A Quantitative Study of the Role of Active Learning and Engagement in Improving Environmental Engineering Students’ Learning Performance

2017 ◽  
pp. 308-325
Author(s):  
Olivier Lefebvre ◽  
Sharon Prakash
Keyword(s):  
Active Learning ◽  
Quantitative Study ◽  
Engineering Students ◽  
Environmental Engineering ◽  
Learning Performance

Introduction of Comprehensive Learning-Type Class: An Example—Fluid Mechanics Class

2011 ◽  
Author(s):  
Yasuhiro Sugimoto ◽  
Keiichi Sato
Keyword(s):  
Active Learning ◽  
Education Reform ◽  
Fluid Mechanics ◽  
Engineering Students ◽  
Initiative Process ◽  
Institute Of Technology

Kanazawa Institute of Technology (KIT) started an education reform for new century from 1995. After that, around 2007, based on “Comprehensive Learning Initiative Process” (CLIP), “Comprehensive Active Learning-type Education” (CAL-E) has been introduced. The CAL-E aims at training engineering students’ comprehensive abilities to nurture them becoming competent engineers for society. There are several class formats within CAL-E program, they are “presentation,” “discussion on a topic” and “practice and seminar.” Depending on the objective and role of subjects, the best type of CAL-E class format is conducted accordingly. In this paper, we use Fluid Mechanics classes as an example to demonstrate the effectiveness of CAL-E-oriented classes and examine its effect on students through a questionnaire.

scholarly journals Using Online Discussions to Develop the Entrepreneurial Mindset in Environmental Engineering Undergraduates: A Case Study

2019 ◽  
Vol 9 (3) ◽  
pp. 4 ◽  
Author(s):  
Lisa Bosman ◽  
Nathalie Duval-Couetil ◽  
Brooke Mayer ◽  
Patrick McNamara
Keyword(s):  
Global Economy ◽  
Engineering Students ◽  
Online Discussion ◽  
Lessons Learned ◽  
Online Discussions ◽  
Environmental Engineering ◽  
Face To Face ◽  
Summer Sessions

Entrepreneurship is an important aspect of the U.S. and global economy. As such, developing an entrepreneurial mindset is crucial for both engineering students and practicing engineers. The purpose of this paper is investigate the role of online discussions, as a pedagogical approach, in the development of the entrepreneurial mindset, and explore a variety of approaches to assess student learning outcomes. Online discussions prompts were created for environmental engineering courses using the Kern Engineering Entrepreneurial Network (KEEN) framework. The framework proposes that an entrepreneurial mindset can be fostered in students by promoting curiosity, encouraging connections, and creating value. This paper describes the methodology and rationale that served as the foundation for this exploratory study. Examples are provided for online discussion prompts developed and administered in two different environmental engineering undergraduate courses: Introduction to Environmental Engineering (three credit, undergraduate, online course offered during two different summer sessions) and Seminar in Environmental Engineering (one credit, undergraduate level, face-to-face course offered during one semester). Quantitative and qualitative methods were used to analyze and assess potential impacts of online discussion prompt use. The findings provide lessons learned for applying the KEEN framework in an engineering classroom via online discussions.

Auditing the Systems Understanding Aid Project: An Integrative Assignment for Accounting Students

2012 ◽  
Vol 7 (1) ◽  
pp. 27-51 ◽  
Author(s):  
Susan L. Swanger ◽  
Beth H. Jones
Keyword(s):  
Active Learning ◽  
Teaching Methods ◽  
Work Environments ◽  
Accounting Students ◽  
External Work ◽  
Learning Tasks ◽  
Independent Auditors ◽  
Course Integration

ABSTRACT Accounting educators strive to prepare graduates for work in their chosen field. Various teaching methods can be employed to best accomplish this goal. One valuable tool is the use of active learning tasks that simulate external work environments. This paper describes the collaboration between an AIS and an Auditing professor who used an integrative task that spanned their two classes over two semesters. The authors had their AIS students complete Arens and Ward's Systems Understanding Aid (SUA) project (Arens & Ward, 2008). The following semester, students in the auditing class audited the records and financials that had been generated by students the previous semester. The project was designed to facilitate course integration and teamwork by having groups of students play the role of corporate accountants, then act as independent auditors.

scholarly journals Crisis and Water Services: How a 2007 Public Health Emergency in Finland Helped Shape Its Response to COVID-19

2020 ◽  
Vol 26 (1) ◽  
pp. 63-70
Author(s):  
Tapio S. Katko ◽  
Jarmo J. Hukka
Keyword(s):  
Public Health ◽  
Engineering Education ◽  
Well Being ◽  
Public Health Emergency ◽  
Environmental Engineering ◽  
Clean Water ◽  
Water Services ◽  
Sanitation Services ◽  
Sound Management

This paper aims at shedding light on the significance of water epidemics and their potential positive impacts on improving preparedness in water and sanitation services. We explore the water epidemic of Nokia in 2007 and preparedness-related reactions since then. The corona case confirms the fundamental role of clean water for well-being in communities, the need for sound management of water services to proactively promote public health, as well as the need for expanding conventional water and environmental engineering education and research to offer more holistic views.

scholarly journals The role of self-construal in EFL vocabulary learning

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Mitsuko Tanaka
Keyword(s):  
Technical College ◽  
Engineering Students ◽  
Vocabulary Learning ◽  
Self Determination Theory ◽  
Mediation Analyses ◽  
Self Construal ◽  
Learning Modes ◽  
The Relationship ◽  
Identified Regulation

AbstractVocabulary learning is often assigned as out-of-class learning, which learners need to autonomously initiate and be motivated to sustain. Under such learning modes, though independent learners may need less motivational scaffolding, learners who prefer a more interactive study environment may need to be provided with assistance to boost their motivation. Focusing on such personal determinants, this study examines the role of self-construal in vocabulary learning by employing self-determination theory. The participants were 155 engineering students from a Japanese technical college. Path and mediation analyses were performed based on vocabulary test scores and questionnaire responses. Results revealed that independent self-construal had a significant impact on more self-determined types of both motivation (i.e., intrinsic motivation and identified regulation) and amotivation, but interdependent self-construal was statistically irrelevant to them, in the context of vocabulary learning. Furthermore, perceived autonomy and competence mediated the relationship between independent self-construal and motivation. These findings indicate that vocabulary learning motivation is shaped and regulated by self-construal and may be enhanced through support of the mediators.

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