A Case Study of Implementation of Active - Cooperative Learning Approaches Introduced through a Faculty Development Programme and their Effects on the Pass Percentage of Undergraduate Engineering Students

The evolution in the formation of techniques in technological vocational education constitutes a series of pedagogical strategies that allow the learning, exercise, incentive and practice of students. The projects of interdisciplinary in the university aims to assist in learning the individual with the incentive of activities directed for collaborating with students in undergraduate. These projects are important for undergraduate courses in electrical engineering and computing engineering at the Universidade Federal do Ceará (UFC), Sobral campus. With the main objectives of the project is to encourage the student to learn to academic growth. This article presents a case study developed by the project called the cooperative learning cell for the development of android applications, applied in groups of engineering students in the first and second semesters, using recent teaching methods aimed at learning, occurring in the period from September to December 2016. The main objective of the project was to promote the learning and sharing of knowledge about the programming content for mobile devices, aimed at the android operating system. In addition, it seeks to stimulate the student with more interactive content, applying examples and activities related to mobile programming that were related with the content of the engineering course or the labor market. After the group of students was created, nine meetings took place in each of them, the cooperative learning methodology was applied to the group, where the knowledge was generated through the interaction between two or more people, resulting in an active participation of the educational process. The classes were designed with a focus on content exposure, challenges and small projects to solve group tasks. In addition, professionals working in engineering companies in the northern region of Ceará were invited to give lectures to show the current situation of the labor market, focused on mobile applications. Evaluating the result over the course of the project. Keywords: Educational incentive, Cooperation, Engineering Teaching, Android.

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An Immersive Week for Undergraduate Engineering Students for Developing IoT Competencies A Case Study at Tecnologico De Monterrey in Mexico

2019 IEEE 11th International Conference on Engineering Education (ICEED) ◽

10.1109/iceed47294.2019.8994959 ◽

2019 ◽

Author(s):

Raul Crespo ◽

Edgar Lopez-Caudana ◽

Pedro Ponce

Keyword(s):

Engineering Students ◽

Undergraduate Engineering

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Using case studies and build projects as authentic assessments in cornerstone courses

International Journal of Mechanical Engineering Education ◽

10.1177/0306419020913286 ◽

2020 ◽

pp. 030641902091328

Author(s):

Craig Merrett

Keyword(s):

Case Studies ◽

Engineering Students ◽

Work Load ◽

Teaching Evaluations ◽

Undergraduate Engineering ◽

Authentic Assessments ◽

Final Exams ◽

Design Projects ◽

Improved Performance

Final year, undergraduate engineering students should be exposed to authentic practices that resemble industry to prepare the students for the field. Given that engineering involves design and implementation, final courses should expose students to both through authentic assessments. Case studies, design and build projects, and open-ended final exams were implemented in three, fourth-year cornerstone engineering courses in mechanical, and sustainable and renewable energy engineering. The effects of these changes differed between case study based projects and build projects. Case study based projects resulted in higher project performance and better exam performance than build projects. The improved performance is indicative of better knowledge transfer and a result of increased opportunities for discussion and collaboration between students. These results are consistent with the Ashford-Rowe model for authentic assessments; however, students were divided on the benefits of the authentic assessments. Students were more resistant to the build projects, as reported through the teaching evaluations, because of the increased work load and scheduling required for build projects. This study recommends that cornerstone courses implement case study or paper design projects and open-ended, case study-based final exams to achieve authentic assessments. The use of build design projects for cornerstone courses is not recommended.

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TLS aimed to stimulate the attainment of a metacognitive strategy on kinematics models, within a cooperative learning approach

Revista Brasileira de Ensino de Física ◽

10.1590/s1806-11173721682 ◽

2015 ◽

Vol 37 (2) ◽

pp. 2503-1-2503-9

Author(s):

Alicia Muriel Montecinos

Keyword(s):

Active Learning ◽

Cooperative Learning ◽

Undergraduate Students ◽

Engineering Students ◽

Metacognitive Strategy ◽

Learning Approach ◽

Learning Approaches ◽

Learning Sequence ◽

Teaching Learning ◽

Positive Results

<p>This manuscript proposes a teaching-learning sequence (or TLS) for undergraduate students with prior calculus background about kinematics models, based on metacognition and cooperative learning. It aims to help them to acquire a well-structured, simple and short strategy to check their graphs of position, velocity and acceleration, in which the method is based on derivatives. It may be used in courses addressed with traditional methods, but it is designed for active learning approaches. This TLS was twice piloted, mainly with sophomore engineering students, having positive results, and it is offered as a contribution for the growing international repository of physics TLSs.</p>

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