scholarly journals First-Year Civil Engineering Students’ Knowledge and Confidence in the Use of Visualization and Representation Tools to Solve Engineering Problems

2020 ◽  
Author(s):  
Joan Dannenhoffer ◽  
Sinead Mac Namara
Keyword(s):  
Engineering Students ◽  
Civil Engineering ◽  
First Year ◽  
Engineering Problems

scholarly journals GEODETIC SURVEYING STUDIES FOR CIVIL ENGINEERING STUDENTS AT TALLINN UNIVERSITY OF TECHNOLOGY

2012 ◽  
Vol 38 (2) ◽  
pp. 86-91
Author(s):  
Nelli Ustinova ◽  
Vello Kala ◽  
Tarvo Mill ◽  
Artu Ellmann
Keyword(s):  
Learning Outcomes ◽  
Engineering Students ◽  
Field Survey ◽  
Civil Engineering ◽  
Modular System ◽  
First Year ◽  
First Year Students ◽  
University Of Technology ◽  
Optical Theodolite ◽  
Geodetic Surveying

Studies in the Tallinn University of Technology are based on a modular system, where geodetic surveying comprises a self-contained study module in the curricula of all civil engineering specialities. Due to geodetic surveying being taught to all first year students of civil engineering, it serves as a touchstone to test a student's suitability for an engineering specialism. Future civil engineers are taught basic geodetic measurements and how to use optical theodolite, levelling instrument and laser level. The paper gives an overview of geodetic surveying lectures, laboratory classes and field survey camp. Teaching and assessment are based on learning outcomes. Students who have passed the exam are allowed to participate in the summer field survey camp, the aim of which is consolidating the knowledge acquired throughout the year and practising teamwork.

scholarly journals PREREQUISITE EVALUATION OF ENGINEERING SKILLS

2017 ◽  
Author(s):  
Gérard J. Poitras ◽  
Eric G. Poitras
Keyword(s):  
Problem Solving ◽  
Engineering Students ◽  
Procedural Knowledge ◽  
Civil Engineering ◽  
Assessment Tools ◽  
First Year ◽  
Engineering Program ◽  
Problem Instances ◽  
Over Time

Preliminary findings obtained from a three-year study are presented where different cohorts of undergraduate civil engineering students are followed for three consecutive years while completing the Civil Engineering program at the Université de Moncton. This study outlines how a set of problem instances were developed, wherein a student performs a series of steps to formulate a solution. These steps are mapped to one or more skills, also known as procedural knowledge components, which are essential for students to have mastered from one or more previous courses in order to successfully complete the course in question. Over a hundred students from the second, third, or fourth year performed a series of problem-solving tasks that assess a common set of skills at the beginning of their respected courses. The findings obtained from the first year of this study show that students vary in their abilities to correctly solve instances of a problem on their first attempt. This suggests that there is a pressing need for assessment tools that target progressions for specific courses using the range of standards outlined by the Canadian Engineering Accreditation Board as progress indicators while providing individualized instructional modules developed on the basis of research-based understanding of how these skills develop over time for all students.

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