scholarly journals Nation-building and identity development through ethnocultural content in university English for Specific Purposes courses in Kazakhstan

2021 ◽  
Vol 16 (6) ◽  
pp. 2887-2900
Author(s):  
Dina Kurmanayeva ◽  
Gulzhakhan Tazhitova ◽  
Gulzhan Zhalelova ◽  
Natalya Ustelimova ◽  
Gulmira Kurmanayeva
Keyword(s):  
National Identity ◽  
Identity Development ◽  
Engineering Students ◽  
Regional Identity ◽  
Nation Building ◽  
English For Specific Purposes ◽  
University Education ◽  
Educational Activity ◽  
First Year ◽  
University Courses

It seems obvious that that educational activity establishes conditions for the development of a person capable of combining ancestral traditions and values while maintaining their distinctive ethnoculture. This paper investigates how integrating ethnocultural material into English for Specific Purposes (ESP) university courses contributes to nation-building and students’ identity development while at the same time exerting impact on ESP curriculum advancement. The empirical part of the research involved 104 first-year engineering students learning English as a foreign language for specific purposes. The experiment demonstrated that exposing students to regional material and enabling them to communicate in English about their region empowers them in their national and regional identity, while contributing to nation-building goals of university education. The findings of the study reveal that integrating ethnocultural material into ESP university courses positively impacts both students’ motivation and their national identity development.   Keywords: Ethnocultural material, ESP, national identity, nation-building, students, criteria, reflection.  

scholarly journals The Role of Applied Mechanics in Bridging the Gaps in Prior Learning for Aspirants of Engineering Education

2021 ◽  
Vol 11 (10) ◽  
pp. 626
Author(s):  
Sarat Singamneni
Keyword(s):  
Engineering Education ◽  
Teaching And Learning ◽  
Engineering Students ◽  
University Education ◽  
First Year ◽  
Applied Mechanics ◽  
Prior Learning ◽  
Scientific Rigor ◽  
Teaching Pedagogies

Building a technology-driven world appears to be the main motivational force behind students choosing to undertake engineering studies. The first year of engineering education plays a significant role in demonstrating sufficient mathematical and scientific rigor to satisfy these motivational factors. The common applied mechanics courses play a central role in achieving this. At the same time, a vast majority of students suffer from a lack of the necessary mathematical skills and analytical orientation for various reasons. Due to different educational philosophies and teaching pedagogies, a lack of proper integration between mathematics and applied mechanics is common. Several efforts were made to build better curriculum, teaching, and learning systems, resulting in widely varied solutions, but most of them require drastically different implementation approaches. With sufficient rigor in teaching and assessment, the first-year applied mechanics (common) courses designed for engineering students can solve students’ mathematical and motivational lapses and help bridge the gaps between pre-university and university education endeavours. This paper presents evidence supporting this argument. In particular, datasets collected from the direct experiences delivering the first-year static and dynamics courses to many students over the past decade and a half are analysed to establish the proposition.

scholarly journals EXPANDING ACCESS TO ENGINEERING BY TEACHING PHYSICS THROUGH BIOENGINEERING: STUDENT IDENTITY REFLECTIONS

2020 ◽  
Author(s):  
Robyn Paul ◽  
Miriam Nightingale ◽  
Alina Ismaguilova ◽  
Laleh Behjat ◽  
Elena Di Martino ◽  
...  
Keyword(s):  
Identity Development ◽  
Engineering Students ◽  
First Year ◽  
Student Identity ◽  
Summer Bridge Program ◽  
Summer Bridge ◽  
Bridge Program ◽  
Diverse Backgrounds ◽  
Student Reflections ◽  
Engineering Physics

Diversity in engineering is a key goal, however a barrier for students from diverse backgrounds is the physics requirements in engineering. Often, they will have to choose between the three sciences, and don’t realize that without physics, their options are limited. We launched a pilot program in 2019 to expand access into engineering. Students without high school physics can take a summer bridge program to teach them the fundamentals and prepare them for first year engineering. Physics is taught through bioengineering to leverage their biology background knowledge. This paper presents a thematic analysis of student reflections in the program, using student identity development as a framework.

scholarly journals Strengthening Motivation in the Mathematical Engineering Teaching Processes – A Proposal from Gamification and Game-Based Learning

2021 ◽  
Vol 16 (06) ◽  
pp. 4
Author(s):  
Sergio A. Zabala-Vargas ◽  
Lewis H. García-Mora ◽  
Edgar Arciniegas-Hernandez ◽  
Jerson I Reina-Medrano ◽  
Bárbara De Benito-Crosetti ◽  
...  
Keyword(s):  
Elementary Education ◽  
Engineering Students ◽  
Significant Contribution ◽  
University Education ◽  
Instructional Materials ◽  
First Year ◽  
Game Based Learning ◽  
Design Based Research ◽  
Educational Processes ◽  
Instru Ment

Gamification and game-based learning (GBL) has been widely implemented in educational processes, mainly in elementary education; it has been applied less frequently in university education. The objective was to test the effect of game-mediated teaching strategies on mathematics teaching in first-year engineering students. A quantitative study was done within the framework of a design-based research. Eighty-one (81) students participated in the research, all from the Dif-ferential Calculus course. Twelve (12) didactic units were designed. The instru-ment used was the Synthesized Instructional Materials Motivation Survey (SIMMS), adapted to record the categories of Attention, Relevance, Confidence and Satisfaction (Keller's motivational model). A significant contribution of the pedagogical strategy and the different categories of motivation was verified, whereas the significance between collaboration and motivation was also evident (intervention 2). Finally, the strategy can provide preliminary evidences in reduc-ing dropout. In conclusion, game-based learning can be used to strengthen educa-tional processes in engineering.

scholarly journals PRACTICAL ASPECTS OF PSYCHOLOGICAL WORK WITH INTERNALLY DISPLACED FIRST-YEAR STUDENTS

2019 ◽  
pp. 60-63
Author(s):  
Olena Lytvynenko
Keyword(s):  
Social Life ◽  
Academic Motivation ◽  
Educational Institution ◽  
Psychological Adaptation ◽  
Psychological Support ◽  
University Education ◽  
Educational Activity ◽  
First Year ◽  
First Year Students ◽  
Internally Displaced

The concept of complex psychological adaptation of first-year students for student life is presented. Theories of adaptability of adolescents and adolescents and the concept of their adaptation to new minds of life and activity are generalized. The results of the empirical study of the individual-psychological qualities of the freshmen, the features of their social interaction and academic motivation are described. The experience of the psychological support of the process of adaptation of students who are internally displaced to study at a university is analyzed. Their true personal and character peculiarities, ways of adapting to the situation and responding to adverse influences from the external environment are determined. The perspective circle of researches in the field of psychological support and support of internally displaced students is outlined. Adaptation to learning has been found to be a complex process of learning the norms and rules of an educational institution, forging friendships with one-groupers, and for constructive relationships with teachers; development of strategies of educational activity and initial activity. The article determines that the adaptation of internally displaced first-year students to study should come as an active tertiary adaptation of students to the higher education institutions, in the process of developing students' skills and ability to organize their understanding, and life, the system of working with professional self-education and self-education of professionally significant qualities of personality. It has been found that the process of adaptation to university education is a complex system of transformations that occur with a person in accordance with changes in the minds of existence. The beginning of a student's life is connected with numerous social changes; replacement of existing attitudes and stereotypes; stressful situations. For some students, this can lead to the substitution of a real sense of adulthood by activities such as freedom to attend classes, unsystematic homework, and so on. All of this can, over time, be transformed into a reluctance to study, attend a school, and participate in one's social life.

REVERSE ENGINEERING: TENSION RATCHET DISSECTION PROJECT

2011 ◽  
Author(s):  
Jeremiah Vanderlaan ◽  
Josh Richert ◽  
James Morrison ◽  
Thomas Doyle
Keyword(s):  
Reverse Engineering ◽  
Engineering Students ◽  
Measurement Techniques ◽  
First Year ◽  
Stepping Stones ◽  
First Year Students ◽  
Final Project ◽  
Undergraduate Study ◽  
Solid Edge ◽  
Part Modeling

We are a group of engineering students, in our first year of undergraduate study. We have been selected from one thousand first year students and have competed and won the PACE competition. All engineers share a common general first year, but we have been accepted into Civil and Mechanical engineering. This project was assigned as the final project in the Design and Graphics course. The project we are tasked with, called the Cornerstone Design Project, is to first dissect a product, discover how it works, dimension each part and create a fully assembled model using CAD software (Solid Edge V20 in our case). As part of discovering how it works we must benchmark it so the device can be compared with competing products. The goal of the project is to develop a full understanding of part modeling and assembly in Solid Edge, learn proper measurement techniques, and learn the process of reverse engineering and product dissection. All of these tasks were stepping stones to help us fully understand how the device, and all its components, work.

Implementation of the Second-year course in an Engineering Professional Spine

2018 ◽  
Author(s):  
Umar Iqbal ◽  
Deena Salem ◽  
David Strong
Keyword(s):  
Learning Outcomes ◽  
Research University ◽  
Engineering Students ◽  
Employability Skills ◽  
First Year ◽  
Computer Engineering ◽  
Core Courses ◽  
Second Year ◽  
First Time ◽  
Academic Year

The objective of this paper is to document the experience of developing and implementing a second-year course in an engineering professional spine that was developed in a first-tier research university and relies on project-based core courses. The main objective of this spine is to develop the students’ cognitive and employability skills that will allow them to stand out from the crowd of other engineering graduates.The spine was developed and delivered for the first time in the academic year 2010-2011 for first-year general engineering students. In the year 2011-2012, those students joined different programs, and accordingly the second-year course was tailored to align with the different programs’ learning outcomes. This paper discusses the development and implementation of the course in the Electrical and Computer Engineering (ECE) department.

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