this kind of circumstance, Kanazawa Institute of Technology holds science experiment courses for high school students during summer vacation. As one of the scientific experiment courses, we have developed the experimental course to suppress the shaking of a building model due to earthquake with dynamic damper, and held the contest-style experimental course. As a result, it was suggested that the hands-on scientific experiment course conducted this time on the subject of familiar phenomena is effective for raising students’ awareness of the engineering field.
We developed teaching materials of step-down chopper circuit experiments for efficient learning of power electronics. In this experiment, students learn the principle of the step-down chopper circuit and PWM control, and the relationship between transient response and current ripple. On the other hand, in order to prevent the spread of COVID-19 infection, the distance education was carried out in many technical colleges and many on-demand teaching materials were developed. In this study, we investigated the effect of applying on-demand teaching materials developed for distance education to engineering experiments. From confirmation tests, questionnaire surveys, and student reports, we confirmed that it is effective to apply on-demand teaching materials to engineering experiments.
It was thought that students would improve their learning habits by themselves, by recognizing differences in interpretations of learning between students. Therefore, a group work was carried out to recognize the interpretation of learning. In the group work, students promoted learning by themselves from the diversity of interpretations of learning. The activation of learning led to the formation of an identity for engineer. The formation of the identity for an engineer led to the learning of problem-solving ability.
Project Based Learning has a good compatibility with manufacturing courses, and increase the range of degrees of completion that can be achieved and the sense of accomplishment of the students by incorporating a problem-finding element. Thus, we considered and implemented a PBL course to learn the product development process incorporating design thinking. In the first report, the educational effects were confirmed by the results of the implementation and the analysis of the students’ responses. In this paper, we checked how the students’ attitude toward the project changed over throughout a year by questionnaires. Three types of questionnaires were used, one is a signed questionnaire, an anonymous questionnaire, and a psychological test. From these analyses, it was confirmed that success and failure experiences in exercises lead to motivation. On the other hand, negative emotions were also found to be caused by environmental factors.
The Cross-Cultural Engineering project (CEP) aims to acquire synthetic problem-solving capabilities by promoting an international collaboration program. Thus, participation requires suggestions of procedures and proposals of creative solutions for resolving problems. In order to assist the activities of participants, this paper presents the Idea Creation Support System (ICSS) as a method to obtain attractive ideas and solutions for solving problems. For the creation of ideas, the ICSS consists of two understanding processes: problem understanding and Kando understanding processes. The problem’ s requirements, defined from consumer needs and Kando quality (via the World Café method), are assigned as targets to enhance solutions. The Quality Function Development (QFD) matrix is then utilized with a contradiction solving method to define the essential solutions to satisfy all the problem’s requirements. The application of proposed methodologies enables participants to effortlessly obtain attractive ideas using the most effective solutions to solve problems.
Polytechnic University of Japan has a practical practice class named “development task practice”. The practice is carried out by students with different specialties to create things by discussing each other. The practice education is a practical learning system including manufacturing methods of business companies and integrated with the three methods of how to tackle practical product challenges, exercise learning method and working group learning method. In this study, an automated walking assistive vehicle system is fabricated and the results of the practice are evaluated and analyzed.
In this paper, we report the results of graph drawings and brief quizzes of solutions to differential equations using smartphones. Ninety-five percent of the students said that drawing graphs on their smartphones would be useful for learning. The results of the brief quiz to select the correct graph were also good. However, in the survey, 18% of the students gave negative opinions for quiz, because the more content they input, the more mistakes they made from their smartphones. Therefore, in the online class, the percentage of correct answers increased dramatically, probably because the answers were entered from a personal computer, and students spent enough time to solve the problems.
We developed a simplified dynamic teaching tool for the reciprocating engine mechanism. The tool can be utilized in an introductory lecture on engine systems and thermodynamics for undergraduate students and a scientific experiment for elementary, junior, and senior high school students. The tool comprises two main parts:1) an empty beverage can rocket that is used to show a combustion similar to that occurring in an internal combustion engine (ICE) of an automobile, and 2) a simple and inexpensive small cut-section-model of ICE to understand the crank mechanism. Because of its portability, it can be passed around to each student during the class. In addition, it can be used in real-time online lectures using a USB external webcam.
Project-based-Learning is expected to promote students’ teamwork competency. Previous study proposed an instructional method with the peer review of team contribution; however, its effectiveness on teamwork competency was not examined. Therefore, the current study examined whether the instructional method with the peer review of team contribution promotes individuals’ team competency. We provided the instructional method for three classes and ordinary PBL program for the other three classes of freshmen, in which a questionnaire survey has been conducted at the beginning and ending part of the program. The results showed that a part of students’ teamwork competency was promoted through the program, but the peer review decreased students’ fairly response to the other team members.