Pilot of Systematic Ideation Study With Lessons Learned

2010 ◽  
Author(s):  
Linda C. Schmidt ◽  
Noe Vargas Hernandez ◽  
Gu¨l Kremer ◽  
Julie Linsey
Keyword(s):  
Experimental Design ◽  
Treatment Condition ◽  
Engineering Students ◽  
Lessons Learned ◽  
Undergraduate Engineering ◽  
Pilot Work ◽  
Experimental Process ◽  
The Impact

This work describes an experiment to research improving the ideation performance of undergraduate engineering students in classroom settings. This research investigates the impact of TRIZ, increasing emphasis on sketching during design, and using the Pulse Smartpen, on ideation performance. The research team’s goal is to develop an experimental design and protocols for this suite of ideation tools. Successful experimentation will provide a standard way to benchmark ideation tool effectiveness. The experimental design includes training students in the appropriate tools for their treatment condition and presenting students with an ideation design assignment. The design assignment results will be analyzed using ideation measures of novelty, variety, quantity and quality as defined in the literature. Results from pilot work at three institutions are introduced here along with observations on the experimental process to date.

Top down, bottom up and classroom reading anxiety and their effect on reading performance of undergraduate engineering students in Pakistan

2019 ◽  
Vol 11 (3) ◽  
pp. 590-603
Author(s):  
Ashfaque Hussain Soomro ◽  
Imran Khan ◽  
Muhammad Younus
Keyword(s):  
Engineering Students ◽  
Negative Impact ◽  
Reading Performance ◽  
First Year ◽  
Top Down ◽  
Bottom Up ◽  
Content Type ◽  
Undergraduate Engineering ◽  
Reading Anxiety ◽  
The Impact

Purpose The purpose of this paper is to explore EFL reading anxiety of first-year undergraduate engineering students and its effect on their reading performance in a public sector engineering university in Pakistan. It specifically aims to explore their top-down, bottom-up and classroom EFL reading anxiety. Design/methodology/approach Data for the present study were collected from 200 first-year engineering students to explore their reading anxiety. A 20-item questionnaire developed by Zoghi and Alivandivafa (2014) was used to measure students’ EFL reading anxiety, while an IELTS academic reading test was used to measure their reading performance. The data were analyzed through exploratory factorial analysis and multiple regression analysis to determine which type of reading anxiety has a significant effect on students’ reading performance. Findings It was found that the bottom-up reading anxiety and the classroom reading anxiety have a significant negative impact on the reading performance of the first-year undergraduate engineering students of a Pakistani university. However, top-down reading anxiety has an insignificant negative impact on the reading performance of university students. Research limitations/implications The data for the current study were drawn from one Pakistani public sector engineering university, and all the students were first-year undergraduates. The data were collected through a self-reported questionnaire and IELTS (academic) reading test. Some of the students may be unfamiliar with the IELTS test pattern, so their reading performance might have been affected. Practical implications Teachers should adopt such a methodology in their EFL classrooms which helps students reduce their reading anxiety. Reading texts must be selected considering the proficiency level of students, and reading strategies must be explicitly taught to reduce bottom-up and top-down reading anxieties. Teachers should create a positive learning environment in their classroom by encouraging students to make an effort to improve their reading skills in order to deal with classroom reading anxiety. Students must be explained that they should help one another rather than ridiculing each other’s reading mistakes. Differentiated instruction can also be adopted to facilitate weak readers. The teachers can provide additional/out of the class support to weak readers in order to help them deal with reading anxiety. Originality/value The EFL reading anxiety among university students in the Pakistani context has received little attention from the researchers. Furthermore, although the impact of EFL reading anxiety on EFL students’ reading performance has been explored previously, the impact of three types of EFL reading anxiety on EFL learners’ reading performance has not been adequately investigated.

Evaluating the Use of Digital Product Repositories to Enhance Product Dissection Activities in the Classroom

2009 ◽  
Vol 9 (4) ◽  
Author(s):  
Matt Devendorf ◽  
Kemper Lewis ◽  
Timothy W. Simpson ◽  
Robert B. Stone ◽  
William C. Regli
Keyword(s):  
Lessons Learned ◽  
Digital Design ◽  
National Scale ◽  
Ongoing Research ◽  
Undergraduate Engineering ◽  
Information Tools ◽  
Digital Environments ◽  
Undergraduate Engineering Education ◽  
The Impact ◽  
And Storage

Product dissection has been used successfully in a variety of ways to actively engage students in their learning; however, using product dissection in the classroom does have drawbacks: products, tools, and their upkeep can be costly, workspace and storage space can be difficult to obtain, and even the best crafted dissection assignments can end in chaos. Recent cyberinfrastructure initiatives seek to create ubiquitous, comprehensive, interactive, and functionally complete digital environments for research communities that consist of people, data, information, tools, and instruments. With product dissection as our unifying theme, we are applying cyberinfrastructure tools and technologies to undergraduate engineering education and assessing the impact of these tools on student learning. Specifically, the project combines product dissection activities at three universities with two digital design repositories CAD modeling and animation, video, and MediaWiki technology to enable cyberinfrastructure-based product dissection activities. Lessons learned from these efforts are presented from the students’ perspectives as well as that of the faculties in both engineering and computer science. The implications for implementing the developments on a national scale are discussed along with ongoing research.

scholarly journals Experimental parameters and infarct size in closed chest pig LAD ischemia reperfusion models; lessons learned

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Max J. M. Silvis ◽  
Gerardus P. J. van Hout ◽  
Aernoud T. L. Fiolet ◽  
Mirthe Dekker ◽  
Lena Bosch ◽  
...  
Keyword(s):  
Experimental Design ◽  
Infarct Size ◽  
Ischemia Reperfusion ◽  
Balloon Occlusion ◽  
Lessons Learned ◽  
Area At Risk ◽  
Closed Chest ◽  
Occlusion Time ◽  
The Impact

Abstract Background Preclinical models that resemble the clinical setting as closely as possible are essential in translating promising therapies for the treatment of acute myocardial infarction. Closed chest pig left anterior descending coronary artery (LAD) ischemia reperfusion (I/R) models are valuable and clinically relevant. Knowledge on the influence of experimental design on infarct size (IS) in these models is a prerequisite for suitable models. To this end, we investigated the impact of several experimental features (occlusion and follow-up time and influence of area at risk (AAR)) on IS. Methods A total of fifty-one female Landrace pigs were subjected to closed chest LAD balloon occlusion and evaluated in three substudies with varying protocols. To assess the relationship between time of occlusion and the IS, 18 pigs were subjected to 60-, 75- and 90 min of occlusion and terminated after 24 h of follow-up. Influence of prolonged follow-up on IS was studied in 18 pigs after 75 min of occlusion that were terminated at 1, 3 and 7 days. The relation between AAR and IS was studied in 28 pigs after 60 min of occlusion and 24 h of follow-up. The relation between VF, number of shocks and IS was studied in the same 28 pigs after 60 min of occlusion. Results Increasing occlusion time resulted in an increased IS as a ratio of the AAR (IS/AAR). This ranged from 53 ± 23% after 60 min of occlusion to 88 ± 2.2% after 90 min (P = 0.01). Increasing follow-up, from 1 to 3 or 7 days after 75 min of occlusion did not effect IS/AAR. Increasing AAR led to a larger IS/AAR (r2 = 0.34, P = 0.002), earlier VF (r2 = 0.32, P = 0.027) and a higher number of shocks (r2 = 0.29, P = 0.004) in pigs subjected to 60 min of occlusion. Conclusions These experiments describe the association of occlusion time, follow-up duration, AAR and VF with IS in closed chest pig LAD I/R models. These results have important implications for future I/R studies in pigs and can serve as a guideline for the selection of appropriate parameters and the optimal experimental design.

scholarly journals The role of undergraduate laboratories in the formation of engineering identities: A critical review of the literature

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Christine Winberg ◽  
Simon L. Winberg
Keyword(s):  
Identity Formation ◽  
Systematic Reviews ◽  
Critical Review ◽  
Engineering Students ◽  
Empirical Studies ◽  
Theory And Practice ◽  
Review Of The Literature ◽  
Undergraduate Engineering ◽  
The Impact ◽  
Engineering Identity

Background: There was growing recognition worldwide by professional engineering bodies, engineering faculties and researchers on the need to pay attention to engineering students’ emerging identities and how they were formed across the trajectory of undergraduate engineering programmes. An increasing number of research studies focused on engineering identity, including systematic reviews of the research literature.Aim: Engineering laboratories were key learning spaces in undergraduate engineering programmes. In the laboratory, students learned to integrate theory and practice, engaged in problem-solving and applied experimental methods. The purpose of this critical review of the literature was to interrogate the impact that learning in engineering laboratories had on emerging professional identities across engineering disciplines and fields.Method: This review built on and extended previous systematic reviews on engineering identity by studying pedagogies in the engineering laboratory through the lens of identity formation. Search terms were consistently applied to eight databases, which yielded 57 empirical studies, after the application of relevance and quality appraisal criteria. Two reviewers independently applied a socio-materialist theoretical framework of identify formation to each study and coded each of the studies into categories aligned with the theoretical framework.Results: The findings of the critical review revealed the temporal, spatial, material, performative and discursive dimensions in engineering identity formation and showed that students’ emerging identities could be affirmed and supported by appropriate laboratory pedagogies.Conclusion: The critical review of the literature concluded that curricular and pedagogical interventions that were better aligned with the dimensions of identity formation were more likely to enhance students’ identification with engineering.

How Engineering Design Students’ Creative Preferences and Cognitive Styles Impact Their Concept Generation and Screening

2018 ◽  
Author(s):  
Katie Heininger ◽  
Hong-En Chen ◽  
Kathryn Jablokow ◽  
Scarlett R. Miller
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Engineering Students ◽  
Idea Generation ◽  
Risk Tolerance ◽  
Concept Generation ◽  
Undergraduate Engineering ◽  
Engineering Design Process ◽  
Individual Traits ◽  
The Impact

The flow of creative ideas throughout the engineering design process is essential for innovation. However, few studies have examined how individual traits affect problem-solving behaviors in an engineering design setting. Understanding these behaviors will enable us to guide individuals during the idea generation and concept screening phases of the engineering design process and help support the flow of creative ideas through this process. As a first step towards understanding these behaviors, we conducted an exploratory study with 19 undergraduate engineering students to examine the impact of individual traits, using the Preferences for Creativity Scale (PCS) and Kirton’s Adaption-Innovation inventory (KAI), on the creativity of the ideas generated and selected for an engineering design task. The ideas were rated for their creativity, quality, and originality using Amabile’s consensual assessment technique. Our results show that the PCS was able to predict students’ propensity for creative concept screening, accounting for 74% of the variation in the model. Specifically, team centrality and influence and risk tolerance significantly contributed to the model. However, PCS was unable to predict idea generation abilities. On the other hand, cognitive style, as measured by KAI, predicted the generation of creative and original ideas, as well as one’s propensity for quality concept screening, although the effect sizes were small. Our results provide insights into individual factors impacting undergraduate engineering students’ idea generation and selection.

scholarly journals SCAFFOLDING STRATEGIES FOR TEACHING ENGINEERING DESIGN IN A COLLABORATIVE PROJECT-BASED LEARNING ENVIRONMENT

2018 ◽  
Author(s):  
Mohamed Galaleldin ◽  
Hanan Anis ◽  
Patrick Dumond ◽  
David Knox
Keyword(s):  
Engineering Design ◽  
Student Performance ◽  
Engineering Students ◽  
Positive Impact ◽  
Project Based Learning ◽  
Lessons Learned ◽  
Team Work ◽  
Skill Assessment ◽  
Collaborative Project ◽  
The Impact

 Abstract –Collaborative Project Based Learning (CPBL) is known for enhancing deep learning, professional skills development, student engagement and motivation, cultivating interdependence in learning, thinking, problem solving, and creating interest and excitement in learning. This article describes the impact of an engineering design course on first-year engineering students. Student performance was evaluated before and after taking the course using a pre-and-post design skill assessment test, peer feedback evaluations, and thematic analysis of each student’s self-reflection of lessons learned. Initial analysis of the data indicates that a CPBL environment has a significantly positive impact on the development of engineering students’ ability to describe the engineering design process and relate it directly to real-world problems. Students also realized the importance of communication, team work, investigation and project management skills.

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