Micro-Credentialing of Entrepreneurship Education in a Practice-Based Undergraduate Engineering Context

2019 ◽  
Vol 3 (4) ◽  
pp. 352-363
Author(s):  
Bronwyn Eager ◽  
Emily Cook
Keyword(s):  
Engineering Education ◽  
Assessment Framework ◽  
Education Students ◽  
Delivery Methods ◽  
Design Decisions ◽  
Face To Face ◽  
Undergraduate Engineering ◽  
Design Considerations ◽  
Engineering Degree ◽  
Competency Based

This article presents a case description of the design decisions, delivery methods, and assessment framework for an entrepreneurship micro-credential in a newly developed practice-based engineering degree, which was codesigned with industry partners who called for the integration of innovation, proactivity, and creativity (i.e., characteristics of entrepreneurship) into engineering education. Students undertake the micro-credential via online and face-to-face modules. Assessment is competency-based, requiring students to apply the theoretical knowledge provided in the micro-credential to an industry-based project. By participating in the micro-credential, it is expected that students will have a better understanding of how products and services can address customer needs, and how opportunities for product and service enhancement can create opportunities for growing the offerings of engineering. Several insights into the strengths, limitations, and design considerations for entrepreneurship micro-credentials in an engineering education context are outlined in addition to suggestions for improvement.

Widening the Industrial Competence Base

2016 ◽  
pp. 2083-2095
Author(s):  
Pia Lappalainen
Keyword(s):  
Engineering Education ◽  
Teaching Practice ◽  
Operating Environment ◽  
Face To Face ◽  
Engineering Teams ◽  
Engineering Degree ◽  
Technical Content ◽  
Key Concepts ◽  
Micro Level ◽  
Ultimate Objective

Amidst the macroeconomic, social, and industrial trends altering the industrial operating environment, calls have been made to shift attention from specialized but narrow technical content of engineering education to a broader competence base that better accommodates societal demands. This chapter focuses on the micro-level ethical conduct that materializes in face-to-face interaction in engineering teams. The chapter serves three aims: first, it defines the key concepts employed in the discussion. Second, it offers an account of the worth and impacts of investments in emotive skills in the engineering world. Finally, it describes a pedagogic experiment in incorporating ethics into engineering degree studies at Aalto University, Finland. The ultimate objective is to propose a teaching practice that would turn the currently marginal attempts to include ethical topics in engineers' syllabi into a mainstream mindset and philosophy that dictates decisions and drives conduct in future engineering communities.

scholarly journals Establishing a Virtual Makerspace for an Online Graduate Course: A Design Case

2017 ◽  
Vol 8 (1) ◽  
Author(s):  
Kevin M. Oliver ◽  
Robert L. Moore ◽  
Michael A. Evans
Keyword(s):  
Distance Education ◽  
Informal Learning ◽  
Education Students ◽  
Graduate Course ◽  
Design Decisions ◽  
Face To Face ◽  
Geographically Dispersed ◽  
Design Case ◽  
Key Steps ◽  
Selection Of

This design case discusses key steps taken to establish a virtual makerspace for students enrolled in an online graduate course on informal learning. Two key design decisions are elaborated around (a) the selection of appropriate projects and packaged materials that distance education students can receive by mail to participate in making, and (b) the choice of an online platform for distance education students to document their design processes for assessment purposes and peer interaction and learning. This design case is relevant to a variety of online communities who may wish to engage in maker activities as well as isolated face-to-face communities or individuals who may not have local mentors to support informal making and could, therefore, benefit from online connectivity to an expert or peer support. To promote replication of the design, materials and community tools to support making among geographically dispersed makers are detailed.

scholarly journals Responding in a time of crisis: Assessing extension efforts during COVID-19

2020 ◽  
Vol 1 (2) ◽  
pp. 12-23
Author(s):  
Lendel Narine ◽  
Cristian Meier
Keyword(s):  
Online Education ◽  
Learning Activities ◽  
State University ◽  
Online Classes ◽  
Assessment Framework ◽  
Utah State University ◽  
Delivery Methods ◽  
Face To Face ◽  
Extension Professionals ◽  
And Shifts

Extension was forced to rapidly adjust its efforts and program delivery methods to respond to clientele needs during the COVID-19 pandemic of 2020. The pandemic presents a range of unique challenges to Extension including revisions to resource allocations and shifts in programmatic focus. Guided by a needs assessment framework, this paper assesses the rapid response of Utah State University (USU) Extension to meet residents needs during COVID-19. This correlational study gathered data from 199 Extension professionals (n = 199) at USU Extension. Findings show Extension professionals had good capacity to implement outreach activities related to online education, engaging residents, and external partnerships. Further, Extension took rapid actions in several areas in response to COVID-19, including providing online learning activities for youth, and conducting online classes in place of traditional face-to-face classes. Findings show professionals’ outreach capacity was positively related to the total number of actions taken in response to COVID-19. Extension professionals addressed COVID-19 topics such as telehealth, temporary homeschooling kids, and stress management. This study demonstrates the adaptability of Extension to an unpredictable event and provides a framework to assess response. Findings are geared towards effective resource allocation to support Extension’s role in meeting residents’ needs during COVID-19.

Widening the Industrial Competence Base

2015 ◽  
pp. 191-203
Author(s):  
Pia Lappalainen
Keyword(s):  
Engineering Education ◽  
Teaching Practice ◽  
Operating Environment ◽  
Face To Face ◽  
Engineering Teams ◽  
Engineering Degree ◽  
Technical Content ◽  
Key Concepts ◽  
Micro Level ◽  
Ultimate Objective

Amidst the macroeconomic, social, and industrial trends altering the industrial operating environment, calls have been made to shift attention from specialized but narrow technical content of engineering education to a broader competence base that better accommodates societal demands. This chapter focuses on the micro-level ethical conduct that materializes in face-to-face interaction in engineering teams. The chapter serves three aims: first, it defines the key concepts employed in the discussion. Second, it offers an account of the worth and impacts of investments in emotive skills in the engineering world. Finally, it describes a pedagogic experiment in incorporating ethics into engineering degree studies at Aalto University, Finland. The ultimate objective is to propose a teaching practice that would turn the currently marginal attempts to include ethical topics in engineers' syllabi into a mainstream mindset and philosophy that dictates decisions and drives conduct in future engineering communities.

scholarly journals PUZZLE-BASED LEARNING: AN APPROACH TO CREATIVITY, DESIGN THINKING & PROBLEM SOLVING. IMPLICATIONS FOR ENGINEERING EDUCATION.

2017 ◽  
Author(s):  
Stacy A Costa
Keyword(s):  
Problem Solving ◽  
Engineering Education ◽  
Engineering Students ◽  
Design Thinking ◽  
Exploratory Analysis ◽  
First Year ◽  
Critical Problem ◽  
Future Studies ◽  
Undergraduate Engineering ◽  
Engineering Degree

This paper will explore research practices already being conducted in various institutions, strengthening this paper's position that puzzle-based learning is a foundational methodology which assists newly admitted undergraduate engineering students, how to best approach critical problem solving. Furthermore, this paper will provide recommendations for an introductory protocol to introduce the incorporation of puzzle-based learning into a seminar-style course for First Year Introductory Engineering, and as a component of the engineering degree. The paper results in an exploratory analysis of what could be a starting place for future studies or classes to be conducted.

Enhancing formative feedback in orthopaedic training: Development and implementation of a competency-based assessment framework

2019 ◽  
Author(s):  
Natalie Wagner ◽  
Anita Acai ◽  
Sydney A. McQueen ◽  
Com McCarthy ◽  
Andrew McGuire ◽  
...  
Keyword(s):  
Intraclass Correlation ◽  
Formative Feedback ◽  
Assessment Practices ◽  
Tool Development ◽  
Assessment Framework ◽  
Educational Impact ◽  
Postgraduate Training Program ◽  
Current Assessment ◽  
Competency Based ◽  
Orthopaedic Training

Objective: The purpose of this study was to develop, implement, and evaluate the effectiveness of an assessment framework aimed at improving formative feedback practices in a Canadian orthopaedic postgraduate training program. Methods: Tool development began in 2014 and took place in 4 phases, each building upon the previous and informing the next. The reliability, validity, and educational impact of the tools were assessed on an ongoing basis, and changes were made accordingly. Results: One hundred eighty-two tools were completed and analyzed during the study period. Quantitative results suggested moderate to excellent agreement between raters (intraclass correlation coefficient = 0.54-0.93), and an ability of the tools to discriminate between learners at different stages of training (p’s < 0.05). Qualitative data suggested that the tools improved both the quality and quantity of formative feedback given by assessors and had begun to foster a culture change around assessment in the program. Conclusions: The tool development, implementation, and evaluation processes detailed in this article can serve as a model for other training programs to consider as they move towards adopting competency-based approaches and refining current assessment practices.

PEMANFAATAN PERALATAN KESELAMATAN DAN KESEHATAN KERJA (K3) PADA PRAKTIKUM PROSES PRODUKSI

2020 ◽  
Vol 1 (2) ◽  
pp. 64-70
Author(s):  
Rezky Fajar Ramadhan
Keyword(s):  
Data Collection ◽  
Occupational Health ◽  
Engineering Education ◽  
Production Process ◽  
Mechanical Engineering ◽  
Health And Safety ◽  
Occupational Health And Safety ◽  
Education Students ◽  
Descriptive Data

Abstrak: Tujuan penelitian ini adalah untuk mendeskripsikan penggunaan peralatan Kesehatan dan Keselamatan Kerja (K3) pada Mata Kuliah Praktikum Proses Produksi mahasiswa Pendidikan Teknik Mesin, Universitas Palangka Raya. Jenis penelitian ini adalah deskriptif. Teknik pengumpulan data menggunakan teknik angket dan dokumentasi. Objek penelitian adalah seluruh mahasiswa Pendidikan Teknik Mesin, Universitas Palangka Raya yang memprogramkan Mata Kuliah Praktikum Proses Produksi. Hasil penelitian ini menunjukkan bahwa 43% mahasiswa menyatakan sangat baik dan 57% mahasiswa menyatakan baik penggunaan peralatan K3 pada Mata Kuliah Praktikum Proses Produksi. Sehingga, disimpulkan bahwa penerapan K3 dapat mendukung pelaksanaan praktikum proses produksi.   Abstract: The purpose of this study was to describe the use of Occupational Health and Safety (OHS) equipment in the Production Process Practicum Subject of Mechanical Engineering Education students, Palangka Raya University. This type of research was descriptive. Data collection techniques used questionnaires and documentation. The object of research was all students of Mechanical Engineering Education, Palangkaraya University who programed Production Process Practicum Subjects. The results of this study indicate that 43% of students stated very well and 57% of students stated good use of OHS equipment in the Production Process Practicum Course. Thus, it was concluded that the application of OHS can support the implementation of practicum in the production process.

scholarly journals NOVICE DESIGNERS' USE OF PROTOTYPES AS COMMUNICATION TOOLS

2021 ◽  
Vol 1 ◽  
pp. 2277-2286
Author(s):  
Sandeep Krishnakumar ◽  
Carlye Lauff ◽  
Christopher McComb ◽  
Catherine Berdanier ◽  
Jessica Menold
Keyword(s):  
Adverse Outcomes ◽  
Design Teams ◽  
Prior Work ◽  
Communication Tools ◽  
Design Decisions ◽  
Pedagogical Strategies ◽  
Critical Design ◽  
Undergraduate Engineering ◽  
Novice Designers ◽  
Future Work

AbstractPrototypes are critical design artifacts, and recent studies have established the ability of prototypes to facilitate communication. However, prior work suggests that novice designers often fail to perceive prototypes as effective communication tools, and struggle to rationalize design decisions made during prototyping tasks. To understand the interactions between communication and prototypes, design pitches from 40 undergraduate engineering design teams were collected and qualitatively analysed. Our findings suggest that students used prototypes to explain and persuade, aligning with prior studies of design practitioners. The results also suggest that students tend to use prototypes to justify design decisions and adverse outcomes. Future work will seek to understand novice designers’ use of prototypes as communication tools in further depth. Ultimately, this work will inform the creation of pedagogical strategies to provide students with the skills needed to effectively communicate design solutions and intent.

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