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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
311

A Micro-Cooling, Heating, And Power (M-CHP) Instructional Module

Oliver, Jason Ryan 10 December 2005 (has links)
Cooling, Heating, and Power (CHP) is an emerging category of energy systems consisting of power generation equipment coupled with thermally activated components. The application of CHP systems to residential and small commercial buildings is known as micro-CHP (m-CHP). This instructional module has been developed to introduce engineering students to m-CHP. In the typical engineering curriculum, a number of courses could contain topics related to m-CHP. Thermodynamics, heat transfer, HVAC, heat and power, thermal systems design, and alternate energy systems courses are appropriate m-CHP topics. The types of material and level of analysis for this range of courses vary. In thermodynamics or heat transfer, basic problems involving a m-CHP flavor are needed, but in an alternate energy systems course much more detail and content would be required. This instructional module contains both lecture material and a compilation of problems/exercises for both m-CHP systems and components.
312

IMPROVING LEARNING OUTCOMES IN EE2010L USING NI MYDAQ IN AN INVERTED LAB

Hamilton, Ryan F.A. 02 September 2014 (has links)
No description available.
313

The Development of a Concept Inventory for Engineering Graphics

Nozaki, Steven Y. 07 September 2017 (has links)
No description available.
314

Predicting and Improving First Year Engineering Student Retention Through Lean Thinking and Quality Management Concepts

Bereza, Thomas William January 2017 (has links)
No description available.
315

Teaching Software Engineering for the Modern Enterprise

Herold, Michael J. 17 October 2013 (has links)
No description available.
316

'Why' to Increase Beliefs that STEM Fields Involve Others: Higher Levels of Construal Elevate Communal Affordances in STEM

Steinberg, Mia 29 July 2015 (has links)
No description available.
317

Engineering Creativity: Toward an Understanding of the Relationship between Perceptions and Performance in Engineering Design

Carpenter, Wesley A. 09 June 2016 (has links)
No description available.
318

Enhancing Spatial Visualization Skills in First-Year Engineering Students

Allam, Yosef S. January 2009 (has links)
No description available.
319

Prototyping Guide for Engineering Students at The Ohio State University

Huddle, Joseph 21 July 2022 (has links)
No description available.
320

Studying Design Reasoning in Problem Framing Using the Design Reasoning Quadrants Framework

Jenny Patricia Quintana (13150056) 27 July 2022 (has links)
<p>Problem framing is an essential stage in engineering design mainly because it is crucial in developing solutions to design problems. Engineers’ ability to frame a problem is naturally attributed to their reasoning abilities and expertise. Traditionally, our understanding of the type of reasoning is originated from cognitive sciences, sociology, and psychological theories of reasoning. Design reasoning models developed from these disciplines contributed significantly to understanding design reasoning. However, a different standpoint for understanding specialized form of knowledge and reasoning that are unique to engineering practices is needed.</p> <p>An important contribution of this dissertation to the body of research is its use of a new theoretical model, Design Reasoning Quadrants, developed to help organize types of design reasoning at the intersection of two axes, the disciplinary-multidisciplinary reasoning axis and theoretical-practical reasoning axis. Further, this dissertation uses the Design Reasoning Quadrants framework to understand first-year engineering students' reasoning while framing design problems. Prior research stated that it is necessary to elicit the forms of reasoning beginner students have while dealing with design problems, to improve problem-solving abilities. Therefore, this dissertation addresses the need to understand first-year engineering students' reasoning, while engaging in problem framing using four design reasoning quadrants: experiential observations, first principles, trade-offs, and complex abstractions.</p> <p>This dissertation examined changes in first-year engineering students’ design reasoning during problem framing across two different design projects students explored within a semester in an engineering course. The main data sources were answers to a questionnaire students completed in the first and final design project as the first-in-lecture activity for problem framing. Students answered each questionnaire individually. The analysis took place in two stages. </p> <p>First, a deductive analysis was conducted to identify types of reasoning in students’ formulated questions to understand a problem. Using a multinomial logit model and descriptive statistics, differences in the theoretical-practical and disciplinary-multidisciplinary reasoning through the time were identified. Second, students’ answers to the design reasoning quadrants’ questions were analyzed deductively and inductively. This analysis aimed to identify students’ design reasoning patterns when elicited in one of the four design reasoning quadrants.</p> <p>The results of the deductive analysis indicated that regardless of the design project, student reasoning in terms of the theoretical-practical reasoning is not significantly different between the two time points. However, students’ reasoning was more heavily disciplinary-focused in the second project and more multidisciplinary in the first design project. The results of the inductive analysis helped further explain this result. This analysis revealed that students were more familiar with the context and disciplinary concepts for the first rather than for the second design project.</p> <p>The results of this dissertation and framework can help researchers further understand how students reason from the perspective of the nature of engineering. In addition, understanding the type of reasoning students use while framing a problem will allow educators to understand the reasoning beginner students employ while framing a problem and to develop better learning experiences to enhance problem-solving skills.</p>

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