Perceptions and Misconceptions of Industrial Engineering from First-year Engineering Students

The Use of Blogs in a Project-Based Learning Context for First-Year Engineering Students’ Teams

Volume 9: Engineering Education ◽

10.1115/imece2020-23768 ◽

2020 ◽

Author(s):

Anabela C. Alves ◽

Ana C. Pereira ◽

Celina P. Leão ◽

Sandra Fernandes ◽

Andre F. Uebe-Mansur

Keyword(s):

Engineering Students ◽

Assessment Method ◽

Project Based Learning ◽

Industrial Engineering ◽

First Year ◽

Learning Context ◽

First Semester ◽

Teachers And Students ◽

Development Context ◽

Project Phases

Abstract The Integrated Project of Industrial Engineering and Management 1 (IPIEM1) is a curricular unit of the first year developed in the first semester of the Integrated Masters degree of Industrial Engineering and Management (IEM11) – University of Minho, Portugal. In the 2019’s 1st semester and in the IPIEM1 previous versions, Project-Based Learning (PBL) was usually adopted as a learning methodology. In this pedagogical development context, freshman students develop a project integrating all five courses related to this current semester. To undertake this project, the students work in large teams that comprise nine to ten members. Throughout the semester, each team must accomplish the project phases and tasks. To communicate their progress and results developed during the semester, each team designed a blog. In the IPIEM1 previous editions of PBL of this year in this program, the weblog (blog) digital technology was also adopted, but it was never assessed. Thus, this paper has two main objectives: 1) to evaluate the importance of the blog for the teams; 2) to discuss teams’ engagement during its development, knowing that it would be a part of the assessment method. The survey results revealed that the teams considered the blog useful to keep an update record of the project progress and to stimulate the writing and reflection about project contents. Furthermore, some of teachers’ and students’ considerations showed the need for providing more training and experience in the development of blogs.

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RELATIONSHIP BETWEEN SPATIAL REASONING SKILLS IN FIRST YEAR INDUSTRIAL ENGINEERING STUDENTS

ICERI2018 Proceedings ◽

10.21125/iceri.2018.1497 ◽

2018 ◽

Author(s):

Fernando Gómez Hermosa ◽

Laia Miravet Garret ◽

Francisco José Ortíz Zamora ◽

Carmen Ladrón de Guevara Muñoz ◽

Fernando Nieto Reigal

Keyword(s):

Engineering Students ◽

Spatial Reasoning ◽

Industrial Engineering ◽

First Year ◽

Reasoning Skills

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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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First-Year Engineering Students’ Research Experience in Web Mapping

Cartographica The International Journal for Geographic Information and Geovisualization ◽

10.3138/cart-2019-0026 ◽

2020 ◽

Vol 55 (1) ◽

pp. 53-62

Author(s):

Claire Mah ◽

Daphne Hong ◽

Vanessa Chen ◽

Emmanuel Stefanakis

Keyword(s):

Engineering Students ◽

First Year ◽

Research Experience ◽

Web Mapping

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Engineering for good: A case of community driven engineering innovation

Journal of Humanitarian Engineering ◽

10.36479/jhe.v6i1.110 ◽

2018 ◽

Vol 6 (1) ◽

Cited By ~ 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.

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