Associate Professor, Department of Mechanical engineering, Padmashri Dr. V. B. Kolte College of Engineering Malkapur

Today, the world is growing in the direction of robotics, automation and automated automation theme. As a traditional automation, Computer Numerical Control (CNC) machining is the most prominent and accurate option for production division. However, Covid- 19 pandemic and frequent lockdowns proved that, at a certain level, unmanned manufacturing is required to avoid an economic crisis. Industries like pharmaceutical manufacturing are important and cannot stop the production in the situations like pandemic. Hence, this paper presents the artificial intelligence algorithm which can communicate with the CNC G-code and M-code to provide geometrical and/or machine processing instructions. [ FROM AUTHOR] Copyright of Journal of Pharmaceutical Negative Results is the property of ResearchTrentz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Explaining the Gamestop Short Squeeze using Ιntraday Data and Google Searches

This article examines the recent short squeeze of the GameStop (GME) stock in early 2021. This event, although not the only case of short squeeze, has some idiosyncratic features that makes it extremely interesting, mainly because it was organized by non-institutional investors through social media like Reddit. Using intraday data during the period 4/1/2021-26/3/2021, we conclude that volume and Google searches provide useful information which enable us to explain the GME performance. Moreover, we show that information on volume and Google searches can provide investors with valuable data, but the faster investors have access to this information, the greater the advantages. This analysis could be very useful for scholars and practitioners who examine profitable investment strategies when such conditions emerge in the markets, and it also provides some thoughts for regulators regarding the impact of networks, social or not, on the stability of the financial markets.

Faith, Family, and Friends as Integral Factors in Student Resilience in the Ateneo de Manila School of Science and Engineering

What makes Filipino students resilient in times of crises, such as the COVID-19 pandemic? Even as some students succumb to anxiety and despair and lose motivation to learn, others actively take charge of their learning and remain hopeful and strong amid severe trials. What keeps them going, and what can we learn from them? 25 professors of the Ateneo de Manila School of Science and Engineering selected 92 college undergraduate and graduate students whom they observed to display resilience in learning and prodded them to reflect on how they overcame challenges in and out of the classroom. Whatever their circumstances, our study reveals that these resilient students rely on three main sources of support: deep faith, solid family bonds, and close friends and mentors who hold them accountable. As contrasted to the more individualistic context that gives rise to resilience as posited by Western literature, Filipino resilience is instead truly a community affair. [ FROM AUTHOR]

Impact of COVID-19 on Higher Education: Case Study of a Moroccan Engineering School

Due to the COVID-19 pandemic, the school of information science (ESI) has transitioned to online learning since March 2020. Courses have been delivered using the Moodle LMS and the MS teams tool. Moodle is used to manage learning content, and MS Teams to communicate with students in synchronous mode. This paper focuses on a particular course: “Distributed Systems”, intended for third-year students. We conducted mixed-method research to collect both qualitative and quantitative data two weeks after the course start. We used an anonymous survey to gather students’ feedback on the learning scenario adopted for this course. We proposed twenty-two questions: eighteen closed-ended and four open-ended. The open-ended questions invite students to express all the problems and bad feelings they must struggle in the full distance learning model. Forty-one students answered the survey published on the Moodle platform. Results showed that the MS Teams tool is seen as an important learning media by students. Students also appreciate the quality of learning resources and the individual teacher follow-up provided by distance learning. We also deduced some insights concerning the most adapted activity for learning and assessment. Unfortunately, most students miss the classroom atmosphere and outlined it as the main disadvantage of distance learning. They are also facing many issues to continue their education remotely, with a gender disparity. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Global Projects: An Initiative to Train Chemical Engineering Students in Global Awareness

The United Nations General Assembly established a set of 17 goals in 2015 known as the Sustainable Development Goals (SDGs). They inspire concerted efforts around the world to be accomplished by the year 2030. Goal 17, “Partnerships for the Goals”, embraces the fundamental strategy to achieve all the goals by the effective collaboration of all nations, institutions, organizations, and individuals. It relies on extensive global awareness as the fundamental ground to build the recognition of diversity and inclusion;striving to consider every perspective in our shared world. Academic institutions, particularly colleges and universities, should take leadership roles in educating the upcoming generation of professionals and leaders to accomplish this mission. Engineering schools and departments are required to demonstrate these as educational outcomes for their students. Specifically, Student Outcomes 2, 3, and 4 of ABET Criterion 3, all involve awareness, communication, and consideration of global contexts. This is critical to address the Sustainable Development goals as the students make up the future workforce in charge of advancing technical solutions for a better and sustainable world. This paper discusses a three-year experience in the Chemical Engineering Department, with the participation of 162 college students, in 33 projects, as a curricular requirement for a capstone course. The project provided a unique opportunity for students to become acquainted with problems around the world and to challenge them to consider multiple solutions. Student teams collaborated with foreign organizations (in the country they chose to address a problem) to analyze and propose solutions for challenges in that country. Activities are organized during the entire semester following project management techniques. They include an early presentation of the proposal, a scheduled progress report presentation, a poster, and a final presentation. Foreign partners are asked to provide their reflections on the experience. All classmates review and peer grade every deliverable from other teams. Students evaluate their teammates' performance and provide a self-assessment of their individual experience at the end of the course. A ChE Global Day was held at the end of the semester to display the posters and presentations to a broad audience with the support of university offices and centers focused on global experiences and international relations. Students earn up to 10% of the definitive grade of the course for these global engagement projects. This approach has proved to be fully sustainable, and with an overwhelming satisfaction of all the participants. It is important to note that the incorporation of a virtual platform during COVID-19 and the continuous monitoring and coaching by the instructor are producing best practices to foster communication between students and stakeholders. © American Society for Engineering Education, 2022

Long-Term Impact of COVID-19 on the First-Year Engineering Experience at a Mid-Sized Teaching Focused University

COVID-19 impacted delivery of the first-year engineering design curriculum throughout the post-secondary system. Vancouver Island University (VIU) is a mid-sized teaching institution where students typically take one year of engineering studies prior to transferring to a larger engineering school to complete their degrees. Due to COVID-19, VIU shifted instruction of the first-year engineering design curriculum entirely to remote learning environment during the 2019/20 academic year. Students were not expected to be in physical contact at any point during the term. In making this transition, factors considered included: • Ensuring the learning outcomes of the curriculum continued to meet the requirements of VIU's transfer partners. • Demonstrating empathy towards student mental health and circumstances during the pandemic. • Focusing on change for the long-term, not specific to the COVID-19 period. • Mitigating potential academic misconduct challenges. In response, the first-year engineering design curriculum was adapted to a flipped classroom model using a modular approach for content. For each module, a framework of individual and team-based readiness assessment quizzes, videos highlighting key content, associated studio activities, and a final module exam was used to assess student learning. For each term, deliberate activities that aimed to help students build resilience to the stress of isolation included a personal time off (PTO) planning and reflection exercise, creating a community discussion board, providing videos emphasizing learning and health within a university environment, and encouraging peer-supportive learning. The effectiveness and impacts of the changes made to the design curriculum were examined informally during the Sept-Dec and the Jan-Apr terms through mid-term and end-of-term student surveys which included both open-ended and Likert scale responses. Approximately, three-quarters of responding students indicated that the online discussion promoted interest in the course content, and that the course organization was easy to follow. An area of suggested improvement included video content, which was not generally felt to contribute significantly towards student understanding of the key topics. It is unclear, however, if the weaker response was due the content itself or student preference for learning face-to-face. Informal feedback provided through the students' PTO reflections often showed the students modifying their original plan due to the on-going impact of COVID-19 within the community, and seasonable change. In general, despite changes in specific individual activities, students maintained deliberate plans to keep in touch with friends and family, and indicated the framing of a plan, even if not followed precisely, brought comfort during times of challenge. This paper discusses the COVID-19 adaptions made within the first-year engineering design curriculum, and reflects on their impact fulfilling the required learning outcomes, mitigating student mental health issues, and addressing academic misconduct. It will further articulate the adaptations that are planned to be continued within the first-year experience as students return for face-to-face instruction. The impact of these changes will continue to be studied over the coming academic year. © American Society for Engineering Education, 2022.

Experiential Learning Through Remote Electrical Engineering Labs During the COVID-19 Pandemic

Engineers learn best via experiential learning. With the COVID-19 pandemic, the safe-distancing measures have disrupted regular teaching activities across the world. While numerous engineering schools have resorted to e-learning, there is a risk that many would sacrifice the hands-on learning experience for the students. We adapted a freshmen electrical engineering module into mostly home-based learning mode, while retaining its experiential learning focus through remote lab activities with synchronous supervision. Our survey results and analyses showed that, although students felt face-to-face labs provided them with better hands-on training compared to online remote labs, they were still able to perform as well as previous cohorts in terms of their understanding of the principles taught. A key drawback of online remote labs is the difficulty to help students with debugging. This might be mitigated with the use of software tools that help students take a more active role in debugging on their own. © 2021 IEEE.

The shift to online and blended learning at an engineering school: Feedback and results

ISAE-Supmeca is a French engineering school located in the north of the great Paris area. It has been engaged since decades in active learning, especially problem-and project-based learning. During the last ten years, ISAE-Supmeca has gained experience in leading or participating in several French and European educational research projects. This led to the set-up of an Educational Innovation Unit, at the interface of teachers and learners. Among other tasks and in collaboration with teachers, this unit coordinates and participates in several educational research projects, maps issues encountered in the learning process, assists teachers and proposes new educational tools. As well as all scientific and technical higher education institutions, ISAE-Supmeca has been impacted by the covid-19 pandemic situation. The experience of problem-and project-based learning helped the institution and its actors to quickly adapt to a full remote education (online), then to a partly remote education (blended for some modules), but it was not without any issues. So, a follow-up with surveys and analysis took place in order to map the main issues, the solutions adopted and the evolution of the situation. The main goal of this data collection and analysis is to formalize feedback, extract results and then have grounds to better implement the mid-or long-term adaptations, i.e. carry out a three-phase work: reaction, analysis and action. All ISAE-Supmeca teachers and learners were asked several times for feedback on their experience during the pandemic period and their participation made this analysis and this paper possible. © 2021 IEEE.

WIP: The Role of [Onboarding Program] in Fostering a Sense of Belonging and Sociocultural Competence in New Engineering Students

The purpose of this work-in-progress paper is to describe the development and assessment of a new onboarding program designed for all incoming first-year and transfer engineering students at the A. James Clark School of Engineering (Clark School) at the University of Maryland. TerrapinSTRONG has the following overarching goals: Cultivate a sense of community, sense of belonging, and connectedness amongst students in the Clark School;and Develop an appreciation for and understanding of diversity and inclusion. There are several components and attributes of TerrapinSTRONG in which incoming engineering students participate prior to and during their first semester in the Clark School. Due to the COVID-19 pandemic, TerrapinSTRONG for fall 2020 was implemented virtually. The online nature of these programs and their various components will be outlined in the work-in-progress paper to provide the ASEE community with an example of recent and continuing developments in first-year and transfer student onboarding programming in an engineering school. We will also discuss past programmatic efforts that took place on-campus and outline promising practices for future cohorts of students. These initiatives, both in-person and online, were developed to promote an understanding of diversity and inclusivity in the engineering context. © American Society for Engineering Education, 2021

Exploring Self-directed Learning Among Engineering Undergraduates in the Extensive Online Instruction Environment During the COVID-19 Pandemic

The COVID-19 pandemic brought about unprecedented academic disruptions to postsecondary education, including engineering education. A considerable decrease in student motivation became a major issue for online learning during the pandemic. This paper attempts to address these questions: How did the online instruction environment affect engineering students' motivation and self-directed learning? How did these changes, in turn, affect their learning outcomes? We used survey data collected from a large Canadian engineering school and conceptualized self-directed learning from a social cognitive perspective to address these questions. Our findings revealed that students' self-directed learning capabilities mediated the effects of learning environment factors on estimated grades and perceived gains in competency development;and student motivation had both direct and indirect effects on these learning outcomes. In their comments, students ascribed lack of motivation to multiple aspects of the online learning environment and felt that decreased motivation affected their learning. Our analysis demonstrated the significant role of student motivation in an online environment and suggested that the decrease in motivation became a major affective barrier to learning. Thus, the extensive online instruction during the pandemic offered both challenges and opportunities for producing self-directed learners. We recommend that engineering schools implement more interventions to help engineering students enhance their self-directed learning capabilities. © American Society for Engineering Education, 2021

Work in Progress: Post-Pandemic Opportunities to Re-Engineer Engineering Education: A Pragmatic-Futurist Framework

In the context of the COVID-19 pandemic, education has stepped up some of its long-overdue transformations. Higher education (HE) and Engineering Education (E.E.), particularly, is facing a potential crisis. Engineering schools and professional societies are dealing with several pressing problems that potentially threaten their survival. Although E.E. leaders are bound to focus on short-term survival, sustainable growth and development in the long term must also feature in the agenda. In this work, the context of disruption in the education domain is revisited through a literature review, related threats and opportunities are identified, and a strategic way forward is investigated in those lights from Engineering Education's perspective to inform a pragmatic futurist's perspective. A needs-driven innovation model (why-what-how approach) is pursued to present the study where the shift in mindset, changes in infrastructure, and leveraging digital technologies emerged as the central concepts. Each of those broad implementation categories encompassed various subsequent initiatives such as a life-long learner's mindset, a focus on how-to-learn, a strong emphasis on professional skill development, industry-academia alliances, a reflective broadening of engineers' considerations, and extensive opportunities for multi-disciplinary collaboration. To this end, we propose a pragmatic futuristic framework for accessible access to affordable, relevant, and personalized education for learners, faculty, and institutions from all diverse backgrounds. The new framework encourages fresh relationships among the key actors in the context of new modalities for the transfer and co-creation of knowledge, requirements, and possibilities for change in operational models and tapping into the boundary-breaking opportunities fostered by digital ways of teaching and learning. This study aims to provide a future-proof pathway for the engineering education ecosystem to better equip it for solving real-world problems with a multi-disciplinary approach to create new value for society. In the process, the study also sheds light on relevant new research avenues. © American Society for Engineering Education, 2021

Mass-scale Online Synchronous Entrepreneurship Education for Engineers

For decades the business of ideas and creating startups was relegated to the business schools with engineers coming in to just complete the creative part of the business or to create the Minimum Viable Product or MVP. But for the last decade or so, we have seen a proliferation of engineering schools offer entrepreneurship education. In the United States, many faculty and engineering students act as the entrepreneurial lead and participate in the Innovation Corps programs offered by NSF [1]. This has been successful in promoting start-ups originating from universities and led by students, faculty and post-doctoral fellows, who are trained using the Lean Launchpad method. [2] In order to replicate this model in India, we embarked on a mass online education specifically for students and faculty from Tier 2 and Tier 3 colleges. MOOCs (Massive Open Online Course) are online courses which enable large numbers to participate via the web or other technologies. MOOCs have a long history and have primarily been asynchronous so that international students can also avail of this. In this article, we delineate how we modified that approach by piloting this synchronously. The Covid19 situation was an added incentive to offer this course to students who could not meet in person due to restrictions for in-person classes. Over 350 students from 20 different engineering colleges from India were recruited for a pilot program along with the faculty from their schools. Each college recruited approximately 20 students and 1 faculty member for the course. The course was being offered using the “Lean Launchpad” methodology, teaching one class per two weeks. The expectation was that the faculty participating in the course would be able to use this course as the foundation for offering entrepreneurship courses for credit as required by the All-India Council for Technical Education (AICTE). The teaching team consisted of business and engineering faculty from different parts of the US, while the students were from different parts of India. Various platforms such as Zoom, GoToMeeting or MS Teams were used for teaching the class, while Canvas was used to post the lecture slides, videos and homework assignments. The students were also required to conduct customer discovery using social distancing and other platforms. More than 50% of the students completed the program. The paper explains the process of creating such Synchronous MOOCs specifically for Entrepreneurship education and the lessons learnt. © American Society for Engineering Education, 2021

COVID-19 Pandemic Response and Faculty Career Equity

This evidence-based practice paper will address the impact of the COVID-19 pandemic on faculty careers, offering a range of strategies higher education institutions, including engineering schools and departments, may adopt to support faculty and promote equity. Emergent research has documented immediate impacts of the pandemic across all elements of faculty work, including research (e.g. loss of access to labs and field sites), teaching (e.g. shifts to remote or hybrid instruction), and service (e.g. increased student mentoring). At the same time, faculty are differentially impacted by these challenges, with the pandemic expected to amplify longstanding inequities in career progression for women and faculty of color. In this paper, we connect the broader literature on bias and inequity in faculty career progression to more recent work specific to the pandemic, describing how these literatures informed our initial steps to respond to COVID-19 at University of Delaware. After describing our response to-date, we outline emergent challenges and strategies to improve policy implementation. We conclude by suggesting ways in which universities can continue to support faculty career development over the coming years, ensuring that pandemic impacts do not undermine progress towards gender and racial equity in faculty careers. Our preference is for this paper be presented in a traditional lecture format. © American Society for Engineering Education, 2021

The alteration in learning attitude of Engineering students due to instruction modality change caused by COVID-19 social environmental restrictions

Given the ongoing and unprecedented situation that COVID-19 has brought to higher education, and like many other Engineering Schools and Colleges across the U.S., during the Fall term of 2020, the College of Engineering and Technology (CET) at Western Carolina University (WCU) modified their traditional method of instruction, from a face-to-face method to a broadly defined hybrid and online instruction (both synchronous and asynchronous) methods. The engineering students at WCU, a regional comprehensive institution with a high first generation population, have chosen this institution because of the high level of interaction and individualized attention offered in the small-size classes during traditional face-to-face instruction. This change in instructional methodology brought challenges that affected both students and faculty. The modality change, along with combined social and environmental factors caused by the pandemic restrictions, has limited the activities among students such as social interaction, facilities availabilities, etc. An observational questionnaire was conducted to better the understanding of the aforementioned influence. This effect is studied by observing the students' attitude towards learning in the different modalities of instruction during the Fall 2020 term. The survey of 26 questions with some open-ended opportunities was distributed to 775 students in the CET. In this paper, the survey analysis was conducted based on how the students responded to those questions. The results present the difference in the attitude of students among different class standings. Additionally, this paper provides some suggestions to help to motivate the students in the circumstance of the pandemic restrictions. © American Society for Engineering Education, 2021

Online Learning Platforms and Covenant University Students’ Academic Performance in Practical Related Courses during COVID-19 Pandemic

This study examines the effectiveness of online learning platforms (Zoom and Moodle) and their effect on the academic performance of Covenant University, Ota, Nigeria, students studying practical-related courses during COVID-19. This study specifically seeks to determine students’ attitudes towards online learning platforms, investigate the effectiveness of these platforms on practical-related courses as well as ascertain the effect of Zoom and Moodle platforms on the students’ academic performance during the Pandemic. Data were gathered through a survey of 380 CU students through the purposive sampling technique to pick students offering practical related courses. Results show that due to the effectiveness of the platforms (Zoom and Moodle) and the positive communication between lecturers and students via these platforms, students would like to see online learning continually adopted after the COVID-19 pandemic. Findings further show that students had no difficulties using these platforms. Due to the sheer adaptability of the online learning platforms used during the pandemic, the usage of Zoom and Moodle had a favorable impact on student’s academic achievement in practical-related courses. The study concludes that distance learning is a future direction in teaching practical-related courses because of the flexible nature of the platforms. Thus, universities in this part of the world should invest more in online education platforms to maintain academic continuity, especially during times of emergency.