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<p>The data was downloaded and captured through MBSE online learning modules. Deidentified learners&#39; activities within the modules, such as clickstreams and assignments, were captured in the data/</p> <p>&bull; All files here are student submissions to one or more of the modules in the MBSE program.</p> <p>&bull; All user data has either been removed or redacted from the submission.</p> <p>&bull; &ldquo;Andrew Hurt&rdquo; is not a student and none of these files came from him. He is the person who did the redaction.</p> <p>&bull; The naming structure of the files is as follows: [Module number]-[Module Offering Date]-[Submission Number]-[Part Number of Submission]. Example: M5-040422-S1-Part3. This file is from Module 5, which was offered on April 4, 2022, it is submission 1, and part 3 of submission 1.</p> <p>&bull; Note that submissions within or between modules are not necessarily connected to specific students. So &ldquo;Submission 1&rdquo; from module 5 is not the same user as &ldquo;Submission 1&rdquo; from module 6.</p> <p>&bull; Not all submissions have multiple parts.</p> <p>&bull; No .mdzip files (proprietary MagicDraw software files) have been included in this list.</p> <p>&bull; If a module or folder in the module is missing content from a particular offering, it is because either no one submitted anything or because the file was a .mdzip file and was not downloaded.</p> <p>&nbsp;</p> 

<p>MBSE learning modules were integrated into ENGT 48000, the School of Engineering Technology&rsquo;s multidisciplinary senior capstone program at Purdue University. Students were required to complete the learning modules around week 7 or 8 of the class. They were given approximately three weeks to complete the learning activities, including watching the lecture videos, discussions, etc. They were also asked to complete pre-and-post surveys that aimed to understand their learning experiences with the MBSE learning modules.</p> 

Abstract For artificial materials, desired properties often conflict. For example, engineering materials often achieve high energy dissipation by sacrificing resilience and vice versa, or desired auxeticity by losing their isotropy, which limits their performance and applications. To solve these conflicts, a strategy is proposed to create novel mechanical metamaterial via 3D space filling tiles with engaging key‐channel pairs, exemplified via auxetic 3D keyed‐octahedron–cuboctahedron metamaterials. This metamaterial shows high resilience while achieving large mechanical hysteresis synergistically under large compressive strain. Especially, this metamaterial exhibits ideal isotropy approaching the theoretical limit of isotropic Poisson's ratio, ‐1, as rarely seen in existing 3D mechanical metamaterials. In addition, the new class of metamaterials provides wide tunability on mechanical properties and behaviors, including an unusual coupled auxeticity and twisting behavior under normal compression. The designing methodology is illustrated by the integral of numerical modeling, theoretical analysis, and experimental characterization. The new mechanical metamaterials have broad applications in actuators and dampers, soft robotics, biomedical materials, and engineering materials/systems for energy dissipation. 

Abstract Chalcogenide-based nonvolatile phase change materials (PCMs) have a long history of usage, from bulk disk memory to all-optic neuromorphic computing circuits. Being able to perform uniform phase transitions over a subwavelength scale makes PCMs particularly suitable for photonic applications. For switching between nonvolatile states, the conventional chalcogenide phase change materials are brought to a melting temperature to break the covalent bonds. The cooling rate determines the final state. Reversible polymorphic layered materials provide an alternative atomic transition mechanism for low-energy electronic (small domain size) and photonic nonvolatile memories (which require a large effective tuning area). The small energy barrier of breaking van der Waals force facilitates low energy, fast-reset, and melting-free phase transitions, which reduces the chance of element segregation-associated device failure. The search for such material families starts with polymorphic In₂Se₃, which has two layered structures that are topologically similar and stable at room temperature. In this perspective, we first review the history of different memory schemes, compare the thermal dynamics of phase transitions in amorphous-crystalline and In₂Se₃, detail the device implementations for all-optical memory, and discuss the challenges and opportunities associated with polymorphic memory. 

This paper discusses the instructional design experiences and processes shared by a multi-disciplinary group—including more than a dozen faculty, staff, and students—while developing a series of online courses on Model-based Systems Engineering (MBSE) for professional engineers, a project sponsored by the National Science Foundation. The team size, the complexity and uniqueness of the subject matter, the targeted learners, and the pre-determined research questions created a rare situation in which the team members collaborated and/or negotiated outside the realm of the traditional instructional design process. Over time the team went through two different types of instructional design processes, beginning with a waterfall-type process where the communication between the subject matter experts (SME) and the design team was somewhat limited and finally evolving to a collaborative process where the interaction between the two teams was more direct and immediate. The evolution of the design process and the dynamics between the SMEs and the design team resulted in several major design revisions implemented to improve the quality of the online courses. 

In the study, a series of wind tunnel tests were conducted to investigate wind effects acting on dome structures (1/60 scale) induced by straight-line winds at a Reynolds number in the order of 106. Computational Fluid Dynamics (CFD) simulations were performed as well, including a Large Eddy Simulation (LES) and Reynolds-Averaged Navier–Stokes (RANS) simulation, and their performances were validated by a comparison with the wind tunnel testing data. It is concluded that wind loads generally increase with upstream wind velocities, and they are reduced over suburban terrain due to ground friction. The maximum positive pressure normally occurs near the base of the dome on the windward side caused by the stagnation area and divergence of streamlines. The minimum suction pressure occurs at the apex of the dome because of the blockage of the dome and convergence of streamlines. Suction force is the most significant among all wind loads, and special attention should be paid to the roof design for proper wind resistance. Numerical simulations also indicate that LES results match better with the wind tunnel testing in terms of the distribution pattern of the mean pressure coefficient on the dome surface and total suction force. The mean and root-mean-square errors of the meridian pressure coefficient associated with the LES are about 60% less than those associated with RANS results, and the error of suction force is about 40–70% less. Moreover, the LES is more accurate in predicting the location of boundary layer separation and reproducing the complex flow field behind the dome, and is superior in simulating vortex structures around the dome to further understand the unsteadiness and dynamics in the flow field. 

Research has shown that creating an online learning community is vital in Model-Based Systems Engineering (MBSE) training programs and can be facilitated via the Community of Inquiry (CoI) framework. For professional learners, an online learning community is influenced by their organizational affiliations. The purpose of this research is to explore learning experiences in groups of professional learners with different and homogenous organizational affiliations in an asynchronous online MBSE module. Through the case study methodology, this research examines four sources of data from two cases: Case 1—learners from different organizations (n = 7); and Case 2—overwhelming majority of learners from the same organization (n = 19). Results showed that learners from the same organization reported higher social presence, which, in turn, corresponded to a higher cognitive presence and higher motivation for future MBSE learning. Based on our findings, we recommend that organizations seeking MBSE adoption coordinate with online course providers to create cohorts to participate in the same offerings to facilitate the process of learning community building. We also recommend MBSE course providers facilitate social interaction on multiple communication platforms and create orientation activities for learners from different organizations to promote social presence. 

This full research paper presents the exploratory factor analysis (EFA) results for the Professional Skill Opportunities survey (PSO) we designed to measure undergraduate engineering students’ opportunities to develop and practice important nontechnical professional skills. We use Dall’alba’s “ways of being” as the theoretical framework for the survey development and generated construct definitions based on past literature, expert review, and cognitive think-aloud interviews. We administered the survey in an engineering class at the beginning of the Spring 2022 semester. After comparing the three EFA models based on goodness-of-fit indices and model interpretability aligned to the theoretical model, the researchers selected a five-factor model. The EFA result and literature on leadership and teamwork showed these two skills are highly interrelated and could be combined into one construct to stress the “sharedness” of leadership responsibilities in teams. The result allowed our team to refine our item pool, revise construct definitions, and generate new items. In future work, we will administer the revised PSO survey to the same population at the end of the same semester as further validation. We also plan to explore the relationship between professional skill development opportunities and students’ social support. We hope the PSO survey can provide educators and institutions a means to offer scaffoldings and more opportunities for professional skill development and better prepare students for the engineering workforce. 

As the need for interdisciplinary collaboration increases, industry needs engineers who are not only affluent in technical engineering skills but also efficient in skills such as communication, problem-solving, engineering ethics, and business management. As a result, engineering programs are tasked with providing students with sufficient opportunities to develop non-technical professional skills to better prepare them for the workforce. Previous research has focused on exploring how and where students tend to develop profession skills and assessments have been established to measure the level of professional skills. However, without a means to measure whether students are getting sufficient opportunities for development, it is hard for educators and engineering programs to determine whether or where scaffolding are needed. We developed an instrument to assess undergraduate engineering students’ opportunities for professional skill development. To increase content validity, we conducted 20 think-aloud interviews with students from a large Midwestern university. The aim of this WIP is two-fold. We present the preliminary results of the think-aloud interview to determine what changes need to be made to existing items and what emerging themes appear regarding to participants’ professional skill development opportunities. After thematic analysis of the interview transcripts, we revised 10 items by simplifying the grammar or altering certain words that tend to confuse participants or carry negative connotations. We found that, compared to students who have only been involved in class projects, those with co-curricular experiences tend to report more opportunities in skills related to business management principles and problem-solving skills. Co-curricular activities were also the most referenced in building communication skills. Our next step will be piloting the instrument across multiple institutions and conducting validation analysis.