scholarly journals Modified Reciprocal Teaching: Cooperative Learning Technique for Enhancing Communication Skills of First Year Engineering Students

2020 ◽  
Vol 33 (0) ◽  
pp. 532
Author(s):  
Dipali M. Kadam ◽  
Supriya Y. Sawant
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Engineering Students ◽  
Reciprocal Teaching ◽  
First Year ◽  
Learning Technique

scholarly journals MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DENGAN PENDEKATAN RECIPROCAL TEACHING

2019 ◽  
Vol 4 (2) ◽  
pp. 226-236
Author(s):  
Fitry Wahyuni
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Group Work ◽  
Learning Model ◽  
Class Action ◽  
Teaching Approach ◽  
Reciprocal Teaching ◽  
Mathematical Communication ◽  
Mathematical Abilities ◽  
Activity Group

Abstract. This study aims to (1) improve students' mathematical communication skills through the STAD Type Cooperative Learning Model with the Reciprocal Teaching Approach in MTs Islamiyah Medan, (2) describe the process of implementing the STAD Type Cooperative Learning Model with the Reciprocal Teaching Approach at MTs Islamiyah Medan. This research is a class action research with 31 students of VII-2 MTs Islamiyah Medan subject. Instruments used include learning implementation observation sheets, mathematical communication observation sheets, and mathematical communication test questions. Implementation of the STAD Cooperative Learning Model with the Reciprocal Teaching Approach includes: (1) Initial Activities: the teacher conveys apperception and motivation regarding the material to be studied; (2) this activity: group work which includes Clarifying discussion, Predicting discussion Questioning discussion, Summarizing discussion, discussion of LKS questions, and group percentage; (3) Closing: the teacher together with students draw conclusions on the material that has been learned. After learning takes place there is an increase in students' mathematical communication skills. This can be seen from the results of observations of the implementation of learning an increase in the percentage from cycle I to cycle II amounted to 90.90% to 94.45% with a very good category of accuracy. Furthermore, the results of observations of students' mathematical abilities also increased from cycle I by 75.00% (good category) to 82.41% (good category) in the second cycle. This is in line with the results of a mathematical communication test that has increased after the second cycle, which is as many as 27 students or 64.52% of the number of students in class VII-2 has increased in total scores to good categories.Keywords: Mathematical Communication, Cooperative, STAD, Reciprocal Teaching.

scholarly journals The Right Tools for the Job: Discipline-Specific Language-Learning for First-Year International Engineering Students

2018 ◽  
Author(s):  
John Pringle ◽  
Gabriel Potvin
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Engineering Students ◽  
Language Education ◽  
Integrated Approach ◽  
First Year ◽  
Specific Language ◽  
Language Courses ◽  
The Right ◽  
Error Types

Vantage College at UBC offers specialized first-year programs for international students that integrate core disciplinary courses with complementary language education to allow students to develop their communication skills before joining their direct-entry counterparts for the remainder of their studies. This paper builds on the partnership between two first year engineering chemistry courses and their adjunct language courses, in which the instructors work closely together to accomplish mutual learning objectives. As a measure of the effectiveness of this integrated approach on the development of discipline-specific communication skills, the frequency of specific language error types are tracked in student’s lab reports, across two terms, and students report through a survey their perception of how this integrated approach helped them develop their technical communication skills. Overall, as indicated by both significant reductions in the frequency of several error types, as well as the responses provided by students, this integrated approach is effective, and the data suggests key areas of focus for further improvement.

REVERSE ENGINEERING: TENSION RATCHET DISSECTION PROJECT

2011 ◽  
Author(s):  
Jeremiah Vanderlaan ◽  
Josh Richert ◽  
James Morrison ◽  
Thomas Doyle
Keyword(s):  
Reverse Engineering ◽  
Engineering Students ◽  
Measurement Techniques ◽  
First Year ◽  
Stepping Stones ◽  
First Year Students ◽  
Final Project ◽  
Undergraduate Study ◽  
Solid Edge ◽  
Part Modeling

We are a group of engineering students, in our first year of undergraduate study. We have been selected from one thousand first year students and have competed and won the PACE competition. All engineers share a common general first year, but we have been accepted into Civil and Mechanical engineering. This project was assigned as the final project in the Design and Graphics course. The project we are tasked with, called the Cornerstone Design Project, is to first dissect a product, discover how it works, dimension each part and create a fully assembled model using CAD software (Solid Edge V20 in our case). As part of discovering how it works we must benchmark it so the device can be compared with competing products. The goal of the project is to develop a full understanding of part modeling and assembly in Solid Edge, learn proper measurement techniques, and learn the process of reverse engineering and product dissection. All of these tasks were stepping stones to help us fully understand how the device, and all its components, work.

Implementation of the Second-year course in an Engineering Professional Spine

2018 ◽  
Author(s):  
Umar Iqbal ◽  
Deena Salem ◽  
David Strong
Keyword(s):  
Learning Outcomes ◽  
Research University ◽  
Engineering Students ◽  
Employability Skills ◽  
First Year ◽  
Computer Engineering ◽  
Core Courses ◽  
Second Year ◽  
First Time ◽  
Academic Year

The objective of this paper is to document the experience of developing and implementing a second-year course in an engineering professional spine that was developed in a first-tier research university and relies on project-based core courses. The main objective of this spine is to develop the students’ cognitive and employability skills that will allow them to stand out from the crowd of other engineering graduates.The spine was developed and delivered for the first time in the academic year 2010-2011 for first-year general engineering students. In the year 2011-2012, those students joined different programs, and accordingly the second-year course was tailored to align with the different programs’ learning outcomes. This paper discusses the development and implementation of the course in the Electrical and Computer Engineering (ECE) department.

First-Year Engineering Computing Courses in Canadian Engineering Programs

1969 ◽  
Author(s):  
Sean Maw ◽  
Janice Miller Young ◽  
Alexis Morris
Keyword(s):  
Problem Solving ◽  
Engineering Students ◽  
Expected Value ◽  
Knowledge Development ◽  
First Year ◽  
Recent Past ◽  
Engineering Programs ◽  
Digital Computation ◽  
Pedagogical Philosophies ◽  
Introductory Computing

Most Canadian engineering students take a computing course in their first year that introduces them to digital computation. The Canadian Engineering Accreditation Board does not specify the language(s) that can or should be used for instruction. As a result, a variety of languages are used across Canada. This study examines which languages are used in degree-granting institutions, currently and in the recent past. It also examines why institutions have chosen the languages that they currently use. In addition to the language used in instruction, the types and hours of instruction are also analyzed. Methods of instruction and evaluation are compared, as well as the pedagogical philosophies of the different programs with respect to introductory computing. Finally, a comparison of the expected value of this course to graduates is also presented. We found a more diverse landscape for introductory computing courses than anticipated, in most respects. The guiding ethos at most institutions is skill and knowledge development, especially around problem solving in an engineering context. The methods to achieve this are quite varied, and so are the languages employed in such courses. Most programs currently use C/C++, Matlab, VB and/or Python.

First-Year Engineering Students’ Research Experience in Web Mapping

2020 ◽  
Vol 55 (1) ◽  
pp. 53-62
Author(s):  
Claire Mah ◽  
Daphne Hong ◽  
Vanessa Chen ◽  
Emmanuel Stefanakis
Keyword(s):  
Engineering Students ◽  
First Year ◽  
Research Experience ◽  
Web Mapping

Engineering for good: A case of community driven engineering innovation

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Chinweike Eseonu ◽  
Martin A Cortes
Keyword(s):  
Engineering Students ◽  
Technology Innovation ◽  
Local Communities ◽  
First Year ◽  
Engineering Curriculum ◽  
Engineering Design Process ◽  
The World ◽  
The University ◽  
Social Consideration

There is a culture of disengagement from social consideration in engineering disciplines. This means that first year engineering students, who arrive planning to change the world through engineering, lose this passion as they progress through the engineering curriculum. The community driven technology innovation and investment program described in this paper is an attempt to reverse this trend by fusing community engagement with the normal engineering design process. This approach differs from existing project or trip based approaches – outreach – because the focus is on local communities with which the university team forms a long-term partnership through weekly in-person meetings and community driven problem statements – engagement.

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