MOBILITY MANAGEMENT EDUCATION IN THE NATIONAL INSTITUTE OF TECHNOLOGY: ANALYSIS OF LEARNING OUTCOMES THROUGH INTEGRATION OF CIVIL ENGINEERING AND GEOGRAPHY

2020 ◽  
Vol 76 (1) ◽  
pp. 25-34
Author(s):  
Mitsuaki KAWABATA ◽  
Hiroaki SAKAUE
Keyword(s):  
Learning Outcomes ◽  
Mobility Management ◽  
Civil Engineering ◽  
Management Education ◽  
Technology Analysis ◽  
Institute Of Technology

scholarly journals The Impact of Covid-19 Pandemic on Students’ Learning Outcome in Higher Education

2021 ◽  
Vol 13 (2) ◽  
pp. 1425-1431
Author(s):  
Andi Rahman
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Human Life ◽  
Cross Sectional ◽  
Study Results ◽  
Institute Of Technology ◽  
The Impact ◽  
Academic Year

The current Covid-19 pandemic has had many effects on human life globally, including the implementation of education. This study aimed to obtain the impact of the Covid-19 pandemic on learning outcomes in higher education. The research method used is a cross-sectional study. The data were taken from the test results at the end of the lecture, observations, and interviews. The research was conducted at the University of Muhammadiyah Lampung, IPDN Jatinangor Campus, and the Ahmad Dahlan Institute of Technology and Business, with 120 students participating. The data analysis technique used the percentage technique and cross-tabulation. The study results concluded that student learning outcomes decreased in the 2020-2021 academic year compared to the 2019-2020 academic year. The decline in learning outcomes includes knowledge, skills, and psychology. This finding has implications for the understanding of education personnel regarding online teaching and learning design during the Covid-19 pandemic.

scholarly journals Outcomes-Based Assessment and Learning: Trialling Change in a Postgraduate Civil Engineering Course

2017 ◽  
Vol 14 (1) ◽  
pp. 25-44
Author(s):  
Tamer El-Maaddawy ◽  
◽  
Christopher Deneen ◽  
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Direct Evidence ◽  
Civil Engineering ◽  
Indirect Evidence ◽  
Assessment Instruments ◽  
Learning Framework ◽  
Assessment Tasks ◽  
Master Level ◽  
Teaching Learning

This paper aims to demonstrate how assessment tasks can function within an outcomes-based learning framework to evaluate student attainment of learning outcomes. An outcomes-based learning framework designed to integrate teaching, learning, and assessment activities was developed and implemented in a civil engineering master-level course. The assessment instruments for this course were designed together to form a deliberate, balanced, and practical approach to evaluating student attainment of learning outcomes within the outcomes-based learning initiative. Direct evidence of student learning was derived through analysis of student results in assessment tasks constructively aligned with intended outcomes of learning. Student feedback provided indirect evidence of student attainment of learning outcomes and confirmed the effectiveness of the learning approach implemented in the course under investigation. Results of the direct assessment instruments were, generally, consistent with the student self-perception confirming achievement of learning outcomes. Students tended, however, to overestimate the level of attainment of learning outcomes. Results of the present study are anticipated to assist educators and researchers to efficiently and effectively implement and evaluate outcomes-based learning in higher education thus improving educational quality and student learning

Social Media Driven Management Education

2018 ◽  
pp. 750-768
Author(s):  
Owen P. Hall Jr.
Keyword(s):  
Social Media ◽  
Problem Solving ◽  
Community Of Practice ◽  
Learning Outcomes ◽  
Learning Strategy ◽  
Management Education ◽  
Business Schools ◽  
Learning Opportunities ◽  
Education Community ◽  
The Reformation

Business schools are under growing pressure to engage in significant programmatic reforms in light of the business community's call for web-savvy, problem-solving graduates. Even AACSB has gotten into the reformation act by recommending the adoption of a comprehensive collaboration learning strategy. To meet these and related challenges, many schools of business are turning to social media to provide learning opportunities at a time and place that is convenient to the student. The purpose of this paper is to highlight the growing possibilities for using social media to enhance learning outcomes and to outline strategies for implementing this revolutionary process throughout the management education community of practice.

scholarly journals Qualitative Assessment of the Learning Outcomes of an International Service Learning Project in Civil Engineering

2015 ◽  
Vol 10 (1) ◽  
pp. 38-58 ◽  
Author(s):  
Ann E. Jeffers ◽  
Paul A. Beata ◽  
Beverly Strassmann
Keyword(s):  
Service Learning ◽  
Learning Outcomes ◽  
Interpersonal Communication ◽  
Communication Skills ◽  
Civil Engineering ◽  
Relevant Literature ◽  
Qualitative Assessment ◽  
Global Competency ◽  
International Service Learning ◽  
International Service

A qualitative study was performed to determine the learning outcomes of an international service learning project in civil engineering. The university program involves the student-led design and construction of suspended pedestrian bridges in rural Bolivia. Five students traveled to Bolivia for a period of four weeks to oversee the construction of a bridge. The students were asked to keep reflective journals that were guided by a series of writing prompts. We analyzed the qualitative data within a phenomenological framework, which allowed common themes to be identified from the data. The measured learning outcomes include technical competency, adaptability, creativity, global competency, cross-cultural communication skills, and teamwork and interpersonal communication skills. The data are examined in relation to relevant literature and supporting quotes from the students’ journals are provided. Our findings support the ideas that international service learning experiences in engineering strengthen global competency and communication, improve mastery of technical skills, and instill an understanding of the social context of engineering work. Additionally, complications that arose in the field taught the students adaptability, which is defined here as the ability to modify an engineering design to meet the constraints imposed in the field. As a result of our analysis, we propose reflection questions that allow the assessment of technical and non-technical learning outcomes. 

Analysis of a Feedback Assessment Loop in Engineering Sciences Core Curriculum

2013 ◽  
Author(s):  
Amitabha Ghosh
Keyword(s):  
Learning Outcomes ◽  
Student Performance ◽  
Core Curriculum ◽  
Assessment Process ◽  
Learning Outcomes Assessment ◽  
Rochester Institute Of Technology ◽  
Engineering Sciences ◽  
Engineering Department ◽  
Institute Of Technology ◽  
Behavioral Influences

A formal two-loop learning outcomes assessment process has been evaluated in the mechanical engineering department at Rochester Institute of Technology. This initiative, originally called the Engineering Sciences Core Curriculum (ESCC), provided systematic course learning outcomes and assessment data of student performance in Statics, Mechanics, Dynamics, Thermodynamics, Fluid Mechanics and Heat Transfer. This paper reports detailed analyses with some important observations in the Statics-Dynamics sequence to determine obstacles in student performance. New data shows that students’ mastery of Dynamics is affected largely by incorrect interpretations and weak retention of fundamentals in Statics. Further evidence of students’ behavioral influences are discussed requiring a future focus in this area. This report completes the 5 year feedback loop designed to achieve the ESCC goals on the Statics-Dynamics sequence.

Developing a Market-Sensitive Intelligent Transportation Systems Educational Program

1997 ◽  
Vol 1588 (1) ◽  
pp. 120-129 ◽  
Author(s):  
Maria P. Boilé ◽  
Lazar N. Spasovic ◽  
Louis J. Pignataro
Keyword(s):  
Intelligent Transportation Systems ◽  
Educational Program ◽  
Civil Engineering ◽  
Intelligent Transportation ◽  
Educational Needs ◽  
Transportation Systems ◽  
Academic Programs ◽  
Surveillance Systems ◽  
Institute Of Technology ◽  
Public And Private Sector

Results of research undertaken to evaluate the educational needs of the emerging field of Intelligent Transportation Systems (ITSs) are presented, and whether course offerings in academic programs meet these needs is ascertained. A survey was conducted to determine needs for ITS education among public- and private-sector entities and to assess the perception of the academic sector on the type and level of ITS education to be offered. The results indicate that academic programs are aware of the educational needs of the private and public sectors in ITS and have been reacting to those needs. A traditional civil engineering curriculum is inadequate to educate engineers in ITS, thus the ITS educational program must be inter-(or cross-) disciplinary. Focus should be on the areas that are not traditionally part of civil engineering education such as communications, traffic surveillance, systems analysis, and social and institutional issues. The results are intended primarily to provide a guideline for universities to develop the content of an ITS program by identifying the type of program structure as well as the topics to be covered in the courses. A case study is presented of how such a program was implemented at the graduate level at the New Jersey Institute of Technology.

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