Engineering Design of a Health Service Station Sewage Treatment Station under COVID-19 Epidemic

Health service station is a place in which close contacts with the COVID-19 and other key populations are centralized quarantined for medical observation.A newly built health service station is equipped with 4 700 beds and a supporting sewage treatment station with a designed treatment scale of2 200 m~3/d.The treatment process consists of enhanced biological treatment system,sewage virus disinfection and sterilization system,aerosol disinfection and sterilization system and sludge disinfection and sterilization system.After treatment,the effluent and waste gas can meet the limit specified in Discharge Standard of Water Pollutants for Medical Organization （GB 18466-2005）.The average COD,NH3-N and SS in effluent are 14.53 mg/L,1.26 mg/L and 9.11 mg/L,respectively,and the average concentrations of H2S,NH3 and odor at the outlet are 0.01 mg/L,0.8 mg/L and 6.3,respectively.The sludge is disinfected regularly and then transported outside for disposal.This project can provide reference for sewage treatment design of emergency medical temporary isolation and observation facility and cabin hospital.

Editorial

The Italian Association for Stress Analysis (AIAS) was founded in 1971 by researchers from academia, research centers, and industry. AIAS was intended as a community where to discuss, share, and develop scientific knowledge related to all technical aspects of stress analysis. In the years, from an initial focus on experimental techniques, AIAS contributed considerably to the development of modern numerical methods and computational techniques for mechanical engineering design. In 2015, AIAS turned in the Italian Scientific Society of Mechanical Engineering Design.Today, AIAS is an institutional partner that supports the instances from academia in the subject area of mechanical engineering design. Every year, AIAS organizes a technical conference offering the possibility to present research updates, share new ideas, and foster collaborations. The AIAS conference has become a fundamental event for all those interested in current developments in mechanical engineering design and stress analysis, where to meet researchers, testing equipment, and software developers.The 51st AIAS Conference edition was held in Padova, Italy again in presence after two years of online-only events due to the COVID-19 pandemic.The response of researchers and students has been outstanding: over 200 oral contributions have been presented during the three days of the conference, with four parallel sessions. In addition to the thematic sessions on AIAS traditional subjects, special sessions on additive manufacturing, energy methods for structural analysis, circular design in mechanical engineering, and mechanical behavior under extreme conditions, have been successfully organized with the contribution of the AIAS technical committees.Among all contributions presented at the conference, 48 have been selected to be published after peer review, in this volume. This was made possible thanks to the active participation of all AIAS members, to the work of the AIAS Scientific Committee and Conference Papers Review panel (Profs Giovanni Meneghetti, AIAS Scientific Coordinator, Luciano Afferrante, Francesco Bucchi, Filippo Cianetti, Enrico Armentani, Marco Sasso). Their outstanding contribution is gratefully acknowledged.DisclaimerAIAS2022 Conference was held in presence on Sept. 7-10, 2022. Presentations were arranged in four parallel sessions with a time slot of 15 min assigned to each presenter. Approximately 250 participants attended the conference during the three days event. All sessions have been continuously monitored by the organizers to provide technical support. The conference ran smoothly, and the participants' feedback was very positive.

USING SWOT, CAME, AND QFD WITH ENGINEERING STUDENTS TO ANALYZE AND IMPROVE COVID-19 PRODUCTS AND SERVICES

Design engineering education should use real challenges with students to encourage their involvement and motivation.In the 2020-2021 academic year, in the subject of Design Methodology and Creativity, it was applied the techniques SWOT (Strengths, Weaknesses, Opportunities y Threats), CAME (Correct, Confront, Maintain and Exploit) and QFD (Quality Function Deployment) to the analysis and improvement of products and services chosen by them and that were related to the global pandemic that is being suffered due to COVID-19. In this work, the topics proposed by the students as possible products or services related to COVID19 that are susceptible to improvement are analyzed. A total of 85 students (65% women, 35% men) chose up to a total of 19 different topics. The 5 winning themes were chosen from among more than 66% of the students, with the first theme, "facial protection" with different types of masks, the one that showed the most interest among the students (almost 30%). This way of working allows design engineering students to learn to use design analysis and improvement methodologies in a familiar environment, highlighting their importance of serving to combat the current pandemic. © 2022 by the authors. Licensee AEIPRO, Spain.

Preliminary Results on the Online Lessons of IDPE Department of University of West Attica 2019-2020

During the pandemic outbreak of COVID-19 in Greece that coincided with the spring semester of the year 2020, conventional face-to-face lessons presented a threat to public health. As a result, house confinement measures were taken. Universities, due to their offering either directly or via their lifelong education centers, were partially prepared to offer distant learning solutions for their students during the pandemic. The lessons, in the general case, were delivered in an ad hoc manner utilizing teachers' personal experiences and preferences creating some pressure on existing infrastructures. In the case of the Department of Industrial Design & Production Engineering at the University of West Attica, things were more organized than in the general case: there was a, more or less, uniform practice of preferring synchronous lessons and some monitoring was planned in order to evaluate the application for future reference. While data collected in the process are still going through statistical analysis there are some preliminary results that can be reported here.

Engineering Student's Flexibility for Learning During Education Disruption

Due to the recent education disruption, engineering-related module classes have to rapidly and effectively move online because of unpredictable changes. For design-related technical modules, not much literature focused on how students and tutors can adopt the latest technologies in a relatively short span. This paper is an effort to find students' experiences and preferences around various interactive educational tools used in online synchronous teaching, such as interactive live zoom lectures, slide annotations, breakout rooms, recorded videos, and many more, which have been used at the University of Glasgow, Singapore, for the module known as Design and Manufacture 1, during the 2021 COVID-19 crisis and beyond. From this work, we were able to find how an online synchronous learning approach affects design engineering students' learning experience. To understand students' perception of online learning tools to be effective in enhancing their learning during a sudden change in the arrangement of physical classes to online classes due to the pandemic situation. Survey results were collected using google forms at the end of the trimester, which was offered to 65 students enrolled in the module based on the student experience. The response rate is around 70%. The survey result showed that students engaged very well with the technologies and took little time to adjust to online learning. Students found learning very comfortable using the latest online teaching tools during their online learning journey in the design engineering module. © 2022 IEEE.

Visual Management (VM) supporting collaborative practices in infrastructure engineering design

Managing the design of complex engineering systems requires an organisational structure and an information system to support collaboration among all stakeholders. Technological developments in information management have the potential to facilitate interactions across physical boundaries, even more during the Covid-19 pandemic. Visual Management (VM) is an information management strategy, as well as a means for communication between individuals, supporting collaborative work. However, there is a lack of effective understanding of how digital VM can support infrastructure engineering design. The adoption of digital collaborative VM in the context addressed is new, under rapid evolution, and there is limited understanding of how the users embrace VM while interacting with it. The aim of the paper is to explore the adoption of VM, focusing on digital whiteboards, to support collaborative practices in design processes. The ongoing investigation is carried out in collaboration with an infrastructure design and consultancy company, and follows the action research approach. The VM effectiveness was investigated by analysing the whiteboards applicability to diverse functions and comparing digital and manual implementations. Initial findings include understanding digital whiteboards as a means for collaboration among individuals with different perceptions to establish a common point of view, as it allows the information to be transferred across time and space, identifies abnormalities, and supports problem-solving. By creating a common ground, it has the potential to support complex and emergent interactions in the collaborative space.

AGILE: ADRESSING VUCA AND AFFECTIVE FACTORS IN DESIGN & DESIGN ENGINEERING PROJECT BASED LEARNING

The volatile, uncertain, complex and ambiguous (VUCA) global context, amplified by two years of COVID has a profound effect on the predominant project based learning approach within design and design engineering curricula. Project management and affective or emotional factors are evidenced as significant but often overlooked within this context. Linking literature on the topics with data from n=200 participants from 3 HEIs, three aspects of popular industry Agile project management approaches are shown to correlate directly with addressing the VUCA context together with a model as a basis for considering the alignment of the topics. © Proceedings of the 24th International Conference on Engineering and Product Design Education: Disrupt, Innovate, Regenerate and Transform, E and PDE 2022. All rights reserved.

Virtually Engineering Community Engagement: Training for Undergraduate Engineers During the COVID-19 Pandemic

Flood mitigation and adaptation measures, among other tools to improve resiliency, will be necessary to sustain coastal communities in the face of climate change. Key to successful adaptation will be engineering projects, and critical to the success of those projects will be community engagement and support. Despite the recognized importance of community engagement when addressing complex issues like coastal flooding on which engineers work, most undergraduate engineering programs offer little to no training in community engagement. In this paper, we describe our experiences working with undergraduate engineering students to develop community-driven designs to address flooding and water quality issues in the Lake Mattamuskeet watershed in eastern North Carolina. Through an interdisciplinary approach, student teams learned to engage with local stakeholders to better integrate local knowledge and address issues identified by community members in their designs. Because of the COVID-19 pandemic, all community engagement aspects of the project moved to virtual forums, and we discuss the impact this shift had on the engineering designs as well as student learning outcomes and community connections.

Elementary Teacher Self-Efficacy with Design-Based Learning in Virtual and Blended Educational Settings

This study investigates the effect of the COVID-19 pandemic on teacher self-efficacy with delivering designbased learning to elementary students in online or blended settings. This study also identifies what resources and supports teachers need to engage elementary students in design-based learning in online or blended settings. The population for this study was elementary teachers teaching STEM content and included a sample of four elementary STEM teachers from rural and suburban communities. Each participating teacher completed a semi-structured interview consisting of queries targeting both research questions within the study. The results of the qualitative analysis revealed a temporary decrease in teachers'selfefficacy at the beginning of the shift to a virtual environment. A lack of student access to resources at home, the teachers'lack of control and support for the student in a synchronous manner, and a shift in priorities for STEM education contributed to the temporary decrease in the teachers'self-efficacy. To remediate this, teachers reported condensing activities and the Engineering Design Process. They cited fellow educator support, previous coursework, additional time, and access to teacher resources as supports that would be beneficial in the current environment.

Geological and geotechnical investigations for the Salang highway, Afghanistan

The present road over the Hindu Kush Mountain Range via the Salang Pass (termed the Salang Corridor) links the south of Afghanistan, including the capital Kabul, with northern Afghanistan and Central Asia. It is the only route that allows year-round north–south passage of goods and people across the mountain range. However, the present road has suffered years of neglect and is now in a state of serious disrepair. In 2012, the United States Agency for International Development completed a study examining potential alternative routes. Three routes were selected for in-depth study and detailed engineering design. In mid-2017 SMEC International Pty Ltd were appointed to carry out a feasibility study to recommend the most suitable of the three routes and to then carry out a detailed design of the chosen route. This paper outlines the geological and geotechnical studies carried out during the project with a focus on investigations for the detailed design phase, and presents the geotechnical design recommendations arising from those investigations. This paper also explains the difficulties involved in carrying out the investigations including security issues, harsh weather conditions, and maintaining effective communication between the project team both in Afghanistan and around the globe during the COVID-19 pandemic.

You Don't Have To Be A Rocket Scientist

Using a project management lens and agile methodologies to enhance student employability skills and innovation Society values the vital role scientists and engineers play in solving urgent, real-world problems such as developing COVID-19 vaccines. The NGSS framework for Engineering Design articulates specific practices and disciplinary core ideas that work in conjunction with other science standards to equip today's youth to be solvers of tomorrow's problems: asking questions, defining problems, and developing and optimizing solutions (NGSS Lead States 2013). The Agile framework and classroom application Although Agile methods maximize team efficiency and the spirit of failing fast as an industry standard, teachers are generally not formally experienced with its processes and nomenclature. Benefits of sprint planning are that each student leaves the meeting knowing what specific priorities the team is responsible to complete together.

Scientifically Modeling Water

Access to drinking water is becoming more limited as drought persists across continents. While relevant to everyone, this topic is highly visible to students who live on reservations or rural settings and can see the daily and direct impact of water on agriculture and livestock. Here, Vo et al highlight a particularly impacted group of students due to increasing drought conditions and upstream river pollution near their reservation.

Preface

The Italian Association for Stress Analysis (AIAS) was founded in 1971 by researchers from academia, research centers and industry. AIAS was intended as a community where to discuss, to share and to develop scientific knowledge related to all technical aspects of stress analysis. In the years, from an initial focus on experimental techniques, AIAS contributed considerably to the development of modern numerical methods and computational techniques for the mechanical engineering design. In 2015, AIAS turned in the Italian Scientific Society of Mechanical Engineering Design.Today, AIAS is an institutional partner that supports the instances from academia in subject area of the mechanical engineering design. Every year, AIAS organizes a technical conference offering the possibility to present research updates, share new ideas and foster collaborations. The AIAS conference has become a fundamental event for all those interested in current developments in mechanical engineering design and stress analysis, where to meet researchers, testing equipment and software developers.The 50th AIAS Conference edition was initially re-scheduled to be held in Genoa, Italy after it was switched as virtual conference in 2020 due to COVID-19 emergency. Unfortunately, due to the continuing pandemic emergency, it was decided to go virtual again to keep continuity with the tradition, confident that, despite the difficulties of the moment, united we stand.As for the previous year, the response of researchers and students has been outstanding: over 180 oral contribution have been presented in synchronous, during the three days of the conference, with three simultaneous parallel sessions. In addition to the thematic sessions on AIAS traditional subjects, special sessions on additive manufacturing, energetic methods for structural analysis and smart materials and MEMS have been successfully organized with the contribution of the AIAS technical committees.Among all contributions presented at the conference, 54 have been selected to be published after peer review, in this volume. This was made possible thanks to the active participation of all AIAS members, to the work of the AIAS Scientific Committee and Conference Papers Review panel (Profs Giovanni Meneghetti, AIAS Scientific Coordinator, Luciano Afferrante, Francesco Bucchi, Filippo Cianetti, Enrico Armentani, Marco Sasso). Their outstanding contribution is gratefully acknowledged.List of Disclaimer, Editors, Scientific Committee are available in this pdf.

Remote Delivery of an Introductory Architectural Engineering Design-Build Activity

The first Architectural Engineering (AE) class at the University of Waterloo (UW) began in fall of 2018. The compulsory co-op work experience, architectural studio component each semester, and collaboration with the UW School of Architecture are features of the program that make it unique in North America, just to name a few. In order to provide an introduction at the beginning of the school year that would adequately capture the essence of the program, a tried-and-true hands-on engineering project model at UW called 'Design Days' was adapted for the AE program. In 2018, the inaugural two-day design-build project called 'AE Design Days' was held wherein first-year students worked in groups to design a piece, or set, of furniture that enhanced an assigned site in a UW Engineering building. The objectives of the project were to provide an 'ice-breaking' opportunity between students, as well as with the faculty;introduce the students to the AE program content, especially as it relates to the design process;provide opportunities for the students to work with their hands building models;and, to allow for the course instructors to gauge the skillset and prior knowledge of the incoming students [1]. Following the success of the first AE Design Days event, the same project model was implemented in 2019, with minor modifications to improve the event logistics and student experience. This paper discusses the planning and implementation of the most recent edition of the event held in 2020 and the dramatic overhaul required as a result of the COVID-19 pandemic and the transition to online/remote learning. With new constraints and potential opportunities associated with the online learning platform, the event saw its overall intent and structure shift to prime the students for working online in an AE context, and to provide a vessel to introduce students to the program and build new relationships, since these efforts are crucial at the start of the program, and do not come as naturally when online. The event drew a large crowd, with nearly 100% of the 124 students participating and dozens of volunteers coming from various groups (students, faculty, and industry), and was shown to be well-received by the results of surveys. The paper concludes with a reflection of the perceived successes and challenges of the event. Also, recommendations are discussed in the context of the virtual event platform, which can be extended to general AE online learning. © American Society for Engineering Education, 2021

Transitioning an In-person Team Engineering Design Project to a Virtual Setting

This Complete Evidence-based Practice paper describes the transition of an in-person engineering design project to a virtual setting as part of a Summer Bridge program. The project is typically a hands-on, interdisciplinary, team engineering project that students work on each day on campus. The typical goals of the project are to introduce the students to the engineering design process, working as part of an engineering team, and to gain experience with our facilities that allow for construction and fabrication of projects. Due to the closure of the University during the COVID-19 pandemic, the entire program was moved to a virtual format, including the engineering project. To ensure that the students were still able to experience the many benefits of a hands-on, interdisciplinary, team project, the project staff worked in the spring and early summer to develop a new scope, structure and plan. The scope of the new project (an electric boat carrying pennies) was reduced to ensure that students could individually complete the build aspect of their projects in their homes using materials and tools that were shipped to each student. Students were instructed on the details of the traditional engineering design process and the schedule of the project was created to follow this traditional process. The program was extended to six weeks, with each student team meeting via synchronous video conferencing twice per week to work as a team and interact with project advisors. Teams were required to submit updates on their project as well as requests for additional materials. In a new process for the project staff, the student cohort was introduced to computer aided design software and given access to 3D printers on campus to produce specialized parts for their boats. Students were also required to document their project work, beginning with design discussions and drawings, and concluding with a final presentation and a video. As the program proceeded, the primary difficulty was verifying project progress for each team and ensuring teams made adequate progress each week. There were also issues ensuring students received their shipped materials and equipment in a timely fashion. Project mentors (current engineering students and program alumni) were utilized to help assist in observing the students and soliciting feedback on the project experience. The initial project schedule was adjusted to allow more time for early design work and to allow supplies to reach their destinations. While all students were able to successfully complete the project, the performance of the boats varied widely. However, the team's final presentations and videos reflected understanding of the design process and enjoyment of the project. If future programs are virtual for the project portion, additional and more specific communications from the students would allow program staff to evaluate team progress and improve project performance. Additional pre-program assessments would allow program staff to document improvements in student understanding of the engineering design process and overall project opinions. © American Society for Engineering Education, 2021

Investigating Impact of Disruption to Biological and Agricultural Engineering Senior Design Capstone Courses Due to Covid-19

Senior Capstone Design is a culminating course of the undergraduate engineering curriculum which gives students the opportunity to work in teams on designing a solution to real-world problems submitted and mentored by industrial and research project sponsors. In Biological and Agricultural Engineering disciplines, these projects can involve tasks such as field data collection, laboratory experiments or fabrication of prototypes that require access to specific laboratories and equipment. In the Spring 2020, Universities across the US shut down to prevent the spread of COVID-19 and transitioned to remote or virtual courses. The objective of this study was to investigate the impact of the transition to remote and virtual courses on senior design or capstone courses in Biological and Agricultural Engineering to find lessons learned and help plan for future disruption in these courses. Four Senior Design Capstone Course instructors from different Biological and Agricultural Engineering departments were interviewed to gather their perspectives and experiences regarding changes in instruction;student projects' management and outcomes;as well as students' learning and performance in the course. The shift to remote learning triggered frustration on both students and instructors' sides. They also faced unprecedented challenges with technology and access. Instructors acknowledged student resilience and adaptability to the situation. The creative flexibility that instructors applied to course delivery, project deliverables and assessment is a key tool that allowed them to maintain the real-world experiential nature of BAE capstone programs. © American Society for Engineering Education, 2021

Strategies to Address Changes in Social Supports during the COVID-19 Pandemic

The pandemic of COVID-19 is disrupting engineering education globally, at all levels of education. While distance education is nothing new, the pandemic of COVID-19 forced instructors to rapidly move their courses online whether or not they had ever received prior training in online education. In particular, there is very little literature to guide instructors in supporting students in online engineering design or project-based courses. The purpose of this research is to examine engineering students' report of social support in their project and design-based courses at a large research university during the move to online instruction due to COVID-19 in the Spring 2020 semester and to provide recommendations for instructors teaching these types of courses online in the future. Our study is framed by social constructivism and social capital theory. We surveyed undergraduate engineering and engineering technology students (n=235) across undergraduate levels during the final week of the Spring 2019 semester. Survey questions included open-ended prompts about social supports and overall experience with the transition to online learning as well as name and resource generator questions focused on specific people and types of interactions that changed during the pandemic. We used qualitative content analysis of the open-ended responses along with comparisons of the name and resource generator to develop recommendations for instructors. Recommendations to increase students' social supports include: facilitating informal conversations between students and between students and the instructional team, grouping students located in the same time zones in teams, facilitating co-working sessions for students, establishing weekly structure, and utilizing some synchronous components (e.g., virtual office hours). © American Society for Engineering Education, 2021

Elementary Students Learn How To Engineer Online (RTP)

The educational disruptions caused by COVID-19 in the spring of 2020 were vast. Schools utilized a variety of instructional methods from paper packets to varying amounts of online synchronous and asynchronous instruction. One Nashville independent elementary school provided lesson plans each day for students to complete, with the assistance of their parents, largely asynchronously. To combat the difficulties encountered by families with two working parents and children frustrated by this type of learning, a zoom-conference based class consisting of three second grade children was created. Each day Monday through Thursday the children were presented a hands-on engineering design challenge that utilized materials found in their homes. The children had not been previously exposed to the engineering design process (EDP). The theoretical framework for this study lies in the areas of engineering identity as well as teamwork and feedback through engineering discourse. The research questions for this study were the following: 1) What are the impacts of teaching the engineering design process online via zoom conference on development of children's ability to use engineering discourse? Are students able to master the steps of the engineering design process? How do students learn to receive and implement feedback from their peers and the teacher over zoom? How is teamwork affected as compared to in-person experiences? 2) If any how do children develop their engineering identity through a series of zoom conference-based engineering design challenges? To answer these questions, data were derived from recordings of the online sessions and observations of student behavior and statements, the PowerPoint slides that were used to facilitate the course, photos and videos created by parents of the students' designs, and interviews with the children. Qualitative data analysis followed an inductive approach. The utilization of multiple data sources allowed for a complete picture of what is taking place during the sessions and how it impacted the children's understanding and practice of the engineering design process. The children became very facile with the EDP and its steps. They looked forward to the design challenge each day, often using it as motivation to get through their required schoolwork before starting the challenge. At times they struggled to give and especially to receive feedback from their peers, particularly when it involved criticism. All three children reported believing that they are an engineer, an indicator of a forming engineering identity. © American Society for Engineering Education, 2021

Olympics on the Moon: A Challenge for Engineering Design

These activities were developed to be implemented fully online as part of an online engineering design summer camp due to the COVID-19 pandemic. Middle school students will discover how sport arenas, rules, and equipment would change if the Olympic Games were conducted on the Moon. During the sessions, students learn about framing an engineering design problem (a step of the engineering design process) in the Lunar Olympics context and are introduced to basic physics concepts. Students also use free online design and coding tools to help improve their engineering conceptions and design skills. The activities can easily be transformed for in-class or hybrid classroom use. © American Society for Engineering Education, 2021

Engineering Virtual Design Competition - A Solution for High School Summer Outreach During the Pandemic and Beyond (Evaluation)

Aspects of society and culture that encompass the response to COVID-19 have impacted all lives, including those of K-12 students and their families. The ongoing COVID-19 pandemic offers a complex context in which students can experience ambiguity with an engineering design challenge as an iterative process of divergent-convergent thinking while focusing on the big picture. Students can learn with an emphasis on systems thinking, making decisions in a collaborative team environment;and managing uncertainty in social processes [1]. The conversations around how schools could function during the pandemic offered a unique opportunity to engage students in problem solving about a situation that they are experiencing themselves. In the US Southwest, three state universities came together during the early stages of the 2020 pandemic lockdown to create a virtual design competition for high school students. The TriU Partnership, including engineering college deans, faculty, and college recruitment and outreach staff from Arizona State University, Northern Arizona University, and the University of Arizona, was formed as an outgrowth of a National Science Foundation, INCLUDES project [2]. One of the aims of this project was to increase engineering awareness and interest amongst a broad population of the state and thereby enhance entry into the state's four-year university engineering programs. The TriU Partnership served 96 high school students from 4 different states in a virtual educational event offered in June 2020. Twenty-five teams of students were asked to consider the challenges their high schools faced in achieving a safe reopening in a pandemic. Over six days, participants attended online seminars, consulted with experts and worked with engineering undergraduate mentors to come up with creative engineering solutions for protective equipment, hallway traffic patterns, bell schedules and social distancing in various high school settings. Final submissions included a detailed engineering notebook, a live online presentation, and interviews with a team of expert judges. The expert judge panel was composed of engineering faculty and industry partners. Teams also submitted prototypes and, in some cases, complete CAD drawings. In this paper, we tell the story of the TriU engineering partnership, share the logistics of the virtual design challenge, talk about lessons learned and share results. Data sources include student survey responses, daily exit tickets, and materials produced such as their final presentation, notebooks, and solutions. The TriU Partnership will continue each summer with each university taking the lead, in turn to offer the design challenge as part of their normal outreach efforts. © American Society for Engineering Education, 2021