scholarly journals Assessment of Programme Outcomes Through Exit Survey of Chemical/Biochemical Engineering Students

2011 ◽  
Vol 18 ◽  
pp. 39-48 ◽  
Author(s):  
Nur Tantiyani Ali Othman ◽  
Rahaiza Misnon ◽  
Siti Rozaimah Sheikh Abdullah ◽  
Noorhisham Tan Kofli ◽  
Siti Kartom Kamarudin ◽  
...  
Keyword(s):  
Engineering Students ◽  
Biochemical Engineering ◽  
Exit Survey ◽  
Programme Outcomes

scholarly journals Programme Outcome Achievements of Chemical and Biochemical Engineering Graduates Through Exit Survey

2012 ◽  
Vol 60 ◽  
pp. 294-299 ◽  
Author(s):  
Siti Rozaimah Sheikh Abdullah ◽  
Mohd Sobri Takriff ◽  
Abu Bakar Mohamad ◽  
Noorhisham Tan Kofli ◽  
Nurina Anuar ◽  
...  
Keyword(s):  
Biochemical Engineering ◽  
Exit Survey

scholarly journals The establishment of a program to act against dropout and retention rates on Biochemical Engineering

2018 ◽  
Vol 4 (2) ◽  
pp. 35
Author(s):  
Geraldo Gabriel Araujo Silva ◽  
Michele Da Rosa Andrade Zimmermann de Souza ◽  
Ana Priscila Centeno da Rosa ◽  
Elisangela Martha Radmann ◽  
Thaisa Duarte Santos
Keyword(s):  
Student Development ◽  
Time Management ◽  
Engineering Students ◽  
Retention Rates ◽  
Traditional Learning ◽  
Biochemical Engineering ◽  
School Year ◽  
Academic Activities ◽  
The University ◽  
Interest And Motivation

The highest rates of evasion and dropout on the Biochemical Engineering major at Federal University of Rio Grande are observed during the first semesters of the undergraduate degree, in which are offered the courses that compose the basic cycle of Engineering and are the foundation for the advanced courses. Literature confirms that entering the university can be a very stressful and life changing process, reinforcing the need of special institutional attention to the freshmen. As an alternative to fight this negative scenario and promote integration among the students, a series of activities were proposed through the Program of Incentive to Academic Activities of Biochemical Engineering Students (PAIEB), supported by the Institutional Program of Student Development (PDE-FURG). During the school year of 2016, PAIEB offered a series of testimonies of juniors and seniors about their experiences on college (primary action), in addition to motivational speeches, and time management workshops (secondary action). To evaluate the activities and identify punctual problems to take directed actions, opinion and reflection surveys were conducted to all students that participated in the program activities. It was found that difficulty on time management and demotivation were key problems among the freshmen. In addition, the evasion level in 2016 remained stable when compared to the 2015 level (about 17%) and decreased roughly 3% when compared to 2014, and the retention level within the freshmen year did not show significant decrease. Therefore, the answers to the surveys applied showed that the program is helping on freshman interest and motivation and helped identifying actual problems representing that PAIEB could be working, in this case, as a complementation the recurrent traditional learning and education. Moreover, data collected from the university database implied that the program needs to be amplified and intensified to help decreasing evasion and retention among the Biochemical Engineering students.  

scholarly journals EXAMINING FOURTH YEAR ENGINEERING STUDENT PERCEPTIONS OF GRADUATE ATTRIBUTE COMPETENCIES: YEAR TWO

2015 ◽  
Author(s):  
Jillian Seniuk Cicek ◽  
Paul Labossiere ◽  
Sandra Ingram
Keyword(s):  
Student Perceptions ◽  
Engineering Students ◽  
First Year ◽  
Fall Semester ◽  
Engineering Faculty ◽  
The Past ◽  
Exit Survey ◽  
Application Analysis ◽  
The University ◽  
Graduating Students

As the Engineering Faculty at the Universityof Manitoba shifts its curriculum from an input-based toan outcomes-based pedagogy, data from diverse sourcesare being collected. Among them, indirect data are beinggathered from students using a student exit survey. Thesurvey has been developed over the past three years toexplore graduating students’ perceptions of theiraptitudes and their engineering program’s strengths andweaknesses in regards to the 12 CEAB graduateattributes. It is comprised of the 12 attributes, with eachattribute further defined by six indicators. Theseindicators reflect the levels of Bloom’s Taxonomy ofEducational Objectives in the Cognitive Domain:knowledge, comprehension, application, analysis,synthesis and evaluation. The student exit survey was firstadministered to graduating mechanical engineeringstudents at the end of Fall semester 2012 and then at theend of Fall semester 2013. This paper describes thesecond year of the study, and discusses the datacomparatively with the findings from the first year. Thisstudy offers the Engineering Faculty an understanding oftheir Mechanical Engineering students’ experiences withand perceptions of the CEAB graduate attributes. It willbe used to provide feedback at instructor, program andfaculty levels as the University of Manitoba’s Faculty ofEngineering continues to implement its cycle of programdevelopment and improvement.

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

scholarly journals REDESIGNING THE LEARNING EXPERIENCE: ONE PROFESSOR’S EFFO2 RTS TO DEVELOP AN ACTIVE AND ENGAGING FIRST YEAR THERMODYNAMICS COURSE

2015 ◽  
Author(s):  
Jillian Seniuk Cicek ◽  
Douglas Ruth ◽  
Sandra Ingram
Keyword(s):  
Active Learning ◽  
Engineering Students ◽  
Learning Experience ◽  
First Year ◽  
Course Performance ◽  
Pedagogical Tools ◽  
Grade Point ◽  
Practical Action ◽  
Exit Survey ◽  
The University

Active learning is a pedagogicalmethodology that research has shown both engages andmotivates students. This paper reports on one professor’swork to infuse active learning into his first yearthermodynamics course. Based on the results of a pilotstudy aimed at exploring the use of active learning in afirst-year thermodynamics course to engage students andimprove their learning, a problem-solving learningapproach was designed for a subsequent offering of thecourse. Mini-lectures were interspersed with tutorials,and active learning and pedagogical tools and strategieswere employed with the intent to increase studentengagement and enhance learning. At the conclusion ofthis course, a student exit survey and a student focusgroup were conducted, and students’ course marks werecompared to their cumulative grade point averages toexamine their course performance. Findings showed thatstudents were engaged by the active learning design andevidence of learning was found. This is the second phaseof a practical action research study to turn a traditional,lecture-based course into an active learning arena forfirst year engineering students at the University ofManitoba.

scholarly journals SURVEYING FOURTH YEAR ENGINEERING STUDENT PERCEPTIONS OF GRADUATE ATTRIBUTE COMPETENCIES

2013 ◽  
Author(s):  
Jillian Seniuk Cicek ◽  
Paul Labossiere ◽  
Danny Mann
Keyword(s):  
Student Perceptions ◽  
Domain Knowledge ◽  
Engineering Students ◽  
Cognitive Domain ◽  
Engineering Programs ◽  
Exit Survey ◽  
Two Factors ◽  
Valid Instrument ◽  
University Of Manitoba ◽  
The University

As the Faculty of Engineering at the University of Manitoba begins to emphasize outcome based teaching and assessment along with the traditional input-based teaching and assessment, data are being collected in a variety of forms. Some of the indirect data being gathered comes from students in the form of the Student Exit Survey. This survey was developed to measure students’ perception of how well their program prepared them with regards to the CEAB twelve graduate attributes. The survey asked students to consider a large number of indicators for each of the graduate attributes.The indicator list was originally constructed with the intention of sufficiently defining each attribute for the five engineering programs in the faculty while providing variety and choice. Therefore, the list was fairly extensive, and at times iterative and unwieldy. When revisiting the original Student Exit Survey, two factors ascended in importance: student feedback on their personal attribute competencies as developed within their program, and how to define attribute competency levels.To establish competency levels and make indicators more manageable for faculty and students, the indicators for each attribute were revised to reflect the six levels of Bloom’s Taxonomy of Educational Objectives in the Cognitive Domain: knowledge, comprehension, application, analysis, synthesis and evaluation. This new attribute/indicator format was then developed into theStudent Exit Survey and given to fourth year Mechanical engineering students in Fall 2012. This paper describes that effort and analyzes the initial data from this first pass. This data will be used to inform the continued revision of the Student Exit Survey until it is a reliable and valid instrument for providing feedback at instructor, program and faculty levels as the University of Manitoba’s Faculty of Engineering forges ahead with its continual cycle of improvement.

scholarly journals Engineering Students’ Perceptions and Acceptance of the Online Flipped Classroom for Learning during the COVID-19 Pandemic

2021 ◽  
Vol 9 (3) ◽  
pp. 52-62
Author(s):  
Nor Fadhillah Mohamed Azmin ◽  
Mohd Firdaus Abd Wahab ◽  
Farah Ahmad ◽  
Ani Liza Asnawi ◽  
Ahmad Zamani Jusoh ◽  
...  
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Engineering Students ◽  
Flipped Learning ◽  
Biochemical Engineering ◽  
Effective Manner ◽  
Class Meetings ◽  
Academic Courses ◽  
University Lecturers ◽  
Selection Of

This article reports on the results of an open-response survey sent out to IIUM Engineering students to elicit their thoughts and views about learning their courses online via the flipped learning mode. The decision to take academic courses online was brought about by the COVID-19 pandemic which has forced many sectors, including the education sector, to either cease operations or make changes to their approaches. Hence the objective of the survey was to explore Biochemical Engineering students’ perceptions and acceptance of online flipped learning during the COVID-19 pandemic. Responses were collected from 80 Year 2, 3 and 4 students of Engineering at the IIUM. The results showed an overwhelming acceptance of online flipped learning among the students where only a small percentage of 2.7% completely rejected it as a preferred online learning mode. A majority of the students expressed a reserved acceptance (64.9%) of it, while 27% accepted it unconditionally. A major concern that emerged from the findings was uncurated and poor selection of videos for students to study before class meetings. This suggests that the flipped classroom approach can result in ineffective online learning if it is not designed carefully. The findings have significant implications on the technological skills and pedagogical readiness of university lecturers to design and deliver online flipped learning in an effective manner.  

Benefits and Challenges of a Virtual Laboratory in Chemical and Biochemical Engineering: Students’ Experiences in Fermentation

2021 ◽  
Author(s):  
Simoneta Caño de las Heras ◽  
Barbara Kensington-Miller ◽  
Brent Young ◽  
Vicente Gonzalez ◽  
Ulrich Krühne ◽  
...  
Keyword(s):  
Engineering Students ◽  
Virtual Laboratory ◽  
Biochemical Engineering
Sign in / Sign up

Export Citation Format

Share Document