Today, Tufts University announced that Loring Tu, a professor in the Department of Mathematics, has made a substantial gift to name the Science and Engineering Complex (SEC) in honor of his late grandfather, Tsungming Tu, who was a world-renowned doctor and expert on pharmacology, toxicology, and medical education. Going forward, the SEC will be known as the Tsungming Tu Complex (TTC).

Today, Tufts University announced that Loring Tu, a professor in the Department of Mathematics, has made a substantial gift to name the Science and Engineering Complex (SEC) in honor of his late grandfather, Tsungming Tu, who was a world-renowned doctor and expert on pharmacology, toxicology, and medical education. Going forward, the SEC will be known as the Tsungming Tu Complex (TTC).

The Academy of Science, Engineering and Medicine of Florida (ASEMFL) has named two Florida State University faculty members part of its 2024 class of "Rising Stars."

Using 3D modeling and simulations to target tumors

Tips on establishing profit-producing customer relations.

Saad Bin Arshad, MS, is a distinguished senior systems modeling engineer at Lucid

Salice Thomas, BEng, MS, MBA, MPhil, is a global business executive with more than 25 years of expertise in engineering and providing technological solutions across a wide range of industries

Event Begins: Thursday, November 14, 2024 2:00pm
Location: Duderstadt Center
Organized By: Engineering Education Research

Abstract: Engineering textbooks have problems, and those problems have problems. While they may be complex and time-consuming, textbook problems are “tidy” in that they are well-defined, closed-ended, and decontextualized. In contrast, the practice of engineering is “messy.” The design process is ill-defined, modeling and analysis are open-ended, and the engineered systems affect and are affected by society in positive and negative ways. In this talk I frame the messiness of engineering as an important part of the conversation about DEI in engineering. By exposing students to the messiness of engineering throughout their undergraduate education, instructors can better prepare students for their careers; help students to reflect upon their views and biases; and present engineering as socially constructed, instead of inherently upholding a white supremacist culture. I will then present the SHUTTLE Lab’s design-based research approach to putting some of this messiness back into engineering science courses. Specifically, I will describe our work addressing the messiness of mathematical modeling. We are focused on the professional skill of engineering judgment, and are simultaneously creating open-ended modeling problems, studying emerging engineering modeling judgment, and training faculty to notice and respond to their students’ displays of engineering judgment.

Bio: Aaron W. Johnson is an Assistant Professor of Aerospace Engineering and a Core Faculty member in Engineering Education Research at the University of Michigan. His design-based research focuses on how to re-contextualize engineering science engineering courses to better reflect and prepare students for the reality of ill-defined, sociotechnical engineering practice. Aaron holds a B.S. in Aerospace Engineering from Michigan and a Ph.D. in Aeronautics and Astronautics from the Massachusetts Institute of Technology, and was an instructor in Aerospace Engineering Sciences at the University of Colorado Boulder. Outside of work, Aaron enjoys collecting LEGO NASA sets, camping, and playing disc golf.

Teradata's capabilities make it ideal for handling complex, high-volume workloads, while Snowflake's flexibility offers a scalable cloud solution.

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The Appellant filed an (offline) RTI application dated 19.06.2023 seeking the following information:

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"1. COPY OF THE SUSPENSION ORDER DATED 03.04.2017 PASSED BY COMPETENT AUTHORITY OF EPIL, NEW DELHI AGAINST SH. PARITOSH KUMAR PRAVEEN (EMP. CODE- 1986).

2. WHETHER ANY REVIEW (EXTENSION/REVOCATION) OF THE ABOVE MENTIONED SUSPENSION ORDER DATED 03.04.2017 HAS OCCURRED? IF YES, THEN PLEASE PROVIDE COPY OF ALL THE REPORTS PASSED BY THE REVIEW COMMITTEE SUBSEQUENT TO THE SUSPENSION ORDER DATED 03.04.2017 TILL DATE.

AND ALSO PROVIDE THE COPY OF ALL THE ORDERS OF THE COMPETENT AUTHORITY PASSED ON THE ABOVE MENTIONED REPORTS OF THE REVIEW COMMITTEE TILL DATE.

Now THAT'S Das Auto!

The Indian engineering sector is of strategic importance to the economy owing to its intense integration with other industry segments. The sector can be broadly categorised into two segments - heavy engineering and light...

EEPC expects the 12th edition of the International Engineering Sourcing Show (IESS) to held in Chennai between November 27 and 29, to attract over 300 delegates from over 40 countries

More than 25000 people are now receiving Monitor (ISSN 1472-0221), the free newsletter for PC-based measurement and control.

(EMAILWIRE.COM, October 31, 2024 ) The global Big Data and Data Engineering Services market is experiencing significant growth, driven by the increasing volume of unstructured data and the need for advanced analytics. Key factors driving this growth include the rise of IoT devices, social media,...

Mercedes-Benz India has introduced the Mercedes-AMG C 63 S E PERFORMANCE, a hybrid sports sedan that blends high-performance engineering with Formula 1™-inspired technology

This article explores dual affiliated graduate students that conduct research involving both universities and firms, which we conceptualise as a form of academic engagement, e.g., knowledge networks. We explore what they do during their studies, and their perceptions about their contributions to the firm's capacities for technology and innovation. So far, university-industry interactions in engineering are less researched than other fields, and this qualitative study focuses upon one department of Electrical Engineering in Sweden. First, we define and describe how the partner firms and universities organise this research collaboration as a form of academic engagement. Secondly, we propose a conceptual framework specifying how graduate students act as boundary-spanners between universities and firms. This framework is used for the empirical analysis, when exploring their perceptions of impact. Our results reveal that they primarily engage in problem-solving activities in technology, which augment particularly the early stages of absorptive capacities in firms.

Increasingly, numerous universities have identified benefits of flipped learning environments and have been encouraging instructors to adapt such methodologies in their respective classrooms, at a time when departments are facing significant budget constraints. This article proposes an instructional design framework utilized to strategically enhance traditional flipped methodologies in a first-year engineering course, by using low-cost technology aids and proven pedagogical techniques to enhance student learning. Implemented in a first-year engineering course, this modified flipped model demonstrated an improved student awareness of essential engineering concepts and improved academic performance through collaborative and active learning activities, including flipped learning methodologies, without the need for expensive, formal active learning spaces. These findings have been validated through two studies and have shown similar results confirming that student learning is improved by the implementation of multi-pedagogical strategies in-formed by the use of an instructional design in a traditional classroom setting.

Aim/Purpose: This paper presents the findings of an Activity-Oriented Teaching Strategy (AOTS) conducted for a postgraduate level Software Engineering (SE) course with the aim of imparting meaningful software development experience for the students. The research question is framed as whether the activity-oriented teaching strategy helps students to acquire practical knowledge of Software Engineering and thus bridge the gap between academia and software industry. Background: Software Engineering Education (SEE) in India is mainly focused on teaching theoretical concepts rather than emphasizing on practical knowledge in software development process. It has been noticed that many students of CS/IT background are struggling when they start their career in the software industry due to inadequate familiarity with the software development process. In the current context of SE education, there is a knowledge gap between the theory learned in the classroom and the actual requirement demanded by the software industry. Methodology: The methodology opted for in this study was action research since the teachers are trying to solve the practical problems and deficiencies encountered while teaching SE. There are four pedagogies in AOTS for fulfilling the requirements of the desired teaching strategy. They are flipped classroom, project role-play for developing project artifacts, teaching by example, and student seminars. The study was conducted among a set of Postgraduate students of the Software Engineering programme at Cochin University of Science and Technology, India. Contribution: AOTS can fulfil both academic and industrial requirements by actively engaging the students in the learning process and thus helping them develop their professional skills. Findings: AOTS can be molded as a promising teaching strategy for learning Software Engineering. It focuses on the essential skill sets demanded by the software industry such as communication, problem-solving, teamwork, and understanding of the software development processes. Impact on Society: Activity-oriented teaching strategies can fulfil both academic and industrial requirements by actively engaging the students in the SE learning process and thus helping them in developing their professional skills. Future Research: AOTS can be refined by adding/modifying pedagogies and including different features like an online evaluation system, virtual classroom etc.

Aim/Purpose: This study was aimed at enhancing students’ learning of software engineering methods. A collaboration between the Computer Science, Business Management, and Product Design programs was formed to work on actual projects with real clients. This interdisciplinary form of collaboration simulates the realities of a diverse Software Engineering team. Background: A collaborative approach implemented through projects has been the established pedagogy for introducing the Software Engineering course to undergraduate Computer Science students. The collaboration, however, is limited to collaboration among Computer Science students and their clients. This case study explored an enhancement to the collaborative approach to project development by integrating other related disciplines into the project development framework; hence, the Interdisciplinary Approach. Methodology: This study adopted the case method approach. An interdisciplinary service innovation activity was proposed to invite other disciplines in the learning process of the computer science students. The agile methodology Scrum was used as the software development approach during project development. Survey data were collected from the students to establish (a) their perception of the interdisciplinary approach to project development; (b) the factors that influenced success or failure of their team to deliver the project; and (c) the perceived skills or knowledge that they acquired from the interdisciplinary approach. Analysis of data followed a mixed method approach. Contribution: The study improved the current pedagogy for Software Engineering education by integrating other related disciplines into the software project development framework. Findings: Data collected showed that the students generally accepted the interdisciplinary approach to project development. Factors such as project relevance, teamwork, time and schedule, and administration support, among others, affect team performance towards project completion. In the case of the Computer Science students, results show that students have learned skills during the experience that, as literature reveal, can only be acquired or mastered in their future profession as software engineers. Recommendations for Practitioners: The active collaboration of the industry with the University and the involvement of the other related courses in teaching software engineering methods are critical to the development of the students, not only in learning the methodology but also as a working professional. Recommendation for Researchers: It is interesting to know and eventually understand the interactions between interdisciplinary team members in the conduct of Software Engineering practices while working on their projects. More specifically, what creative tensions arise and how do the interdisciplinary teams handle the discourse? Impact on Society: This study bridges the gap between how Software Engineering is taught in the university and how Software Engineering teams work in real life. Future Research: Future research is targeted at refining and elaborating the elements of the interdisciplinary framework presented in this paper towards an integrated course module for Software Engineering education.

Aim/Purpose: Bioengineering is a burgeoning interdisciplinary learning domain that could inspire the imaginations of elementary aged children but is not traditionally taught to this age group for reasons unrelated to student ability. This pilot study presents the BacToMars videogame and accompanying curricular intervention, designed to introduce children (aged 7-11) to foundational concepts of bioengineering and to the interdisciplinary nature of scientific endeavors. Background: This pilot study explores the bioengineering-related learning outcomes and attitudes of children after engaging with the BacToMars game and curriculum intervention. Methodology: This study drew on prior findings in game-based learning and applied them to a videogame designed to connect microbiology with Constructionist microworlds. An experimental comparison showed the learning and engagement affordances of integrating this videogame into a mixed-media bioengineering curriculum. Elementary-aged children (N = 17) participated in a 9-hour learning intervention, with one group of n = 8 children receiving the BacToMars videogame and the other group (n = 9) receiving traditional learning activities on the same content. Pre- and post-surveys and interview data were collected from both groups. Contribution: This paper contributes to education research on children’s ability to meaningfully engage with abstract concepts at the intersection of science and engineering through bioengineering education, and to design research on developing educational technology for introducing bioengineering content to elementary school children. Findings: Children in both groups showed improved knowledge and attitudes related to bioengineering. Children who used BacToMars showed slightly stronger performance on game-specific concepts, while children in the control condition showed slightly higher generalized knowledge of bioengineering concepts. Recommendations for Practitioners: Practitioners should consider bioengineering as a domain for meaningful, interdisciplinary learning in elementary education.. Recommendation for Researchers: Design researchers should develop playful ways to introduce bioengineering concepts accurately and to engage children’s imaginations and problem-solving skills. Education researchers should further investigate developmentally appropriate ways to introduce bioengineering in elementary education. Impact on Society: BacToMars introduces a meaningful scenario to contextualize complex con-cepts at the intersection of science and engineering, and to engage children in real-world, interdisciplinary problem solving. Future Research: Future research should explore BacToMars and bioengineering curricula for elementary-aged children in larger samples, with longer intervention times.

Aim/Purpose: The study seeks to utilize Augmented Reality (AR) in creating virtual laboratories for engineering education, focusing on enhancing teaching methodologies to facilitate student understanding of intricate and theoretical engineering principles while also assessing engineering students’ acceptance of such laboratories. Background: AR, a part of next-generation technology, has enhanced the perception of reality by overlaying virtual elements in the physical environment. The utilization of AR is prevalent across different disciplines, yet its efficacy in facilitating Science, Technology, Engineering, and Mathematics (STEM) education is limited. Engineering studies, a part of STEM learning, involves complex and abstract concepts like machine simulation, structural analysis, and design optimization; these things would be easy to grasp with the help of AR. This restriction can be attributed to their innovative characteristics and disparities. Therefore, providing a comprehensive analysis of the factors influencing the acceptance of these technologies by students - the primary target demographic – and examining the impact of these factors is essential to maximize the advantages of AR while refining the implementation processes. Methodology: The primary objective of this research is to develop and evaluate a tool that enriches the educational experience within engineering laboratories. Utilizing Unity game engine libraries, digital content is meticulously crafted for this tool and subsequently integrated with geo-location functionalities. The tool’s user-friendly interface allows both faculty and non-faculty members of the academic institution to establish effortlessly the virtual laboratory. Subsequently, an assessment of the tool is conducted through the application of the Unified Theory of Acceptance and Use of Technology (UTAUT2) model, involving the administration of surveys to university students to gauge their level of adaptability. Contribution: The utilization of interactive augmented learning in laboratory settings enables educational establishments to realize notable savings in time and resources, thereby achieving sustainable educational outcomes. The study is of great importance due to its utilization of student behavioral intentions as the underlying framework for developing an AR tool and illustrating the impact of learner experience on various objectives and the acceptance of AR in Engineering studies. Furthermore, the research results enable educational institutions to implement AR-based virtual laboratories to improve student experiences strategically, align with learner objectives, and ultimately boost the adaptability of AR technologies. Findings: Drawing on practice-based research, the authors showcase work samples and a digital project of AR-based Virtual labs to illustrate the evaluation of the adaptability of AR technology. Adaptability is calculated by conducting a survey of 300 undergraduate university students from different engineering departments and applying an adaptability method to determine the behavioral intentions of students. Recommendations for Practitioners: Engineering institutions could leverage research findings in the implementation of AR to enhance the effectiveness of AR technology in practical education settings. Recommendation for Researchers: The authors implement a pragmatic research framework aimed at integrating AR technology into virtual AR-based labs for engineering education. This study delves into a unique perspective within the realm of engineering studies, considering students’ perspectives and discerning their behavioral intentions by drawing upon previous research on technology utilization. The research employs various objectives and learner experiences to assess their influence on students’ acceptance of AR technology. Impact on Society: The use of AR in engineering institutions, especially in laboratory practicals, has a significant impact on society, supported by the UTAUT2 model. UTAUT2 model assesses factors like performance, effort expectancy, social influence, and conditions, showing that AR in education is feasible and adaptable. This adaptability helps students and educators incorporate AR tools effectively for better educational results. AR-based labs allow students to interact with complex engineering concepts in immersive settings, enhancing understanding and knowledge retention. This interactive augmented learning for laboratories saves educational institutions significant time and resources, attaining sustainable learning. Future Research: Further research can employ a more comprehensive acceptance model to examine learners’ adaptability to AR technology and try comparing different adaptability models to determine which is more effective for engineering students.

Aim/Purpose: Despite playing a critical role in shaping the future, 70% of undergraduate engineers report low levels of motivation. Student disengagement and a lack of ownership of their learning are significant challenges in higher education, specifically engineering students in the computer science department. This study investigates the various causes of these problems among first-year undergraduate engineers. Background: Student disengagement has become a significant problem, especially in higher education, leading to reduced academic performance, lower graduation rates, and less satisfaction with learning. The study intends to develop approaches that encourage a more interesting and learner-motivated educational environment. Methodology: This research uses a mixed methods approach by combining quantitative data from a survey-based questionnaire with qualitative insights from focus groups to explore intrinsic and extrinsic motivators, instructional practices, and student perceptions of relevance and application of course content. The aim of this method is to make an all-inclusive exploration into undergraduate engineering students’ perspectives on factors contributing to this disengagement and the need for more ownership. Contribution: Inculcating passion for engineering among learners seems demanding, with numerous educational programs struggling with issues such as a lack of interest by students and no personal investment in learning. Understanding the causes is of paramount importance. The study gives suggestions to help teachers or institutions create a more engaged and ownership-based learning environment for engineering students. Findings: The findings revealed a tangled web influencing monotonous teaching styles, limited opportunities and applications, and a perceived gap between theoretical knowledge and real-world engineering problems. It emphasized the need to implement more active learning strategies that could increase autonomy and a stronger sense of purpose in their learning journey. It also highlights the potential use of technology in promoting student engagement and ownership. Further research is needed to explore optimal implementation strategies for online simulations, interactive learning platforms, and gamification elements in the engineering curriculum. Recommendations for Practitioners: It highlights the complex interplay of intrinsic and extrinsic motivation factors and the need to re-look at instructional practice and emphasize faculty training to develop a more student-centered approach. It also stresses the need to look into the relevance and application of the course content. Recommendation for Researchers: More work needs to be done with a larger, more diverse sample population across multiple institutions and varied sociocultural and economic backgrounds. Impact on Society: Enhancing learners’ educational experience can result in creating a passionate and competent team of engineers who can face future obstacles fearlessly and reduce the production of half-baked graduates unprepared for the profession’s challenges. Future Research: Conduct long-term studies to assess the impact of active learning and technology use on student outcomes and career readiness. Investigate scaling up successful strategies across diverse engineering programs. See if promising practices work well everywhere.

Aim/Purpose: The study describes empirical research into agile Requirements Engineering (RE) practices based on an analysis of data collected in a large higher education organization. Background: Requirements Engineering (RE) in agile development contexts is considerably different than in traditional software development. The field of agile RE is still nascent where there is a need to evaluate its impact in real-world settings. Methodology: Using a case study methodology, the study involved interviewing nine experienced software practitioners who reflected on the use and implementation of various agile RE practices in two software development projects of a student management system. Contribution: The primary contribution of the paper is the evaluation of agile RE practices in a large tertiary educational organization. Based on the analysis of the data, it provides valuable insights into the practice of agile RE in a specific context (i.e., education), but just as importantly, the ones that were omitted or replaced with others and why. Findings: While the evolutionary and iterative approach to defining requirements was followed in general, not all agile practices could be fully adhered to in the case organization. Although face-to-face communication with the customers has been recognized as one the most important agile RE practices, it was one of the most difficult practices to achieve with a large and diverse customer base. Addressing people issues (e.g., resistance to change, thinking, and mindset) was found to be a key driver to following the iterative RE process effectively. Contrary to the value-based approach advocated in the literature, the value-based approach was not strictly adhered to in requirements prioritization. Continuous integration was perceived to be a more beneficial practice than prototyping, as it allows frequent integration of code and facilitates delivering working software when necessary. Recommendations for Practitioners: Our study has important implications for practitioners. Based on our empirical analysis, we provide specific recommendations for effective implementation of agile RE practices. For example, our findings suggest that practitioners could address the challenges associated with limited face-to-face communication challenges by producing flexible, accessible, and electronic documentation to enable communication. Recommendations for Researchers: Researchers can use the identified agile RE practices and their variants to per-form in-depth investigations into agile requirements engineering in other educational contexts. Impact on Society: There are a number of new technologies that offer exciting new opportunities that can be explored to maximize the benefits of agile and other requirements techniques. Future Research: Future research could conduct case studies in different contexts and thus con-tribute to developing bundles or collections of practices to improve software development processes in specific contexts.

In order to reduce cost, improve functionality and gain competitive advantages, organizations resort to reengineering projects by developing and making changes to organizational processes. The absence of a unified methodology and appropriate analytic approaches prior to the implementation of reengineering projects has made authorities not to adopt correct decision making approaches in this respect. The objective of this paper is to propose a methodology that has to be adopted prior to the implementation of reengineering projects. The statistical population here consists of 25 expert analysts with MA and PhD degrees who are subject to answering a questionnaire. In this proposed methodology the Multi Criterion Decision Making model is applied to allow the analysts to select appropriate models for better and accurate implementation through the least failure coefficient. The Neyriz White Cement Corporation is selected as the subject and the obtained results are compared with the results obtained from similar implemented projects.

Aim/Purpose: The objective of this study is to summarize the challenges of Agile Requirements Engineering (Agile RE) in the public sector in republican and constitutional monarchy nations. Additionally, it offers recommendations to address these challenges. Background: Failure of IT projects in the public sector results in financial losses for the state and loss of public trust, often attributed to issues in requirements engineering such as prioritization of user needs and excessive scope of requirements. IT projects can have a higher success rate with Agile RE, but there are also drawbacks. Therefore, this study holds significance by presenting a thorough framework designed to pinpoint and overcome the challenges associated with Agile RE to increase the success rate of IT projects. Methodology: This study employs a Systematic Literature Review (SLR) protocol in the field of software engineering or related domains, which consists of three main phases: planning the review, conducting the review with a snowballing approach, and reporting the review. Furthermore, the authors perform open coding to categorize challenges based on the Agile methodologies adoption factor model and axial coding to map potential solutions. Contribution: The authors assert that this research enriches the existing literature on Agile RE, specifically within the public sector context, by mapping out challenges and possible solutions that contribute to creating a foundation for future studies to conduct a more in-depth analysis of Agile adoption in the public sector. Furthermore, it compares the barriers of Agile RE in the public sector with the general context, leading to the discovery of new theories specifically for this field. Findings: Most challenges related to Agile RE in the public sector are found in the people and process aspects. Project and organizational-related are subsequent aspects. Therefore, handling people and processes proficiently is imperative within Agile RE to prevent project failure. Recommendations for Practitioners: Our findings offer a comprehensive view of Agile RE in the public sector in republican and constitutional monarchy nations. This study maps the challenges encountered by the public sector and provides potential solutions. The authors encourage practitioners to consider our findings as a foundation for adopting Agile methodology in the public sector. Furthermore, this study can assist practitioners in identifying existing barriers related to Agile RE, pinpointing elements that contribute to overcoming those challenges, and developing strategies based on the specific needs of the organizations. Recommendation for Researchers: Researchers have the potential to expand the scope of this study by conducting research in other countries, especially African countries, as this study has not yet encompassed this geographic region. Additionally, they can strengthen the evidence linking Agile RE challenges to the risk of Agile project failure by performing empirical validation in a specific country. Impact on Society: This research conducts a comprehensive exploration of Agile RE within the public sector, serving as a foundation for the successful adoption of Agile methodology by overcoming obstacles related to Agile RE. This study highlights the importance of managing people, processes, projects, and organizational elements to increase the success of Agile adoption in the public sector. Future Research: In the future, researchers should work towards resolving the limitations identified in this study. This study has not provided a clear prioritization of challenges and solutions according to their significance. Therefore, future researchers can perform a Fuzzy Analytical Hierarchical Process (F-AHP) to prioritize the proposed solutions.