First Year Engineering, Hands-on, Team Design Project Course; Reflections of a Ph.D. Student/Teaching Assistant

2015 ◽  
Vol 2 (3) ◽  
pp. 1-8
Author(s):  
Aezeden Mohamed ◽  
Keyword(s):  
Student Teaching ◽  
Teaching Assistant ◽  
First Year ◽  
Design Project ◽  
Hands On ◽  
Team Design

How Pre-Service and First-Year Teachers Utilize Informal Learning in a Work Context

2015 ◽  
pp. 106-120
Author(s):  
Amy L. Sedivy-Benton ◽  
Katina M. Leland
Keyword(s):  
Informal Learning ◽  
Novice Teachers ◽  
Student Teaching ◽  
Teacher Preparation Programs ◽  
First Year ◽  
Teacher Education Programs ◽  
Clinical Experiences ◽  
Preparation Programs ◽  
Hands On ◽  
K 12

Pre-service candidates enroll in teacher preparation programs to learn the knowledge, skills, and abilities that teachers must possess. Throughout their education program, they apply their classroom learning to clinical experiences, those experiences that pre-service candidates have with K-12 students. These clinical experiences provide a hands-on approach to what the day-to-day mechanics will be once they become a teacher of record. Succeeding graduation and receiving a teaching degree, pre-service candidates still have more to learn as they make the transition from pre-service candidate to a novice teacher. This chapter focuses on the informal learning that pre-service candidates and novice teachers receive when they conduct student teaching and become a teacher of record. Background knowledge of the trajectory of learning starting with teacher education programs and ending with the first years of teaching is provided along with issues, controversies, and problems that affect pre-service candidates and novice teachers' competencies to fulfill the duties of teaching.

scholarly journals INTEGRATED TEAM DESIGN PROJECTS AT CARLETON UNIVERSITY

2011 ◽  
Author(s):  
Paul V. Straznicky ◽  
R. G. Langlois ◽  
M. McDill ◽  
R. Miller ◽  
S. A. Sjolander ◽  
...  
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
First Year ◽  
Systematic Design ◽  
Design Project ◽  
The Future ◽  
Design Projects ◽  
Team Design ◽  
Integrated Team

The engineering design curriculum is receiving much-deserved attention at all universities in Canada and abroad, and many interesting approaches to design education are under development. One such approach is the topic of this paper. Its key feature is a 4th-year integrated team design project at M&AE, a culmination of systematic design education that starts in the first year. The paper will describe this approach, the accomplishments and the plans for the future.

scholarly journals FIRST YEAR ENGINEERING DESIGN – GUELPH’S TEDDY BEAR WHEEL CHAIR EXPERIENCE

2015 ◽  
Author(s):  
Warren Stiver
Keyword(s):  
Engineering Education ◽  
Engineering Design ◽  
Engineering Students ◽  
Focal Point ◽  
First Year ◽  
Teddy Bear ◽  
Design Project ◽  
Hands On ◽  
Wheel Chair ◽  
Do So

First year engineering design courses arenow common across Canadian engineering schools.These courses can be challenging to develop and deliver.They are often stuck in the chicken versus egg problem.Can I teach design with no engineering? Can I teachengineering with no design? How does one introducefour years of engineering education and an engineeringcareer in one course? How to do so across many or allengineering disciplines? How to do so in a foundationalmanner? Can it be done in a meaningful way? Can it beengaging and fun? A Teddy Bear Wheel Chair (TBWC)design project is the focal point of Guelph’s first yearengineering design course. The TBWC integratescomputers, mechanics, biomechanics (Teddy Bear style),environment, safety, sustainability, materials, costing,hands-on, perseverance, ethics and DESIGN. The TBWCparticipates in curling, sprinting and scoring goals. Theresult is a challenging and fun competition thatintroduces all of Guelph’s engineering students to theirengineering design careers. This paper and presentationwill share one instructor’s efforts to make all of this work.

How Pre-Service and First-Year Teachers Utilize Informal Learning in a Work Context

2016 ◽  
pp. 65-80
Author(s):  
Amy L. Sedivy-Benton ◽  
Katina M. Leland
Keyword(s):  
Informal Learning ◽  
Novice Teachers ◽  
Student Teaching ◽  
Teacher Preparation Programs ◽  
First Year ◽  
Teacher Education Programs ◽  
Clinical Experiences ◽  
Preparation Programs ◽  
Hands On ◽  
K 12

Pre-service candidates enroll in teacher preparation programs to learn the knowledge, skills, and abilities that teachers must possess. Throughout their education program, they apply their classroom learning to clinical experiences, those experiences that pre-service candidates have with K-12 students. These clinical experiences provide a hands-on approach to what the day-to-day mechanics will be once they become a teacher of record. Succeeding graduation and receiving a teaching degree, pre-service candidates still have more to learn as they make the transition from pre-service candidate to a novice teacher. This chapter focuses on the informal learning that pre-service candidates and novice teachers receive when they conduct student teaching and become a teacher of record. Background knowledge of the trajectory of learning starting with teacher education programs and ending with the first years of teaching is provided along with issues, controversies, and problems that affect pre-service candidates and novice teachers' competencies to fulfill the duties of teaching.

scholarly journals TEACHING ENGINEERING DESIGN AND COMMUNICATION IN FIRST YEAR USING RUBE GOLDBERG PROJECTS

2011 ◽  
Author(s):  
David DeMontigny ◽  
Heidi Smithson ◽  
Connor Wright
Keyword(s):  
Engineering Design ◽  
Significant Role ◽  
First Year ◽  
Effective Mechanism ◽  
Design Project ◽  
Hands On ◽  
Upper Level ◽  
The University

First year engineering classes tend to be very large and impersonal, which can make it difficult for instructors to engage the students. Since the first year of courses is critical in setting students up for success in engineering, being able to inspire them and give them some hands on experience during their introduction to engineering design plays a significant role in bolstering their confidence and interest as they enter more demanding and technical upper-level courses. With an aim toward achieving this inspiration and engagement, the first year engineering design and communication class at the University of Regina included the production of Rube Goldberg machines as the term project. This proved to be a very effective mechanism for teaching students how to work on a design project from start to finish. The students had fun and stretched their imaginations. As a result, the overall feedback from students was very positive, but areas for improvement have been identified.

scholarly journals Using an Implementation Trial of an ePortfolio System to Promote Student Learning through Self-Reflection: Leveraging the Success

2021 ◽  
Vol 11 (6) ◽  
pp. 263
Author(s):  
Chris Campbell ◽  
Tran Le Nghi Tran
Keyword(s):  
Educational Technology ◽  
Pilot Study ◽  
Reflective Practice ◽  
First Year ◽  
Assessment Practices ◽  
Self Reflection ◽  
Large N ◽  
New Concepts ◽  
Hands On ◽  
Implementation Trial

This paper reports on a pilot study that was conducted during a technical trial of a new ePortfolio system at a large Australian university. Students from a large (n = 325) first-year educational technology course were given the opportunity to use the new ePortfolio system weekly as part of their reflective practice at the end of the hands-on tutorial classes and also through a blogging assignment that required six posts throughout the semester. Although the students reflecting on their work and ePortfolios themselves are not new concepts, this paper reports how assessment practices can be improved using ePortfolios and how students can improve their reflective practice through simple and regular use throughout the 12-week semester that the study was conducted. From the class, 208 students responded to the survey with the results being positive. The students were able to use the system easily and did not report many problems with crashing or freezing. The lessons learnt form an important part of this study for future iterations with these reported in the paper.

scholarly journals Qualitative Development of Students’ Digital Skills by Integrating a Spreadsheet Software in First Year Introduction to Engineering and Seminar Course

2021 ◽  
Vol 16 (18) ◽  
pp. 213
Author(s):  
Aziatul Niza Binti Sadikin ◽  
Azizul Azri Bin Mustaffa ◽  
Hasrinah Binti Hasbullah ◽  
Zaki Yamani Bin Zakaria ◽  
Mohd Kamaruddin Bin Abd Hamid ◽  
...  
Keyword(s):  
Problem Based Learning ◽  
First Year ◽  
Microsoft Excel ◽  
First Year Students ◽  
Learning Skill ◽  
Hands On ◽  
Digital Skills ◽  
Data Source ◽  
Spreadsheet Software ◽  
Development Of Students

The Introduction to Engineering (ITE) and Industrial Seminar and Profession (ISP) courses conducted at School of Chemical and Energy Engineering, Universiti Teknologi Malaysia, are integrated courses which implement the Cooperative Problem-based Learning (CPBL) methods in the same semester. Based on this integrated courses, the main aim of this paper is to investigate the qualitative impact of spreadsheet hands-on seminar on the first year students' digital skill. At the beginning of the semester, students are given sustainability-based project to work on, which requires them to collect and to report the data in a series of presentations and written reports. In order to present those data, they need to use analysis tools such as a spreadsheet software. The students are introduced with some in-depth applications of the Microsoft Excel software through the seminar sessions in the ISP course. With the knowledge that the students gain, they are expected to implement it in the CPBL project. A qualitative approach has been adopted to implement the study. Student’s reflections were used as the data source to identify common attributes that they have managed to gain from seminar sessions. This study has found that all students had primarily learned about digital skills. They perceived hand-on activity during the seminar as a good platform to acquire knowledge on basic calculation and developed learning skill on Excel. Moreover, students recognized the skills they are learning will be useful in other courses and future careers.

scholarly journals A Progressively Advancing Curriculum for Robotics Education – The Case of Toin University of Yokohama –

2006 ◽  
Vol 18 (2) ◽  
pp. 215-221
Author(s):  
Yasuo Hayashibara ◽  
◽  
Takeshi Agui ◽  
Takahiro Ito ◽  
Motoyoshi Ohaba ◽  
...  
Keyword(s):  
Practical Experience ◽  
First Year ◽  
Trial And Error ◽  
First Year Students ◽  
Robotics Education ◽  
Hands On ◽  
Elective Course ◽  
Second Year ◽  
Real World Problems ◽  
Mobile Machine

We detail an educational program implemented at Toin University of Yokohama in which lab and workshop courses on automated mechanics, from basics to applications, are offered consecutively during the first three undergraduate years. Engineering is a discipline concerned with practical real-world problems, but students rarely have the chance to gain enough practical experience to effectively understanding engineering. At our department, first- to third-year students may take several hands-on courses for fabricating machines – first-year students build an automatic mobile machine, second-year students write computer programs to control the position of a robot, and some third-year students design and fabricate an entire robot from the bottom up. An elective course on robot fabrication enables students to choose individual theme. Students experience failures and discover better ways by trial and error through these processes.

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