scholarly journals Using workplace thriving theory to investigate first‐year engineering students' abilities to thrive during the transition to online learning due to COVID ‐19

2022 ◽  
Author(s):  
Sandeep Krishnakumar ◽  
Torsten Maier ◽  
Catherine Berdanier ◽  
Sarah Ritter ◽  
Christopher McComb ◽  
...  
Keyword(s):  
Online Learning ◽  
Engineering Students ◽  
First Year

scholarly journals A Comparative Assessment of Online Learning Readiness for First Year and Final Year Engineering Undergraduates

2021 ◽  
Vol 7 (1) ◽  
pp. 86-105
Author(s):  
Yee-Yong Lee ◽  
Su-Hie Ting
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Instructional Delivery ◽  
First Year ◽  
Delivery Methods ◽  
Curricular Development ◽  
Online Learning Readiness

Measuring student readiness in online learning should also be of great concern to institutions, including all areas from their curricular development to the pedagogies they experience. Although there have been attempts at universities to develop online learning courses, students' readiness has yet to be investigated, particularly for engineering students who take a mix of theoretical and practical-based courses. This study evaluates the readiness of civil engineering students toward the implementation of online learning and their preferences and acceptance towards online instructional delivery and assessment methods. Ways for improvement are proposed in line with the students’ readiness to determine the best desirable practices and strategies for online pedagogy. Respondents are selected from first and final year students, to examine and compare their online learning perspectives. A survey questionnaire was used. Findings revealed that year one and year four students' readiness was relatively moderate for most of the components and relatively high for the components that involved hardware/software requirements and technology skills. Most respondents indicated a moderate acceptance level on online assessment, ranging from a mean score of 3.46 to 3.81. As online learning is gradually becoming another method for life-long and self-determined learning, findings from the study might help university educators to develop better online learning strategies, especially delivery methods and assessments, to help students cope with online teaching and learning.

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.

First-Year Engineering Computing Courses in Canadian Engineering Programs

1969 ◽  
Author(s):  
Sean Maw ◽  
Janice Miller Young ◽  
Alexis Morris
Keyword(s):  
Problem Solving ◽  
Engineering Students ◽  
Expected Value ◽  
Knowledge Development ◽  
First Year ◽  
Recent Past ◽  
Engineering Programs ◽  
Digital Computation ◽  
Pedagogical Philosophies ◽  
Introductory Computing

Most Canadian engineering students take a computing course in their first year that introduces them to digital computation. The Canadian Engineering Accreditation Board does not specify the language(s) that can or should be used for instruction. As a result, a variety of languages are used across Canada. This study examines which languages are used in degree-granting institutions, currently and in the recent past. It also examines why institutions have chosen the languages that they currently use. In addition to the language used in instruction, the types and hours of instruction are also analyzed. Methods of instruction and evaluation are compared, as well as the pedagogical philosophies of the different programs with respect to introductory computing. Finally, a comparison of the expected value of this course to graduates is also presented. We found a more diverse landscape for introductory computing courses than anticipated, in most respects. The guiding ethos at most institutions is skill and knowledge development, especially around problem solving in an engineering context. The methods to achieve this are quite varied, and so are the languages employed in such courses. Most programs currently use C/C++, Matlab, VB and/or Python.

First-Year Engineering Students’ Research Experience in Web Mapping

2020 ◽  
Vol 55 (1) ◽  
pp. 53-62
Author(s):  
Claire Mah ◽  
Daphne Hong ◽  
Vanessa Chen ◽  
Emmanuel Stefanakis
Keyword(s):  
Engineering Students ◽  
First Year ◽  
Research Experience ◽  
Web Mapping

Engineering for good: A case of community driven engineering innovation

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Chinweike Eseonu ◽  
Martin A Cortes
Keyword(s):  
Engineering Students ◽  
Technology Innovation ◽  
Local Communities ◽  
First Year ◽  
Engineering Curriculum ◽  
Engineering Design Process ◽  
The World ◽  
The University ◽  
Social Consideration

There is a culture of disengagement from social consideration in engineering disciplines. This means that first year engineering students, who arrive planning to change the world through engineering, lose this passion as they progress through the engineering curriculum. The community driven technology innovation and investment program described in this paper is an attempt to reverse this trend by fusing community engagement with the normal engineering design process. This approach differs from existing project or trip based approaches – outreach – because the focus is on local communities with which the university team forms a long-term partnership through weekly in-person meetings and community driven problem statements – engagement.

Another form of undermatching? A mixed‐methods examination of first‐year engineering students' calculus placement

2021 ◽  
Author(s):  
Karen K. Inkelas ◽  
Jennifer L. Maeng ◽  
Aaron L. Williams ◽  
Jason S. Jones
Keyword(s):  
Mixed Methods ◽  
Engineering Students ◽  
First Year

First-Year Engineering Students’ Conceptualization of Entrepreneurial Mindset

2021 ◽  
pp. 251512742110292
Author(s):  
Darby R. Riley ◽  
Hayley M. Shuster ◽  
Courtney A. LeMasney ◽  
Carla E. Silvestri ◽  
Kaitlin E. Mallouk
Keyword(s):  
High School ◽  
College Student ◽  
Engineering Students ◽  
Educational Experiences ◽  
Multidisciplinary Design ◽  
First Year ◽  
First Semester ◽  
First Year College ◽  
Starting Point ◽  
Reflection Prompts

This study was conducted to examine how first-year engineering students conceptualize the Entrepreneurial Mindset (EM) and how that conceptualization changes over the course of their first semester of college, using the Kern Entrepreneurial Engineering Network (KEEN)’s 3Cs as a starting point. Students enrolled in an introductory, multidisciplinary design course responded to biweekly reflection prompts on their educational experiences (either in high school or as a first-year college student) and related this experience to one of the 3Cs of EM: Curiosity, Connections, or Creating Value. Results indicate that students’ conceptualization of the 3Cs often align with definitions of EM from KEEN, as well as foundational works in the entrepreneurship field, and that their interpretation of each of the 3Cs does change during their first semester in college. For instance, students were less likely to write about curiosity and more likely to write about creating value at the end of the semester compared to the beginning.

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