Engineering Commons^™

Deep Reinforcement Learning For The Design Of Structural Topologies, Nathan Brown

All Dissertations

Advances in machine learning algorithms and increased computational efficiencies have given engineers new capabilities and tools for engineering design. The presented work investigates using deep reinforcement learning (DRL), a subset of deep machine learning that teaches an agent to complete a task through accumulating experiences in an interactive environment, to design 2D structural topologies. Three unique structural topology design problems are investigated to validate DRL as a practical design automation tool to produce high-performing designs in structural topology domains.

The first design problem attempts to find a gradient-free alternative to solving the compliance minimization topology optimization problem. In the proposed …

Eipeck: Assessing Educators’ Pedagogical Content Knowledge For Engineering Integration In K-12, Pilar Pazos, Francisco Cima Cohuo, Jennifer Kidd, Kristie Gutierrez, Krishnanand Kaipa, Orlando Ayala

Journal of Pre-College Engineering Education Research (J-PEER)

Global efforts are underway to include engineering in pre-college curricula. In the USA, this pursuit led to the inclusion of engineering content in the most recent version of the Next Generation Science Standards that guide K-12 science. As these standards become part of the K-12 curriculum, teachers face the challenge of gaining basic engineering literacy, while developing the associated inclusive pedagogies necessary to integrate engineering content into their classrooms. In this context, teacher preparation programs can benefit from easy-to-implement tools that measure preservice teachers’ readiness to integrate engineering content in their future classrooms. This work describes the development and validation …

The Intersection Of Culturally Responsive Pedagogy And Engineering Design In Secondary Stem, Mariam Manuel, Jessica Gottlieb, Gina Svarovsky, Rebecca Hite

Journal of Pre-College Engineering Education Research (J-PEER)

The instructional practices of the engineering design process and culturally responsive pedagogy have each garnered national attention and multiple decades of research. Findings from the respective literature bases call for educators and policymakers to integrate these two pedagogical approaches into K-12 classroom instruction. Scholars have argued that this integration would improve student engagement and academic achievement. There is a significant amount of research that supports the positive student outcomes associated with each approach, yet there remains a dearth of literature that addresses the integration of these two practices into the science and mathematics content areas. The movement around educational reform …

On The Fly Audio Processing For The Vocal Conditioning Unit, Tim Lester

Honors College

The Vocal Conditioning Unit was a device designed, constructed, and programmed as a senior design project in Electrical and Computer Engineering by Tim Lester and Grady White. The device’s intended goal was to perform a role similar to Auto-Tune, but as a standalone device similar to effects pedals used by guitarists and other musicians on stage. On-the-fly audio processing, however, was deprioritized in the design of the original device due to other design considerations. In this thesis project, the original design of the Vocal Conditioning Unit is analyzed, and critical functionalities of the device are identified. Then, the device is …

Recognition Of Design Failure By Fourth-Grade Students During An Engineering Design Challenge, Ron K. Skinner, Danielle B. Harlow

Journal of Pre-College Engineering Education Research (J-PEER)

The practice of persisting and learning from design failures is essential to engineering design and offers unique ways of knowing and learning for K-12 students. To understand how students engage in the practice of persisting and learning from design failures, we must first understand how, if at all, they recognize that a design failure has occurred. We studied a classroom of fourth-grade students engaged in an engineering design challenge and examined the ways in which design failure occurred and how students recognized, neglected to recognize, or misinterpreted design failure. We found that, in addition to anticipating failure, conducting fair tests, …