Board 77: Designing, Launching, and Assessing a Multimedia Online Learning Module for Library Orientation of First-year Engineering Students

Measuring student readiness in online learning should also be of great concern to institutions, including all areas from their curricular development to the pedagogies they experience. Although there have been attempts at universities to develop online learning courses, students' readiness has yet to be investigated, particularly for engineering students who take a mix of theoretical and practical-based courses. This study evaluates the readiness of civil engineering students toward the implementation of online learning and their preferences and acceptance towards online instructional delivery and assessment methods. Ways for improvement are proposed in line with the students’ readiness to determine the best desirable practices and strategies for online pedagogy. Respondents are selected from first and final year students, to examine and compare their online learning perspectives. A survey questionnaire was used. Findings revealed that year one and year four students' readiness was relatively moderate for most of the components and relatively high for the components that involved hardware/software requirements and technology skills. Most respondents indicated a moderate acceptance level on online assessment, ranging from a mean score of 3.46 to 3.81. As online learning is gradually becoming another method for life-long and self-determined learning, findings from the study might help university educators to develop better online learning strategies, especially delivery methods and assessments, to help students cope with online teaching and learning.

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Using workplace thriving theory to investigate first‐year engineering students' abilities to thrive during the transition to online learning due to COVID ‐19

Journal of Engineering Education ◽

10.1002/jee.20447 ◽

2022 ◽

Author(s):

Sandeep Krishnakumar ◽

Torsten Maier ◽

Catherine Berdanier ◽

Sarah Ritter ◽

Christopher McComb ◽

...

Keyword(s):

Online Learning ◽

Engineering Students ◽

First Year

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Introducing First Year Engineering Students to Infrastructure Sustainability Rating Systems

ICSI 2014 ◽

10.1061/9780784478745.091 ◽

2014 ◽

Author(s):

Angela R. Bielefeldt

Keyword(s):

Engineering Students ◽

First Year ◽

Rating Systems

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REVERSE ENGINEERING: TENSION RATCHET DISSECTION PROJECT

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.3726 ◽

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.

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

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.13070 ◽

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.

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First-Year Engineering Computing Courses in Canadian Engineering Programs

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.4635 ◽

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.

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