scholarly journals A Skills-focused Approach to Teaching Design Fundamentals to Large Numbers of Students and Its Effect on Engineering Design Self-efficacy

2018 ◽  
Author(s):  
William Guilford
Keyword(s):  
Engineering Design ◽  
Self Efficacy ◽  
Large Numbers ◽  
Teaching Design ◽  
Approach To Teaching

Self-Efficacy Regarding Social Work Competencies

2015 ◽  
Vol 27 (5) ◽  
pp. 594-606 ◽  
Author(s):  
Gary Holden ◽  
Kathleen Barker ◽  
Sofie Kuppens ◽  
Gary Rosenberg
Keyword(s):  
Social Work ◽  
Educational Outcomes ◽  
Self Efficacy ◽  
Empirical Work ◽  
Preliminary Evidence ◽  
Efficient Manner ◽  
Replication Studies ◽  
Large Numbers ◽  
Social Work Programs ◽  
Work Education

Purpose: The need for psychometrically sound measurement approaches to social work educational outcomes assessment is increasing. Method: The research reported here describes an original and two replication studies of a new scale ( N = 550) designed to assess an individual’s self-efficacy regarding social work competencies specified by the Council on Social Work Education as part of the accreditation of social work programs. Results: This new measure, the Self-Efficacy Regarding Social Work Competencies Scale (SERSWCS), generally performed in line with our expectations. Discussion: The SERSWCS is a measure that is based on substantial theoretical and empirical work, has preliminary evidence regarding the psychometric properties of the data it produces, can be used with large numbers of students in an efficient manner, is neither expensive or subject to user restrictions, and provides views of outcomes that have utility for pedagogical considerations at multiple curricular levels.

scholarly journals Shadow of Your Former Self: Exploring Project Leaders’ Post-Failure Behaviors (Resilience, Self-Esteem and Self-Efficacy) in High-Tech Startup Projects

2021 ◽  
Vol 13 (22) ◽  
pp. 12868
Author(s):  
Umer Zaman ◽  
Laura Florez-Perez ◽  
Pablo Farías ◽  
Saba Abbasi ◽  
Muddasar Ghani Khwaja ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Self Esteem ◽  
High Tech ◽  
Positive Effects ◽  
Large Numbers ◽  
New Findings ◽  
Project Failures ◽  
Failure Conditions ◽  
Ict Industry ◽  
Start Ups

Globally, demands for sustainable strategies in the ICT industry have attracted greater momentum as high-tech projects continue to fail in large numbers. Recent studies have underpinned project resilience as a major factor for overcoming these increasing project failures, delays, or termination. However, the complex behaviors of resilient project leaders, especially in post-failure conditions, have been largely overlooked. To address this critical research gap, the present study identifies the direct relationships between three potential behavioral traits of project leaders (i.e., resilience, self-esteem, and self-efficacy) and examines how they move forward beyond project failures. The present study also explored whether self-esteem mediates project leaders’ resilience and self-efficacy. Drawing on data from 232 project leaders in Pakistan’s high-tech start-ups, the new findings suggest that there are significant positive effects of project leaders’ resilience and self-esteem on their self-efficacy, and that project leaders’ resilience and self-efficacy is significantly mediated by their self-esteem. As the project resilience theory gains traction, the present study findings have pinpointed major steps for meeting project challenges ahead of time, allowing leaders and teams to learn from failures, and also for improving organisations’ ability to implement successful and sustainable high-tech projects especially in emerging economies.

scholarly journals FROM MECHANICAL ENGINEERING CAPSTONE DESIGN TO DESIGN IMPLEMENTATION

2017 ◽  
Author(s):  
Patrick Dumond ◽  
Eric Lanteigne
Keyword(s):  
Experiential Learning ◽  
Engineering Design ◽  
Mechanical Engineering ◽  
Capstone Course ◽  
Capstone Courses ◽  
Engineering Theory ◽  
Teaching Design ◽  
The University ◽  
The Relationship ◽  
Capstone Design

Traditionally, mechanical engineering capstone courses focused on teaching students the application of fundamental engineering theory to complex mechanical designs. Recently, there has been a transition towards experiential learning initiatives, such as prototyping, in engineering design. This paper looks at the relationship between the mechanical engineering design capstone course and a course in product design and development, which provides students with the opportunity to build prototypes of their designs, at the University of Ottawa. The importance of the traditional capstone course is considered and the implications of implementing these designs are examined. Many capstone design projects would require extensive work so that they could be implemented. A large hurdle appears to exist between analytical design and design implementation, and the term time constraints limit the complexity of designs intended for prototyping. In fact, students require many design iterations before they can build full-scale functional prototypes of their design. Therefore, we have observed that simple products work best for teaching design implementation.

scholarly journals A PRODUCT DEVELOPMENT APPROACH TO TEACHING INTRODUCTORY ENGINEERING DESIGN

2011 ◽  
Author(s):  
L. M. Lye ◽  
A. D. Fisher
Keyword(s):  
Engineering Design ◽  
Just In Time ◽  
First Year ◽  
Design Problems ◽  
New Approach ◽  
Approach To Teaching ◽  
Development Approach ◽  
Business Engineering ◽  
Realization Process ◽  
Product Realization

This paper describes a new approach to teaching first year design at Memorial University. Students are introduced to engineering design using the product realization process (PRP) as a platform. The course integrates the business, engineering design, and prototyping functions of the PRP. The just-in-time structured delivery of background tools and theory complement the relatively unstructured nature of the design problems. Lab exercises are used to intoduce the basic practicalities of mechanical, electrical and electronic design. Projects are completed in teams with emphasis placed on teamwork, project management and communication skills. Student enthusiasm has been very high and this aides significantly in the learning process.

An Investigation Into the Effectiveness of an Algorithmic Approach to Teaching Functional Modeling

2013 ◽  
Author(s):  
Robert L. Nagel ◽  
Matt R. Bohm ◽  
Julie S. Linsey
Keyword(s):  
Engineering Design ◽  
Positive Impact ◽  
Functional Model ◽  
Preliminary Evidence ◽  
Algorithmic Approach ◽  
Functional Models ◽  
Grammar Rules ◽  
Approach To Teaching ◽  
Teaching Function

The consideration of function is prevalent across numerous domains as a technique allowing complex problems to be abstracted into a form more readily solvable. In engineering design, functional models tend to be of a more generalized nature describing what a system should do based on customer needs, target specifications, objectives, and constraints. While the value of function in engineering design seems to be generally recognized, it remains a difficult concept to teach to engineering design students. In this paper, a study on the effectiveness of an algorithmic approach for teaching function and functional model generation is presented. This paper is a follow-up on to the 2012 ASME IDETC paper, An Algorithmic Approach to Teaching Functionality. This algorithmic approach uses a series of grammar rules to assemble function chains which then can be aggregated into a complete functional model. In this paper, the results of a study using the algorithmic approach at Texas A&M in a graduate level design course are presented. The analysis of the results is discussed, and the preliminary evidence shows promise toward supporting our hypothesis that the algorithmic approach has a positive impact on student learning.

scholarly journals Teaching Design to First-Year Engineering Students

2015 ◽  
Author(s):  
Michael McGuire ◽  
Kin Fun Li ◽  
Fayez Gebali
Keyword(s):  
Engineering Design ◽  
Engineering Students ◽  
First Year ◽  
Considerable Effort ◽  
Student Teams ◽  
Product Engineering ◽  
Teaching Design ◽  
Integrated Communication ◽  
The University

Design is associated with the invention,planning and building a product. Engineering design, inparticular, takes considerable effort, skills, andintegration of knowledge; hence, it is difficult to teachfreshmen this subject since they have not possessed ordeveloped the proper skill set yet. The Faculty ofEngineering at the University of Victoria has beenteaching engineering design (in two successive courses)to all first-year engineering students. In addition toattending plenary lectures, student teams are working oncompetitive projects in the laboratory, while participatingin highly integrated communication modules. In thiswork, we discuss the curricula of these design courses,model of delivery and share our experience for the pastthree years.

scholarly journals INFLUENCE OF LEARNING PREFERENCE ON SELF-EFFICACY AND PERFORMANCE IN MIXED-MODALITY FIRST-YEAR ENGINEERING DESIGN

2013 ◽  
Author(s):  
Jon-Michael J. Booth ◽  
Thomas E. Doyle ◽  
David M. Musson
Keyword(s):  
Engineering Design ◽  
Student Performance ◽  
Self Efficacy ◽  
Learning Preferences ◽  
First Year ◽  
Final Examination ◽  
Design Project ◽  
Learning Preference ◽  
Simulation Based ◽  
And Performance

All students have preferences for the way they receive and distribute information when the objective is learning. These preferences can be shown to have an effect on self-efficacy and on performance. The relationships between learning preference, self-efficacy and performance were studied using survey and grade data obtained from a first-year Engineering Design and Graphics course. The students were placed in one of three groups according to the modality (type) of design project they were given; a Simulation-Based project (SIM) using a software simulation tool, a Prototyping project (PRT) using a 3D printer, or a Simulation and Prototyping project (SAP) where they had to complete a design using both tools. Participants were given a custom survey that assessed self-efficacy and the VARK learning styles inventory which assesses learners on Visual, Aural, Read / Write and Kinesthetic learning preferences. 97 students were surveyed representing a response rate of 22.6%. Student performance was assessed by examining scores on a subset of questions related to design visualization on the final examination for the course. Data analysis involved examining the correlation between learning style and self-efficacy, and scores on final examination for each of the three course modality groups. Findings from this study include higher performance for Kinesthetic learners assigned a simulation-based project and low performance for Read/Write learners with a prototyping project. This study supports the hypothesis that student performance may depend on learning preferences coupled with design project modality.

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