scholarly journals Requirements Engineering: Problem Analysis and Solution Specification (Extended Abstract)

2004 ◽  
pp. 13-16 ◽  
Author(s):  
R. J. Wieringa
Keyword(s):  
Requirements Engineering ◽  
Engineering Problem ◽  
Problem Analysis ◽  
Solution Specification

scholarly journals Cultivating High School Leaders through Engineering and Science

2015 ◽  
Author(s):  
Joel Mieske ◽  
Martin Scherer ◽  
Mary Wells
Keyword(s):  
High School ◽  
Problem Solving ◽  
Design Research ◽  
Design Thinking ◽  
Engineering Problem ◽  
Problem Analysis ◽  
Leadership Program ◽  
Team Members ◽  
Undergraduate Studies ◽  
Effective Group

Engineering and leadership go hand in hand for many within the engineering profession and throughout undergraduate studies. Students are challenged to work in teams, self-assign tasks, manage team members, set deadlines and see projects to completion. The Waterloo engineering Catalyst High School Summer Leadership Program (Catalyst) aligns specifically with the engineering knowledge base, problem analysis, investigation, design, lifelong learning and communication outcomes outlined by the Canadian Engineering Accreditation Board (CEAB). Catalyst was developed to link engineering problem solving and design with leadership skills.Catalyst students are engaged to develop both soft and hard skills in an effort to display the multitude of connections, benefits and opportunities available to students entering their undergraduate studies. More and more entrepreneurship, design and effective group leadership are all becoming essential traits and skills for students entering the workforce as well for those taking the leap to dream, market, build and succeed with their own ideas or products.Over the past three years, the summer leadership program has grown through trial, feedback and collaborative brainstorming to offer a four-week program that focuses on leadership skills, design, research exposure and entrepreneurship. Through hands-on design thinking and problem solving projects, entrepreneurial group study and by offering leadership experience in a controlled setting a new type of high school student emerges. One who is prepared, excited and inspired to get involved, try, fail and challenge themselves and their peers to create change and solve problems facing their generation.

CARE: A Computer-Aided Requirements Engineering Tool for Problem-Oriented Software Development

2015 ◽  
Vol 25 (09n10) ◽  
pp. 1747-1752 ◽  
Author(s):  
Guoyuan Liu ◽  
Zhi Li ◽  
Shilang Huang ◽  
Zhaofeng Ouyang ◽  
Zhe Liu
Keyword(s):  
Software Development ◽  
Requirements Engineering ◽  
Development Process ◽  
Engineering Practice ◽  
Problem Analysis ◽  
Software Development Process ◽  
Problem Frames ◽  
Computer Aided

This paper presents a set of computer-aided tools for problem analysis in the software development process. Jackson’s problem diagrams are used to model the problem owners’ needs and relevant contexts for the software to be built. An algorithm based on three classes of rules is provided for the systematic transformation of these models into behavioral descriptions of the software. This work is part of our long-term research efforts aiming at embedding and empirically evaluating Jackson’s Problem Frames framework (PF) in requirements engineering practice.

scholarly journals HOW DO ENGINEERING STUDENTS REACT TO MEMORIZATION VS. PROBLEM ANALYSIS QUESTIONS ON EXAMS?

2020 ◽  
Author(s):  
Sarah DeDecker ◽  
Ryan Clemmer ◽  
Karen Gordon ◽  
Julie Vale
Keyword(s):  
Focus Groups ◽  
Knowledge Base ◽  
Engineering Students ◽  
Skill Development ◽  
Engineering Problem ◽  
Problem Analysis ◽  
High Grade ◽  
Learning Approaches ◽  
Contributing Factors ◽  
Study Approach

In engineering, problem analysis skill development is an important aspect of student learning. This skill development may be hindered by the use of surface learning approaches to obtain adequate performance on assessments. In this study, two focus groups were used to investigate reactions to memorization and problem analysis questions on engineering exams based on the nature of the course. Students are primarily motivated by grades and adopt a study approach that will allow them to achieve a high grade on a midterm exam based on the context of the course and contributing factors. When students are presented with memorization questions on an exam, they are more concerned with remembering the answer instead of using their knowledge base to solve the problem. When students perceive an exam will assess their problem analysis skills, they identified questions they have already seen before to be an unfair way to assess those skills. These results suggest that students employ different study approaches depending on the nature of the course and associated assessments. Therefore, exams should be designed with intent based on whether the instructor wants to assess their knowledge base or problem analysis skills.

scholarly journals Investigating The Extent That An Integrative Learning Module Broadens The Perception Of First-Year Students About The Engineering Profession

2015 ◽  
Vol 6 (2) ◽  
pp. 99-112
Author(s):  
Tim Foutz ◽  
Kerri Patrick Singer ◽  
Maria Navarro ◽  
Sidney Thompson
Keyword(s):  
Treatment Group ◽  
Social Impact ◽  
Engineering Problem ◽  
Control Group ◽  
First Year ◽  
Social Consequence ◽  
Problem Analysis ◽  
Integrative Learning ◽  
Interdisciplinary Learning ◽  
Learning Module

Engineers today need both engineering knowledge and social science knowledge to solve complex problems. However, most people have a traditional view of engineering as a field dominated by math and science foci, with little social consequence. This study examined and compared perceptions about engineering from Freshmen taking three different First Year introductory courses. Researchers used data from students’ responses in the Draw-an-Engineer-Test, an engineering problem analysis assessment, and interviews. The Treatment Group were students in an introductory engineering course in which they received instruction using an integrative learning module entitled, the “Water Module”, based on interdisciplinary learning theory. Control Group 1 were students in a “Traditional Engineering” course, and Control Group 2 were students taking a “Non-Engineering” course. Results indicate that students in the Treatment Group developed a better understanding of engineering and its social impact on society versus the two Control Groups. We suggest that integrative and interdisciplinary learning modules are effective for broadening students’ perspectives on engineering and its role in society.

scholarly journals Probabilistic Analysis for Structures with Hybrid Uncertain Parameters

2020 ◽  
Vol 2020 ◽  
pp. 1-11
Author(s):  
Z. Xiao ◽  
Q. C. Zhao ◽  
Z. J. Wen ◽  
M. F. Cao
Keyword(s):  
Uncertainty Analysis ◽  
Engineering Application ◽  
Random Variables ◽  
Engineering Problem ◽  
Problem Analysis ◽  
Uncertain Model ◽  
Distribution Parameters ◽  
Practical Engineering ◽  
Extensive Computation ◽  
Monotonicity Analysis

In practical engineering problems, the distribution parameters of random variables cannot be determined precisely due to limited experimental data. The hybrid uncertain model of interval and probability can deal with the problem, but it will produce extensive computation and it is difficult to meet the requirement of the complex engineering problem analysis. In this scenario, this paper presents a vertex method for the uncertainty analysis of the hybrid model. By combining the traditional finite element method, it can be applied to the structural uncertainty analysis. The key of this method is to demonstrate the monotonicity between expectation and variance of the function and distribution parameters of random variables. Based on the monotonicity analysis, interval bounds of the expectation and variance are directly calculated by means of vertex of distribution parameter intervals. Two numerical examples are used to evaluate the effectiveness and accuracy of the proposed method. The results show the vertex method is computationally more efficient than the common interval Monte Carlo method under the same accuracy. Two practical engineering examples are to show that the vertex method makes the engineering application of the hybrid uncertain model easy.

scholarly journals Programme Outcome Attributes related to Complex Engineering Problem Capability: Perceptions of Engineering Students in Malaysia

2021 ◽  
Vol 17 (4) ◽  
pp. 95
Author(s):  
Che Maznah Mat Isa ◽  
Nik ‘Irfan Aiman Mohammad ◽  
Nor Hayati Saad ◽  
Preece Christopher Nigel
Keyword(s):  
Engineering Students ◽  
Engineering Problem ◽  
Cognitive Domain ◽  
Problem Analysis ◽  
Cognitive Domains ◽  
Outcome Based Education ◽  
Importance Index ◽  
Complex Engineering ◽  
Level Of Understanding ◽  
Programme Outcomes

Abstract: Programme outcomes (POs) are the attributes that reflect the student skills expected to be acquired upon graduation. The Engineering Accreditation Council (EAC) under Board of Engineers Malaysia requires 12 POs with complex engineering problems (CEP) and knowledge profiles to be incorporated in engineering programmes. Despite considerable research on outcome-based education (OBE), the OBE implementation with regards to the PO attributes and domains incorporating CEP characteristics are still questionable and vaguely implemented by the programmes. This paper presents two PO attributes related to problem solving and development/design for solution based on the perceptions of 301 engineering students in Malaysia. This paper aims to determine the student’s level of understanding on the PO learning domain and to analyze significant factors contributing to their PO attainment. A quantitative method using a questionnaire survey was adopted targeting a random probability sampling of respondents. Descriptive (percentage frequency, relative importance index) and statistical analyses (reliability, normality, correlation) were used to analyze the data. The findings show that the students perceived both POs as cognitive domains and they believed that lecturer’s roles in facilitating students on the subject matter has contributed significantly to their PO attainment. This study is limited to an engineering programme from one institution of higher learning (IHL) in Malaysia. However, the findings provide important insights on the students’ level of understanding of PO attributes and the OBE practices on CEP in the programme. This study can be extended to other IHLs to gauge the students’ understanding related to other PO attributes stipulated by the EAC.   Keywords: Programme Outcomes, Cognitive Domain, Problem Analysis, Design of The Solution, Engineering

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