scholarly journals Patterns of persistence among engineering students at a South African university: A decision tree analysis

2021 ◽  
Vol 117 (3/4) ◽  
Author(s):  
Annah V. Bengesai ◽  
Jonathan Pocock
Keyword(s):  
Decision Tree ◽  
Student Persistence ◽  
Engineering Students ◽  
Critical Factor ◽  
First Year ◽  
Visual Data Mining ◽  
Data Mining Technique ◽  
Student Progression ◽  
First Choice ◽  
Initial Cohort

Globally, there is growing concern about student progression in most higher education institutions. In this study, we examined patterns of persistence among students who began their engineering degree at the University of KwaZulu-Natal (UKZN) in 2012 and 2013. The sample was restricted to 1370 incoming students who were tracked to 2019, allowing for a 7-year graduation period for the initial cohort. The data were analysed using descriptive statistics as well as the decision tree approach – a highly visual data-mining technique which helps identify subgroups and relationships that are often difficult to detect through traditional statistical methods. The results from these analyses indicate that up to 50% of students enrolled in the School of Engineering had chosen engineering as their first choice. Approximately 40% had persisted in engineering, 50% had withdrawn by the time of this survey, while the remaining 10% were still registered in the engineering programme. Departure from engineering occurs most in the first year, while graduation most likely occurs after 5 years of registration. Student persistence in engineering can also be classified based on first-year accumulated credits, admission point scores, race, and financial aid, of which first-year accumulated credits is the most critical factor. Overall, our study suggests that understanding failure in the first year might be the missing link in our understanding of student persistence in engineering.

scholarly journals Data Induk Mahasiswa sebagai Prediktor Ketepatan Waktu Lulus Menggunakan Algoritma CART Klasifikasi Data Mining

2021 ◽  
Vol 10 (1) ◽  
pp. 71-78
Author(s):  
Arief Jananto ◽  
Sulastri Sulastri ◽  
Eko Nur Wahyudi ◽  
Sunardi Sunardi
Keyword(s):  
Data Mining ◽  
Decision Tree ◽  
Parental Education ◽  
Engineering Students ◽  
Pass Rate ◽  
Data Mining Technique ◽  
Tree Model ◽  
Study Programs ◽  
School Status ◽  
Cart Algorithm

Fakultas Teknologi Informasi Universitas Stikubank (UNISBANK) as one of the faculties in higher education in implementing learning activities has produced a lot of stored data and has graduated many students. The level of timeliness of graduation is important for study programs as an assessment of success. This research tries to dig up the pile of student parent data and graduation data in order to get the pass rate and graduation prediction of active students. By implementing the classification data mining technique and the CART algorithm, it is hoped that a decision tree can be used to predict the class timeliness of graduating from active students. By using the graduation data and student parent data totaling 1018 records, a decision tree model was obtained with an accuracy rate of 63% from the data testing test. Determination of split nodes using the Gini Index which breaks the dataset based on its impurity value. Tests conducted in this study show that the order of the variables in the decision tree is gender, origin school status, parental education, age at entry, city of birth, parent's occupation. The prediction with the resulting model is that 71% of active S1 Information Systems students can graduate on time and 51% for S1 Informatics Engineering students.

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.

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.

First-Year Engineering Students’ Conceptualization of Entrepreneurial Mindset

2021 ◽  
pp. 251512742110292
Author(s):  
Darby R. Riley ◽  
Hayley M. Shuster ◽  
Courtney A. LeMasney ◽  
Carla E. Silvestri ◽  
Kaitlin E. Mallouk
Keyword(s):  
High School ◽  
College Student ◽  
Engineering Students ◽  
Educational Experiences ◽  
Multidisciplinary Design ◽  
First Year ◽  
First Semester ◽  
First Year College ◽  
Starting Point ◽  
Reflection Prompts

This study was conducted to examine how first-year engineering students conceptualize the Entrepreneurial Mindset (EM) and how that conceptualization changes over the course of their first semester of college, using the Kern Entrepreneurial Engineering Network (KEEN)’s 3Cs as a starting point. Students enrolled in an introductory, multidisciplinary design course responded to biweekly reflection prompts on their educational experiences (either in high school or as a first-year college student) and related this experience to one of the 3Cs of EM: Curiosity, Connections, or Creating Value. Results indicate that students’ conceptualization of the 3Cs often align with definitions of EM from KEEN, as well as foundational works in the entrepreneurship field, and that their interpretation of each of the 3Cs does change during their first semester in college. For instance, students were less likely to write about curiosity and more likely to write about creating value at the end of the semester compared to the beginning.

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