Sustainable Engineering Design in Education: A Pilot Study of Teaching Right‐to‐Repair Principles through Project‐Based Learning
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SUBMITTER: Fishlock S
PROVIDER: S-EPMC10566800 | biostudies-literature | 2023 Oct
REPOSITORIES: biostudies-literature
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Project description:Engaging, hands-on design experiences are key for formal and informal Science, Technology, Engineering, and Mathematics (STEM) education. Robotic and video game design challenges have been particularly effective in stimulating student interest, but equivalent experiences for the life sciences are not as developed. Here we present the concept of a "biotic game design project" to motivate student learning at the interface of life sciences and device engineering (as part of a cornerstone bioengineering devices course). We provide all course material and also present efforts in adapting the project's complexity to serve other time frames, age groups, learning focuses, and budgets. Students self-reported that they found the biotic game project fun and motivating, resulting in increased effort. Hence this type of design project could generate excitement and educational impact similar to robotics and video games.
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Project description:AimA benchmark of 4 has been determined for the reduction of self-reported stress by nursing students' status post 5 weeks of holistic educational activities and interventions provided by a nurse educator.DesignProvision 5 in the American Nurses Association Code of Ethics for Nurses with Interpretive Statements emphasizes the duty of the nurse to not only promote the health and safety of others, but to self as well (ANA, 2015, Code of ethics with interpretive statements, http://Nursebooks.org). A self-care for nurses' pilot project was trialled with 25 accelerated nursing students over the course of 5 weeks. Holistic education programmes were facilitated by a nurse educator uninvolved in providing clinical or classroom education to the students.MethodsThe Standards for Quality Improvement Reporting Excellence (SQUIRE) guidelines are used in this pilot project as a framework to explore standardization of education of nursing students about self-care in nursing programmes and to promote positive health behaviours and student nurses' insight into how nurses' self-care can have an impact on patient outcomes. The self-care pilot project introduced the importance of self-care for the pre-licensure nursing student by teaching healthy eating, physical exercise, the value of sleep, use of positive affirmations and aromatherapy to a cohort of accelerated nursing students over the course of 5 weeks. The Star Model of Knowledge Transformation was the theoretical framework for the pilot study. Two questionnaires were used by the principal investigator to obtain participant data, the Project Participant Questionnaire and the Final-Year Group Questionnaire.ResultsOn completion of the self-care for nurses' pilot, the nursing students reported a reduction in stress and an increased ability to cope with stress after exposure to different holistic stress reduction strategies. An average benchmark of 4.36 was achieved indicating that the nursing students' self-care had improved status post the interactive teaching intervention.Self-care taught to pre-licensure nursing students by nurse educators can enhance their self-awareness of the importance of stress reduction and care of themselves while enduring the academic rigour and simultaneous clinical practicum experiences in nursing programmes.Applying self-care behaviours to reduction of stress for nursing students may be of benefit to of students as they transition from the pre-licensure to graduate nurse roles. Hence, teaching health behaviours that are self-protective and contribute to maintaining safe clinical environments for nurses and the patients in their care.
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Project description:The University of Washington's Engineering Innovation in Health program is a yearlong engineering design course sequence where senior undergraduate and graduate engineering students across different disciplines work in teams with health professionals to address their unmet needs. With the onset of the COVID-19 pandemic, these team- and project-based courses shifted from an in-person to remote course environment. Here, we share innovative teaching strategies for a team-based, remote course environment. We show how this shift affected productivity by comparing survey results from before (in person) and during (remote) the pandemic. Preliminary results show that overall project outcomes and productivity were as high or, in some cases, higher during the pandemic than prior to the pandemic. These findings suggest that the innovative remote teaching strategies implemented by the teaching team provided effective options in the absence of certain hands-on experiences that are considered critical to engineering capstone design courses. A discussion on these teaching strategies in the context beyond the pandemic are considered in the discussion.
| S-EPMC10766643 | biostudies-literature
Project description:The current generation of students lives in a globally connected world where Internet technologies are ubiquitous. As a result, they learn how to use various digital tools from a very young age, although, for the most part, the skills they develop are not adequate to use internet technologies in academic settings effectively. Additionally, while digital skills are essential in Higher Education (HE), developing programs for the effective use of internet technologies is still an issue in question. Research lacks empirical investigations regarding the design of such programs. To address this gap, the authors applied a design-based research (DBR) methodology to empirically explore an instructional intervention that aimed to enhance undergraduate students' digital skills for the effective use of the Internet during their studies. Specifically, the authors drew from multiple sources and utilized a triangulation approach to interpreting the findings emphasizing the aspects of digital skills development and assessment and learning design. The results clearly show that the project-based learning intervention and the proposed design principles can positively impact digital skills development and support learning in academic settings. The authors conclude with implications for further research in the field focusing on digital skills frameworks, assessment instruments, instructional approaches, and learning content.Supplementary informationThe online version contains supplementary material available at 10.1007/s43545-022-00428-2.
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Project description:In K-12 STEM education, engineering design is emphasized, as demonstrated by the bridge-design project. Due to the iterative nature of engineering design, engineering practice is frequently complicated and requires pedagogical guidance. As an emerging pedagogy in STEM education, REP (Reverse Engineering Pedagogy) is showing, but not enough, some benefits in several cases. This paper aims to explore the effects of REP in a bridge-design course. A comparison experiment, REP versus PBL (Project-Based Learning), was conducted by randomly forming two groups of fourth-grade students from a primary school in China. Results indicated that REP was more advantageous than PBL in terms of decreasing students' cognitive load, boosting their scientific knowledge level and engineering design skills. However, REP and PBL have the same effect on the students' learning attitude and engagement. The key findings, possible reasons, and suggestions for practice are also discussed.
| S-EPMC10825344 | biostudies-literature
Project description:Design for Environment (DfE) principles are helpful for integrating manufacturing-specific environmental sustainability considerations into product and process design. However, such principles are often overly general, static, and disconnected from production contexts. This paper proposes a visual analytics-based framework for generating DfE principles that are contextualized to specific production setups. These principles are generated through interactive visual exploration of design and process parameters as well as manufacturing process performance metrics corresponding to the production setup. We also develop a formal schema for aiding storage, updating, and reuse of the generated DfE principles. In this schema, each DfE principle is associated with corresponding product lifecycle data and the evidence that led to the generation of that principle. We demonstrate the proposed visual analytics framework using data from an industry-led experiment that compared dry ice based and oil based milling for a specific production setup.
| S-EPMC6605087 | biostudies-literature
Project description:AimsChlamydia disproportionately affects individuals aged 15-24 years. A lack of chlamydia knowledge in this high-risk group likely contributes to decreased testing, but interventions to increase chlamydia knowledge in this population are not well-described in the literature. The purpose of this pilot project was to increase chlamydia knowledge in a sample of university students using nurse-developed web-based education.DesignA pre- and post-test design was used to evaluate participant knowledge of chlamydia before and after completing a nurse-developed web-based education intervention designed for university students.MethodsForty-seven undergraduate students at one U.S. university participated. A focus group and scientific evidence informed the development of the web-based education.ResultsParticipants had a significant increase in chlamydia knowledge after completing the online educational intervention (M = 8.0, SD = 0.000) compared to baseline (M = 6.5, SD = 1.5), t(33) = -5.821, p < .0001. Pilot results provide promising evidence that web-based nurse-developed education designed specifically for university students can increase chlamydia knowledge.
| S-EPMC9374413 | biostudies-literature
Project description:IntroductionClinical reasoning ability is one of the core competencies of physicians. It should already be trained during undergraduate medical education. At University Medical Center Göttingen (UMG), medical students can participate in formative key feature examinations in which they work on virtual patient cases in order to apply and deepen the procedural knowledge acquired in lectures and seminars.Problem and objectiveWhile this teaching format is already established in the medical curriculum at the UMG, it has not yet been implemented in the dental curriculum at the same institution. Therefore, the current project aimed to evaluate the feasibility of formative key feature examinations in dental education.MethodsIn 2022, new key feature cases focusing on dental-surgical teaching content were created. For pilot testing, the new cases were worked on by two cohorts of dental students via an online learning platform in February 2023. The students were also asked to complete an anonymous online questionnaire in order to evaluate the new teaching format.ResultsOverall, the formative key feature examinations were evaluated positively by the dental students, and they demanded for further dental key feature cases. However, descriptive analyses of item characteristics as well as students' comments in the questionnaire revealed some potential for improvements, so that a few cases were partly revised afterwards.Conclusion and outlookThis project shows that formative key feature examinations are feasible in dental education and that dental students can benefit from working on virtual case scenarios. Whether dental students' clinical reasoning competence can be improved by completing formative key feature examinations is being investigated in an ongoing study at the UMG.
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Project description:Adolescents engagement is fundamental to develop dedicated educational interventions. We piloted non-standard sociological methodology to assess risk perception, information sources and perceived educational needs of a group of Italian adolescents focusing on three infectious diseases. Three high-school classes students participated in a World Café event. A thematic analysis was performed. Participants showed lack of knowledge on diseases prevention. Family and school were key health information sources and social media considered unreliable. Future interventions preferences included interactive and informal sessions. We showed the utility of non-standard sociological methods to assess health knowledge among adolescents and enhance the design of dedicated interventions.
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Project description:Bacteria can be engineered to manufacture chemicals, but it is unclear how to optimally engineer a single cell to maximise production performance from batch cultures. Moreover, the performance of engineered production pathways is affected by competition for the host's native resources. Here, using a 'host-aware' computational framework which captures competition for both metabolic and gene expression resources, we uncover design principles for engineering the expression of host and production enzymes at the cell level which maximise volumetric productivity and yield from batch cultures. However, this does not break the fundamental growth-synthesis trade-off which limits production performance. We show that engineering genetic circuits to switch cells to a high synthesis-low growth state after first growing to a large population can further improve performance. By analysing different circuit topologies, we show that highest performance is achieved by circuits that inhibit host metabolism to redirect it to product synthesis. Our results should facilitate construction of microbial cell factories with high and efficient production capabilities.
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