Search Results (361)

Hands-on engineering design can help bridge the gap between theoretical coursework and real-world engineering practice, particularly during the middle years of undergraduate programs. This paper presents the implementation and outcomes of an open-ended final project in ELEC 310: Embedded Systems Design at the University of San Diego. Student teams designed and prototyped smart environmental monitoring systems using STM32 microcontrollers, selecting sensors and defining system objectives under realistic constraints. Project outcomes were evaluated using prototype demonstrations, team technical reports, and post-project student reflections analyzed through inductive thematic analysis. Reflections and project artifacts suggest that debugging and hardware–software integration functioned as key learning mechanisms through which students developed system-level thinking while also supporting teamwork and confidence. Students also reported common challenges encountered in embedded systems development, including peripheral integration, timing behavior, and intermittent hardware instability. Overall, the findings suggest that tightly structured but open-ended embedded-systems projects can provide authentic design experiences that promote both technical and professional skill development. Full article

Science, technology, engineering, math and medicine (STEMM) disciplines often have academic cultures shaped by institutional logics that privilege prestige and competition. In contrast, some STEMM departments are taking up “opportunity-centered institutional logics” or student-centered organizational frameworks that emphasize inclusion, expansive opportunity, and student success over prestige and elitism. Building upon Núñez’s framework, this qualitative study examines how undergraduate students perceive themes of inclusivity, talent development, and culturally responsive educational practices in a computer science department at a minority-serving urban research university in the northeastern United States. The study asks: (a) How do students perceive opportunity logics in their CS learning environment? (b) What departmental structures and norms align with opportunity-centered logics values and goals? Data were collected via semi-structured interviews with 25 undergraduate students participating in a federally funded scholarship program. Interviews were transcribed and analyzed using iterative thematic coding focused on opportunity-centered themes. Findings indicate that students experienced their department as highly supportive and opportunity-oriented through inclusive communication practices, visible and accessible academic support systems, strong peer and faculty relationships, normalization of help-seeking and struggle, and intentional efforts to connect students to research, internships, career development, and institutional resources. By centering student perspectives, this study extends the conceptualization of institutional logics to the interactional level by demonstrating how opportunity-centered values are enacted through everyday departmental practices and relationships. Full article

The teaching of chaos and nonlinear dynamics remains a significant challenge in physics education, as these concepts are often introduced through abstract mathematical models that are difficult to visualize. In this work, we propose an experimental approach based on electro-optics in nematic liquid crystals as an effective and accessible platform for teaching these phenomena. In particular, the system exhibits a transition from ordered convective patterns to strongly disordered turbulent regimes, which can be directly observed in real time using simple optical techniques. This experimental framework enables students to explore key concepts of nonlinear physics, including instability thresholds, pattern formation, and the emergence of complex dynamical behavior. The transition occurs through the nucleation and growth of turbulent domains, facilitating the understanding of nonequilibrium dynamics. From a pedagogical perspective, the proposed experiment combines strong visual impact with experimental controllability and accessibility, making it suitable for undergraduate students in physics, mathematics, and engineering. Furthermore, the integration of AI-assisted analysis provides students with an accessible framework to process experimental data, identify dynamical regimes, and explore complex systems through novel data-driven methodologies. Full article

Generative AI (GenAI) tools are increasingly used by students in higher education, including in technically demanding engineering courses. However, fluent AI-generated responses may still contain incorrect or incomplete information, creating a risk that students overestimate their reliability. This exploratory study investigates the relationship between students’ perceived usefulness of GenAI and an instructor-benchmarked reference evaluation of model outputs in two digital systems design courses. The study involved voluntary survey responses from 32 students in an undergraduate course at MIUN and 20 students in a graduate-level course at UNISA. Student perception data were combined with teacher-side benchmarking of selected GenAI models on tasks categorized by cognitive depth. Findings indicate that prior GenAI familiarity was associated with interaction frequency and average perceived usefulness, whereas self-assessed subject knowledge showed limited association. A perception–performance gap emerged, with students often rating GenAI outputs as useful even when the instructor-side evaluation identified limitations in correctness or required substantial human scaffolding. The proposed framework should be interpreted as an exploratory guideline for studying and guiding GenAI use in engineering education, rather than as a definitive benchmark of model performance. Full article

Bridging the gap between theoretical heat exchanger analysis and physical intuition remains a persistent challenge in engineering education, particularly when students are confronted with real-system effects such as pressure losses, measurement uncertainty, and deviations from simplified models. This work addresses this challenge through the coupled development of a pedagogical framework and an experimental platform. A modular heat exchanger test bench was conceived, designed, and constructed by graduate students within a structured project-based learning environment, in which competitive and cooperative phases were combined to emulate real engineering practice. This approach positions the test bench not only as a laboratory tool, but as the outcome of an active learning process that integrates system design, instrumentation, and modeling. The resulting platform enables the comparative study of multiple heat exchanger technologies—including three water-to-water heat exchangers (plate, shell-and-tube, and double-pipe) and one air-to-water fin-and-tube heat exchanger—under parallel, counterflow, and crossflow arrangements across a wide range of operating conditions. Comprehensive instrumentation (temperature, flow rate, and pressure measurements) supports rigorous energy balance analysis, effectiveness evaluation, and hydraulic performance assessment. Beyond undergraduate experimentation, the test bench provides a framework for advanced learning objectives, including uncertainty propagation, $\epsilon$-NTU analysis, model development, and experimental validation. The confrontation between model predictions and experimental data, including observed discrepancies, is shown to play a central role in developing critical engineering judgment. The proposed approach demonstrates how the integration of project-based learning with a reconfigurable experimental platform can create a sustainable and scalable environment for heat transfer education. Full article

Gender disparities in STEM education continue to shape students’ academic persistence and career development. Identifying how psychological and contextual factors operate differently for male and female students is essential for understanding these disparities and designing targeted interventions. This study examines gender differences in the structural pathways linking contextual supports, career barriers, engineering self-efficacy, major motivation, career exploration behaviors, and academic persistence intentions among STEM undergraduates in South Korea. Using data from 2393 students collected through a national institutional project, multi-group structural equation modeling (SEM) was conducted to compare path coefficients between male and female students. The results showed that contextual supports significantly enhanced engineering self-efficacy, which in turn predicted higher major motivation and stronger academic persistence intentions across both groups. However, gender-specific differences emerged. Major motivation had a stronger positive effect on persistence among male students, whereas career exploration behaviors were negatively associated with persistence intentions only among female students. In addition, career barriers exerted a stronger negative total effect on persistence among female students. These findings suggest that gender differences in STEM are reflected not only in overall levels but also in the structural mechanisms linking key variables. Practically, supporting female students in managing perceived barriers and reframing career exploration as an adaptive process may help strengthen their academic persistence. Full article

Teacher empathy in classroom promotes student-centered instruction, enhances students’ motivation and improves overall students’ performance but how is empathy incorporated in a classroom? In this study, a systematic literature review was conducted that analyzed thirty-three (33) articles between 2016 to 2024 to explore empathetic teaching practices that engineering faculty have utilized for undergraduate engineering students in the United States. For this purpose, two main research questions were drafted, a review protocol was established, search was conducted, results were screened, the quality of articles was analyzed, synthesis of articles took place and findings were collated. The results of the review were categorized into three sections. These sections include specific empathetic practices utilized by engineering faculty, ways in which the teaching practices were incorporated, and challenges that were faced by faculty while implementing those practices. The findings of the review reveal evidence-based insights into the integration of these teaching practices in the field of engineering. It also reflects the need to support engineering faculty in their professional development leading to effective pedagogical practices and fostering positive learning environments. Full article

Dropout in higher education remains a persistent challenge with academic, institutional, and social consequences. Identifying students’ dropout intention before formal withdrawal occurs may provide useful evidence for preventive support strategies. This study examines dropout intention among undergraduate engineering students at a Chilean university. Using survey data from 189 students, five variables were operationalized: personal self-regulation, mental health, institutional perception, socio-economic conditions, and academic motivation. Two interpretable models were estimated: multivariable logistic regression and a shallow decision tree. The logistic regression model showed satisfactory explanatory capacity and identified socio-economic conditions and personal self-regulation as significant protective predictors of dropout intention, while mental health, institutional perception, and academic motivation were not significant after adjustment. The decision tree provided a complementary rule-based segmentation and confirmed the prominence of socio-economic conditions and personal self-regulation, while also indicating a secondary contribution of mental health. These findings suggest that dropout intention in engineering education is shaped primarily by structural conditions and self-regulatory resources rather than by institutional perception or academic motivation alone. The study provides empirically grounded evidence to support early identification and student support strategies in higher education. Full article

This study examines the implementation of a design thinking-informed framework in early-stage STEM education, focusing on students perceived cognitive workload during project formulation. The proposed framework integrates elements from design thinking and project structuring tools to support early-stage project-based learning. An exploratory case study was conducted with 99 undergraduate students from engineering and management programs. The NASA Task Load Index (NASA-TLX) was used to assess perceived cognitive workload across six dimensions following a structured instructional session. Results indicate that the activity was experienced within a moderate range of cognitive workload, suggesting that the framework can be implemented without introducing excessive cognitive demand. Correlation analysis revealed significant associations among workload dimensions, particularly between temporal demand, mental demand, and frustration. These findings provide initial evidence regarding the feasibility of implementing structured design thinking-informed approaches in early-cycle STEM education. The study provides empirical evidence on perceived cognitive workload during the implementation of a structured framework in early-stage project-based learning. Full article

Engineering programs in the United States continue to struggle with high attrition and limited diversity. This study investigates an unconventional solution: a narrative-based intervention where students write and perform their own engineering stories to build resilience and improve retention. While engineering curricula typically emphasize technical rigor, this research explores how a storytelling intervention influenced undergraduate students’ perceptions of their sense of belonging, professional identity, and persistence. The intervention, implemented across six semesters in diverse engineering disciplines, engaged students in developing and performing personal stories about their engineering journeys. Utilizing inductive thematic analysis of semi-structured interviews with 17 participants, we investigated how the narrative process influenced student perceptions. Results: Participants reported that the intervention positively influenced their identity development. Most participants reported a strengthened or reaffirmed intention to remain in the field. Our findings suggest that storytelling provided students with a structured way to discuss struggle, connect with peers, and see themselves more clearly as part of engineering. Those shifts may matter for retention, especially for students who otherwise feel isolated. Full article

This study explores the sustainability of pedagogical innovation in higher education by examining a faculty-collaborative, ADDIE-based selective flipped learning framework in an engineering education context. It addresses a persistent challenge in engineering classrooms, namely the mismatch between traditional teaching approaches and the diverse learning needs of students, while also considering whether such innovations can be realistically sustained over time. A mixed-methods sequential explanatory design was implemented in a foundational Circuits I course at Princess Sumaya University for Technology (PSUT), involving 110 undergraduate students and eight faculty members. The ADDIE model guided the design and implementation of selectively flipped instructional materials. Quantitative data were analyzed using independent samples t-tests, while qualitative data from surveys, interviews, and focus groups were examined through thematic analysis to better understand faculty experiences and implementation processes. The findings show statistically significant improvements in student performance. Independent samples t-tests indicated significant differences in overall scores and final exam performance (p < 0.001), while additional analyses of formative assessment components also demonstrated statistically significant improvements. At the same time, the results reveal important implementation challenges. Although the course was collaboratively designed, implementation varied across instructors, and faculty were divided in their willingness to continue using the approach. This highlights a clear gap between instructional design and classroom practice, shaped by both human and institutional factors. Overall, the study suggests that well-structured instructional design models such as ADDIE can support improved learning outcomes. However, the findings do not provide conclusive evidence of long-term sustainability; rather, they highlight the conditions under which pedagogical innovations may be sustained, including institutional support, faculty engagement, and alignment with teaching realities. Full article

Traditional cognitive practices in the Engineering Management Major (EMM) are often constrained by safety risks, high costs, and geographical limitations. This study proposes a novel Virtual Cognitive Practice (VCP) mode that integrates ubiquitous learning (U-learning) with web-based panoramic maps to overcome these challenges. We developed a VCP system leveraging panoramic data of roads, bridges, and tunnels from commercial web mapping platforms to provide high-fidelity, interactive observation environments. To evaluate its effectiveness, 147 undergraduate students participated in a virtual practice course and subsequently completed a structured questionnaire. The results demonstrate that the accuracy on objective knowledge tests exceeded 80%, alongside a high mean score of 4.27/5 for visualization satisfaction. Statistical analysis using Chi-square tests indicates that students with prior on-site experience are significantly more confident in the VCP mode’s potential as a pedagogical alternative. This research bridges the technical gap in EMM practical education by providing a flexible, ubiquitous learning ecosystem. Full article

Higher education institutions (HEIs) play a central role in fostering sustainability competencies to address environmental challenges. Within Education for Sustainable Development (ESD) and Sustainable Development Goal (SDG) 4 frameworks, universities must cultivate not only knowledge but also attitudes and behaviours promoting environmental responsibility. This study examines environmental attitudes as sustainability learning outcomes among undergraduate students, analysing differences by gender, age, and discipline in six Andalusian universities. Sustainable Education is defined as an approach integrating environmental, social, and economic sustainability dimensions into teaching to develop active competencies for sustainable development. A cross-sectional survey (n = 1471) used the validated CASEM questionnaire (see previous validation studies) to assess environmental knowledge, environmental education knowledge, and pro-environmental behaviour. The results show significant differences: women outperformed men across all dimensions, students aged over 25 exhibited stronger profiles, and Education Sciences students outperformed Engineering students. A persistent knowledge–behaviour gap emerged, especially in technical fields. These findings reveal curricular inequalities in sustainability integration. Mandatory, discipline-specific ESD—particularly in engineering—may help bridge these gaps and enhance uniform learning outcomes. By employing a multidimensional instrument and stratified sample, this study offers robust evidence of structural disparities, informing policy for equitable Higher Education for Sustainability. Full article

Virtual reality (VR) is increasingly used as an interactive instructional medium in engineering education, yet evidence on practical implementation and student-reported experience remains limited. This study examined students’ perceived experience and usability across VR and traditional instruction within a crossover design in a UV-C water disinfection lesson. Using a mixed 2 × 2 crossover design, 52 undergraduate engineering students completed both a VR lesson (Meta Quest 3; Unreal Engine 5.4) and a content-aligned traditional session delivered with slides and a physical UV disinfection stand. After each session, participants reported perceived flow (short Flow Index) and engagement (adapted User Engagement Scale); the System Usability Scale (SUS) was completed after the VR session only. A brief knowledge quiz and open-ended feedback were also collected and used descriptively. Students reported higher perceived flow and engagement in the VR condition than in the traditional condition, and VR usability was generally rated acceptable-to-excellent, with higher SUS scores observed in the VR-first sequence than in the traditional-first sequence. Qualitative feedback emphasized clarity and interactivity, and most participants expressed a preference for a blended approach. Overall, the results support the practical feasibility and positive user acceptance of the VR lesson in this instructional context. The findings also suggest that perceived usability may be associated with instructional sequence, although this pattern should be interpreted cautiously within the perception-based scope of the study. Full article

The integration of Generative Artificial Intelligence (GAI) into software design tools has transformed the early stages of mobile application development, particularly prototype creation from natural-language prompts. This study evaluates the usability and effectiveness of GAI-assisted prototyping tools for generating high-fidelity mobile application prototypes. A controlled laboratory usability study was conducted in which undergraduate Information Technology Engineering students used and evaluated four widely adopted prototyping platforms: Figma, Uizard, Visily, and Stitch. Participants employed these tools to recreate mobile interfaces corresponding to the interaction model of the Duolingo application. The System Usability Scale (SUS) was used to assess perceived usability and effectiveness from the users’ perspective. The results indicate that all evaluated tools enabled rapid prototype generation; however, significant differences emerged in usability, structural fidelity, and perceived control. Figma and Stitch achieved the highest usability scores and demonstrated greater alignment with the reference prototype (82.86 and 80.36, respectively). Visily achieved a favorable usability score (78.57), while Uizard obtained a moderate score (67.14). Although Uizard and Visily exhibited strong automation capabilities and faster initial generation, their outputs required additional manual refinement to achieve higher fidelity and customization. Participant feedback emphasized the importance of output quality, responsiveness, and foundational design knowledge in achieving satisfactory results. Overall, the findings suggest that current GAI-based prototyping tools are effective and valuable in real-world software development contexts. However, their effectiveness appears closely related to the degree of user control, responsiveness, and the ability to iteratively refine AI-generated interface components. Full article