Integrating technology into an engineering faculty teaching context: examining faculty experiences and student perceptions

2021 ◽  
pp. 1-19
Author(s):  
Okan Arslan ◽  
Tugba Kamali Arslantas ◽  
Evrim Baran
Keyword(s):  
Student Perceptions ◽  
Faculty Experiences ◽  
Engineering Faculty ◽  
Teaching Context ◽  
Faculty Teaching ◽  
Integrating Technology

An Introductory Course in Thermal Fluid Engineering

2000 ◽  
Author(s):  
I. Sorensen ◽  
M. Ellis ◽  
C. Dancey ◽  
B. Vick ◽  
D. Jaasma ◽  
...  
Keyword(s):  
Heat Transfer ◽  
Fluid Mechanics ◽  
Team Teaching ◽  
Mechanical Engineering ◽  
Engineering Faculty ◽  
Organizational Skills ◽  
Introductory Course ◽  
Faculty Teaching ◽  
Laboratory Report ◽  
Hands On

Abstract Experiences related to a new sophomore level course, “Introduction to Thermal Fluid Engineering,” are described. Several hundred students have taken the course and are currently enrolled in the follow-on courses in thermodynamics, fluid mechanics, and heat transfer. The introductory course is structured as a two-hour per week lecture with a laboratory that meets three times during the semester. Although thermodynamics, fluid mechanics, and heat transfer subjects are introduced sequentially during the course, the overlap and inter-relationships between topics are emphasized. It has been beneficial both for students and the faculty teaching the course to see the bigger picture of the three courses as a whole rather than as separate topics. The open laboratories are manned by a graduate student or senior who guides the students through hands-on experiments. Each of the three simple experiments is designed to illustrate important principles and reinforce the computational skills of the students. A web site has been established to help guide the students in preparing the written portion of the laboratory report. Team teaching of some sections has been tried and compared to the standard one teacher per section approach. Feedback from the students indicated a surprising acceptance of having several teachers for a course when they were well coordinated. One advantage mentioned by the students was to introduce them to more of the mechanical engineering faculty early in their studies. Because this is the first course requiring engineering analysis taught by the mechanical engineering faculty, it provides the opportunity to direct them in their problem solving and organizational skills that will be useful throughout the rest of their courses. Student evaluations are included as part of the results presented.

scholarly journals STUDENT AND FACULTY PERCEPTIONS OF CAPSTONE PURPOSES: WHAT CAN ENGINEERING LEARN FROM OTHER DISCIPLINES?

2020 ◽  
Author(s):  
Julie Vale ◽  
Karen Gordon ◽  
Russell Kirkscey ◽  
Jennifer Hill
Keyword(s):  
Student Perceptions ◽  
National Survey ◽  
Engineering Students ◽  
Faculty Perceptions ◽  
Student Experience ◽  
Engineering Faculty ◽  
Initial Results

Capstone Experiences (CE) are meant to integrate and culminate the student experience. The most common CE in the Canadian and American engineering curriculums is the final year design course, but other disciplines also have capstone experiences.  This paper presents initial results from a multi-institutional, multi-national survey of faculty and student perceptions of capstone experiences.  Here, we investigate three criteria (Values, Skills/competencies, Attitudes) and discuss differences and similarities among the disciplines and between engineering students and faculty.   There is good alignment between engineering faculty and students, but values such as openness and compassion are selected at (comparatively) lower rates by engineering faculty and students than by other disciplines. These findings provide an opportunity for engineering educators to reflect on the intentions of their CE; e.g., are these results an intentional outcome of engineering capstones, or an oversight on the part of engineering educators?

scholarly journals Exploring Faculty Perspectives during Emergency Remote Teaching in Engineering at a Large Public University

2021 ◽  
Vol 11 (8) ◽  
pp. 419
Author(s):  
Maria Chierichetti ◽  
Patricia Backer
Keyword(s):  
Online Teaching ◽  
Well Being ◽  
Faculty Members ◽  
Tenure Track ◽  
Engineering Faculty ◽  
Faculty Teaching ◽  
Tenure Track Faculty ◽  
San Jose State University ◽  
College Of Engineering ◽  
The Impact

In Spring 2020, the College of Engineering at San José State University (SJSU) conducted a comprehensive analysis of the impact of COVID-19 on faculty who were forced to transition to an online learning environment. The purpose of this study is to assess the impact of COVID-19 on faculty teaching methods, assessment methods, and personal well-being. The study was a combination of a quantitative survey and a qualitative study using interviews of engineering faculty teaching in Spring 2020. In the first part, we surveyed all faculty teaching during Spring 2020 in the SJSU College of Engineering about their experiences after the move to 100% online instruction in March 2020. In the second part of the research, we interviewed 23 faculty members to obtain a more in-depth understanding of their experiences during the move online in Spring 2020. Overall, 98 faculty participated in the survey: lecturers (58), tenure-track (18), tenured (13), adjunct (1), and Teaching Associates (1). The faculty reported being worried about their family and their students’ well-being. In addition, 65% of faculty members reported either a moderate or a great deal of stress related to the shelter in place, and this percentage was higher for female faculty (74%) and for tenure-track faculty (83%). Overall, faculty members felt that they had their classes under control most of the time and that the transition to online teaching was positive, even if they felt they had too much work to do and felt always in a hurry and under pressure. From a teaching perspective, the interviews highlight that faculty members’ main concerns focus on testing and assessment and students’ engagement. Overall, SJSU College of Engineering faculty members felt under stress in the transition to online teaching, especially the tenure-track faculty members, but were able to transition their classes with ease.

A Blended Learning Approach to Academic Writing and Presentation Skills

2016 ◽  
Vol 3 (2) ◽  
pp. 33-55 ◽  
Author(s):  
Satu Tuomainen
Keyword(s):  
University Students ◽  
Blended Learning ◽  
Student Perceptions ◽  
Academic Writing ◽  
English For Academic Purposes ◽  
Face To Face ◽  
Teaching Context ◽  
Common Learning ◽  
Learning Options ◽  
Blended Course

AbstractBlended learning is a common learning mode in higher education which combines the use of online and face-to-face classroom learning. The use of blended learning for English for Academic Purposes (EAP) with non-native university students, however, can pose challenges from the methods and materials to the student perceptions. This article describes the blended learning implementation of an EAP course for academic writing and presentation skills and how the students perceived the blended course mode, methods, workload, learning atmosphere and challenges. Results indicate that non-native university students appreciated blended learning for the EAP course and found the flexibility and convenience of blended learning beneficial to their EAP learning. This encourages the further development of blended learning options for EAP writing and presentation skills as students no longer require the extensive classroom teaching context but instead adapt well to self-regulated and reflective learning of EAP.

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.

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