scholarly journals Board 49: Enhancing Student Active Learning via Concept Mapping in an Undergraduate Engineering Course

2020 ◽  
Author(s):  
Ning Fang
Keyword(s):  
Active Learning ◽  
Concept Mapping ◽  
Undergraduate Engineering

Wikipedia as a Tool for Active Learning. Experience Gained within the Framework of the Wikifabricación Project

2013 ◽  
Vol 759 ◽  
pp. 73-82
Author(s):  
J.V. Abellán-Nebot ◽  
G.M. Bruscas ◽  
J. Serrano ◽  
F. Romero
Keyword(s):  
Active Learning ◽  
Technical Writing ◽  
Learning Experience ◽  
Educational Innovation ◽  
The Internet ◽  
Learning Approach ◽  
Undergraduate Engineering ◽  
Teachers And Students ◽  
Innovation Project ◽  
Second Year

Wikipedia, the Free Encyclopedia, is one of the most visited websites on the Internet and it is a tool which students often use in their assignments, although they do not usually understand the basics underlying it. To overcome this limitation and promote the active learning approach in our courses, last year an educational innovation project was carried out that was aimed mainly at improving students skills in technical writing as well as their ability to review the technical contents of the Wikipedias. Additionally, it sought to explore new opportunities that these tools can offer both teachers and students. This paper describes the experiment carried out in a second-year undergraduate engineering course, the results of which show that introducing activities such as edition and revision within Wikipedia is an interesting way to enhance transversal competencies as well as others related to the main contents of the course.

scholarly journals Rethinking the Classroom

2018 ◽  
Vol 140 (03) ◽  
pp. 42-45
Author(s):  
John Kosowatz
Keyword(s):  
New York ◽  
Active Learning ◽  
Technical Skills ◽  
Assistant Professor ◽  
Engineering Programs ◽  
Undergraduate Engineering ◽  
Entrepreneurial Skills ◽  
Technical Students ◽  
Innovative Solutions ◽  
Critical Components

This article discusses that to better engage students, professors are integrating active learning methods into their biomedical classes. The goal is for students to develop entrepreneurial skills to aid students in thinking outside the box, using their developing technical skills to develop innovative solutions. Engineering programs are bringing the entrepreneurial mindset to younger students, often based on the definition used by the Kern Entrepreneurial Engineering Network. Sponsored by the Kern Family Foundation, KEEN is a collaboration of 31 U.S. universities with the goal of supporting entrepreneurial skills in undergraduate engineering and technical students. KEEN says the entrepreneurial mindset has three critical components: curiosity, connections, and creating value. At Clarkson University in Potsdam, New York, mechanical engineering assistant professor Laurel Kuxhaus is working with a KEEN grant to integrate active learning into sophomore-level studies.

scholarly journals Lessons Learned: Integrating Active Learning into Undergraduate Engineering Courses

2020 ◽  
Author(s):  
Emily Bonner ◽  
Vittorio Marone ◽  
Timothy Yuen ◽  
Robin Nelson ◽  
JoAnn Browning
Keyword(s):  
Active Learning ◽  
Lessons Learned ◽  
Undergraduate Engineering

scholarly journals IMPROVING ENGINEERING EDUCATION: TWO KEY AREAS TO FOCUS OUR ATTENTION

2021 ◽  
Author(s):  
Nancy Nelson ◽  
Robert Brennan
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Instructional Practices ◽  
Quantitative Study ◽  
Classroom Observations ◽  
Full Time ◽  
Engineering Programs ◽  
Undergraduate Engineering ◽  
Lesson Structure ◽  
Part Time

Engineering remains one of the most traditional and didactic disciplines in higher education.  There is low adoption of research-based instructional practices with many educators believing adherence to tried-and-true methods in undergraduate engineering programs outweigh the benefits any change to more active learning could bring. Surveys of student engagement consistently rank the effectiveness of the undergraduate engineering experience lowest among the disciplines, with classroom observations confirming that engineering educators score significantly lower in delivery, teaching, lesson elements, and diversity. This quantitative study sets out to determine in which, if any, specific areas engineering educators score differently than their colleagues in other disciplines. Using Draeger and his team’s model of academic rigour as a framework, this study examines institutional data collected during three years of mandatory teaching observations of new full-time and randomly selected part time educators.  The analysis shows that four key areas differentiate the teaching practices of engineering educators from their colleagues in other disciplines: (1) welcoming students, (2) explaining the lesson’s agenda, (3) the organization, pace, and planning of classes, and (4) the way material is presented to students.  It is proposed that the undergraduate engineering experience can be improved by making changes to lesson structure, and enhanced by including opportunities for meaningful active learning.

scholarly journals Implication of Active Learning Techniques in Learning Thermodynamics Energy Conversion using BLOSSOMS Thermodynamics Energy Conversion Video towards Engineering Undergraduates Performance

2019 ◽  
Vol 14 (24) ◽  
pp. 121
Author(s):  
Wan Akmal Izzati Wan Mohd Zawawi ◽  
Khairiyah Mohd Yusof ◽  
Nur Fazirah Jumari ◽  
Nor Azlinda Azmi ◽  
Tengku Nur Zulaikha Tengku Malim Busu
Keyword(s):  
Active Learning ◽  
Energy Conversion ◽  
Engineering Students ◽  
Individual Learning ◽  
Learning Gain ◽  
Undergraduate Engineering ◽  
Learning Techniques ◽  
Learning Technique ◽  
The Individual ◽  
Engineering Undergraduates

Utilization of BLOSSOMS Thermodynamics Energy Conversion video to properly incorporate active learning techniques had been shown to increase the students’ performance in learning introductory Thermodynamics topics. In this study, the effectiveness of using BLOSSOMS Thermodynamics Energy Conver-sion video towards students’ learning in a classroom when adopted by lecturers who is not trained in active learning is investigated. Two groups of undergraduate engineering students from a control class and a treatment class were involved in this study. The students from the treatment class were taught by a lecturer using the BLOSSOMS Thermodynamics Energy Conversion video, while the students from control class underwent conventional lecture style. The students were given pre and post inventory tests and their results were analysed using SPSS. It was found that BLOSSOMS Thermodynamics Energy Conversion video without the proper implementation of active learning technique does not have a significant ef-fect on the individual learning gain of the inventory test among students. The uti-lization of the video could be more effective if the instructor is well-trained in ac-tive learning techniques.

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