scholarly journals An authentic learning approach to engage solid waste engineering students

2020 ◽  
Vol 172 ◽  
pp. 748-759
Author(s):  
Olivier Lefebvre ◽  
Jietong Luo
Keyword(s):  
Solid Waste ◽  
Engineering Students ◽  
Authentic Learning ◽  
Learning Approach

scholarly journals Mechanical Engineering Students Project-Based Learning in OUAS

2022 ◽  
pp. 50-68
Author(s):  
Ville Isoherranen ◽  
Mira Kekkonen
Keyword(s):  
Applied Sciences ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Project Based Learning ◽  
Learning Approach ◽  
University Of Applied Sciences ◽  
Engineering Department ◽  
To Come ◽  
Local Companies ◽  
Thesis Work

This chapter introduces project-based learning approach which is used in the Oulu University of Applied Sciences (OUAS), School of Engineering and Natural Resources, Mechanical Engineering Department to get local companies to offer project works to mechanical engineering students. The concept is based on organizing a local event or online event for the companies to come to OUAS campus to present their challenges needing engineering students to solve. The companies are then competing, selling, or pitching their problem for engineering students as the engineering students will then individually select the most interesting cases to be solved, and which has linkage to potential summer job and thesis work opportunities if projects are successful. The concept has proven to be successful, and it has been established as traditional event with many companies returning to the pitching event annually to get their industry problems solved by group of motivated engineering students.

scholarly journals A DESIGN-CENTERED LABORATORY CURRICULUM FOR FIRST-YEAR BIOMEDICAL ENGINEERING STUDENTS

2019 ◽  
Author(s):  
Gabrielle Lam
Keyword(s):  
Experiential Learning ◽  
Student Performance ◽  
Biomedical Engineering ◽  
Engineering Students ◽  
First Year ◽  
Learning Approach ◽  
Laboratory Course ◽  
Structured Design ◽  
Survey Results ◽  
Design Projects

A new first-year biomedical engineering laboratory course was created using a problem-based learning approach. Centered on four semi-structured design projects and experiments, the laboratory course was designed to facilitate meaningful experiential learning. Preliminary analyses of survey results suggest that the semi-structured nature of lab activities is viewed both positively and negatively by students, depending on their perception of preparedness for the project. Its correlation with student performance will be better understood with thorough study of other components of survey results.

scholarly journals A Design-Based Learning Approach for Fostering Sustainability Competency in Engineering Education

2020 ◽  
Vol 12 (7) ◽  
pp. 2958 ◽  
Author(s):  
Zhiliang Huang ◽  
Annan Peng ◽  
Tongguang Yang ◽  
Shuguang Deng ◽  
Yuexia He
Keyword(s):  
Engineering Education ◽  
Engineering Students ◽  
System Thinking ◽  
Sensor Technology ◽  
Learning Approach ◽  
Passive Learning ◽  
Teaching Procedure ◽  
And Performance ◽  
The Individual ◽  
Innovation And Entrepreneurship

This paper provides and illustrates a design-based learning (DBL) approach for fostering individual sustainability competency in engineering education. We performed two studies with engineering students in typical educational activities. The first study helped students perform a topic-specific design task in the practicum unit of a sensor technology course, which compared the performance of the DBL approach and conventional passive learning approach. The second study guided students to develop innovative projects for participating in the "Internet Plus" Innovation and Entrepreneurship Competition (IPIEC). To validate the proposed approach, stakeholder questionnaires and performance evaluations were implemented. The results show that the DBL approach was viable for sustainability competency teaching in terms of learning demand and teaching procedure. We found that students in the DBL group gave more prominence in the individual competencies, such as system-thinking, multidisciplinary applications, and collaboration. These findings suggest that applying the DBL approach to train sustainability competency in engineering education is beneficial for promoting students’ abilities in dealing with challenges involved in sustainability practice.

scholarly journals Does Your School Have the Maker Fever? An Experiential Learning Approach to Developing Maker Competencies

2018 ◽  
Vol 11 (1) ◽  
pp. 103-120 ◽  
Author(s):  
Ann-Louise Davidson ◽  
David William Price
Keyword(s):  
Experiential Learning ◽  
21St Century ◽  
Authentic Learning ◽  
Learning Approach ◽  
Maker Movement ◽  
On Demand ◽  
Social Events ◽  
Maker Culture ◽  
Learning With Technology ◽  
The Maker Movement

The maker movement in education is linked to better, more authentic learning that can help students develop 21st century competencies. Maker experiences, like any experiential learning, can be limited by decontextualized, recipe-style labs and fail to deliver on the promise of engaged learners ready to learn on demand and solve the ill-defined problems of the 21st century. Our multiphase research program on maker culture in education held a series of exploratory workshops and social events to discover the competencies required to turn experiential learning with technology into maker experiences that meet 21st century needs.

Sign in / Sign up

Export Citation Format

Share Document