scholarly journals Service and Design as Mechanisms to Impassion the Study of Engineering, from K-12 to Higher Education

2010 ◽  
Vol 5 (1) ◽  
pp. 25-46
Author(s):  
Brent C Houchens
Keyword(s):  
Engineering Education ◽  
Graduate Education ◽  
Personal Development ◽  
Engineering Students ◽  
Team Leadership ◽  
Leadership Strategies ◽  
Mentoring Program ◽  
Traditional Course ◽  
K 12 ◽  
The Impact

Service and design provide mechanisms to introduce students to successive stages of engineering education.  These activities positively influence outreach to K-12 students, recruiting of women and underrepresented minorities to engineering, retention of undergraduate engineering students, and encouragement and funding for graduate education.  Furthermore, service and design provide continuity and motivation across engineering education.  These offer experiential learning opportunities in practical problem solving, while simultaneously promoting personal development of communication skills and team leadership.  Strategies are discussed for implementing service and design components in engineering education at all levels, from K-12 to graduate education.  For K-12 outreach, a mentoring program called DREAM is highlighted.  Opportunities for outreach and externally reviewed proposal writing and presentations are discussed in the context of undergraduate design.  These can be implemented through both traditional course work and alternative design projects.  Finally, the impact of all of the above activities on graduate education, particularly graduate funding, is discussed.

Digitizing Dissection: A Case Study on Augmented Reality and Animation in Engineering Education

2020 ◽  
Author(s):  
Kevin G. Kearney ◽  
Elizabeth M. Starkey ◽  
Scarlett R. Miller
Keyword(s):  
Working Memory ◽  
Augmented Reality ◽  
Cognitive Load ◽  
Engineering Education ◽  
Engineering Students ◽  
Virtual Education ◽  
Traditional Learning ◽  
Learning Tools ◽  
Future Work ◽  
The Impact

Abstract Advancing virtual education through technology is an important step for engineering education. This has been made evident by the educational difficulties associated with the 2020 Covid-19 pandemic. Maintaining educational standards while using virtual learning is something possibly solved through researching new educational technologies. A potential technology that can enhance virtual education is Augmented Reality, since it can show information that would otherwise not be easily experienced or obtained. Traditional learning tools fail to offer the ability to control objects and explore numerous perspectives the way augmented reality can. Augmented reality can be even further enhanced through the addition of animation. Animation could add the ability to see motion, increasing overall understanding as well as increasing the motivation to learn. When motion is not visualized, it must be perceived, which can increase cognitive load and cause the limitations of working memory to be met. Reaching the limits of working memory has been shown to negatively affect learning. Therefore, the purpose of this study was to identify the impact of digitizing product dissection on engineering student learning and cognitive load. Specifically, we sought to identify the impact of Augmented Reality and Animations through a full factorial experiment with 61 engineering students. The results of the study show that the virtual condition with animation exhibited increased effectiveness as a learning tool. It also showed that augmented reality is not significantly different than a virtual environment in the context of product dissection. The results of this study are used to explore future uses of augmented reality and animation in education, as well as lay the groundwork for future work to further explore these technologies.

scholarly journals The Impact of Entrepreneurship on Engineering Education

2017 ◽  
Author(s):  
Majed Jarrar ◽  
Hanan Anis
Keyword(s):  
Engineering Education ◽  
Technological Innovation ◽  
Direct Observation ◽  
Engineering Students ◽  
Graduate Attributes ◽  
Start Up ◽  
Hands On ◽  
Survey Results ◽  
The University ◽  
The Impact

Engineering schools are integrating entrepreneurship within their curriculum in order to equip their students with the capacity to adapt quickly to technological innovation. The University of Ottawa has developed an entrepreneurship course that is open to all engineering students, and aims to provide them with a hands-on approach to starting and growing a technology start-up. This paper is centred on assessing the students who took this course. The results of the survey analyze the impact entrepreneurship has had on their engineering skillset. This skillset reflects the graduate attributes that the Canadian Engineering Accreditation Board (CEAB) expects engineering students to develop. We will observe whether this impact has changed since the inception of this course in 2012 and throughout 5 course cycles. Using the survey results as well as the direct observation during those semesters, we present our analysis on how these outcomes can be replicated in other environments.

scholarly journals Engineering Education and the Drive for Social Justice in Africa

2020 ◽  
Vol 9 (2) ◽  
pp. 716-722
Keyword(s):  
Social Justice ◽  
Engineering Education ◽  
Core Curriculum ◽  
Engineering Students ◽  
Social Justice Education ◽  
Core Subject ◽  
Distribution Of Resources ◽  
Equal Recognition ◽  
The Impact ◽  
Do So

Engineering social justice education (ESJ) is an emerging core subject in engineering education (EE)and profession. However, several EE institutions are yet to incorporate social justice (SJ) into engineering courses, leading to strong advocacy for EE review of programmes. This paradigm shift is align with ESJ revised curricula to increase the power of engineering knowledge integrated with SJ, which explicitly harnessed in serving vulnerable society, thereby addressing injustices and inequalities; hence the crux of this paper. This paper was guided by Nancy Fraser’s theory of SJ that elucidates that a more equitable distribution of resources is interrelated with equal recognition of different identities/groups within a society. This theory looks at how individuals are prevented from participating as equals by denying them of available resources to do so. This paper takes a broad look at the impact of integrating SJ in EE in Africa, while examining the extent EE has addressed numerous inequalities and, exploring how engineering practitioners can work towards a more just and equitable society. The significance of SJ in EE in the 21st century were discussed among others. Thus, to address social justice in EE, collaboration amongst educational sector and engineering industrialists are central in building and revising EE curriculum inclusive of SJ themes to consolidate engineering professional ethics. This will transform the way educators think about ESJ through creating or converting existing core curriculum courses to attract, retain, and motivate engineering students to become professionals to enact SJ in engineering field.

scholarly journals The Impact of Skill and Attitude Performance Students of Electrical Engineering Education on Work Opportunities in Business and Industry

2020 ◽  
Vol 7 (9) ◽  
pp. 169
Author(s):  
Yetursance Manafe ◽  
Frans F.G. Ray ◽  
Crispinus P. Tamal
Keyword(s):  
Engineering Education ◽  
Engineering Students ◽  
Electrical Engineering ◽  
Ability To Work ◽  
Business World ◽  
Industrial Practice ◽  
Job Opportunities ◽  
Electrical Engineering Education ◽  
The Impact ◽  
To Receive

This study aims to determine the extent of the impact of the skills and attitudes of Electrical Engineering students in relation to job opportunities in the business and industrial world. The method used in this research is descriptive qualitative research method. The subjects in this study were 70 students of Electrical Engineering Education who attended Industrial Practices. The results obtained in this study of 70 students, 64.29% managed to get good acceptance in the business world and industry and got a satisfactory score because they have competency skills which include the ability to work in teams, enthusiasm for following practice and initiative and attitude competence which includes willingness receive input and persistence, while 35.71% do not receive acceptance in the practice place and do not complete the industrial practice in the field is influenced by attitude factors including: 1). low self-discipline (44.00%), 2). low persistence of students (20.00%), 3). The ability to receive input from PKL supervisors for improvement towards a better direction (4.00%) and skill factors include: 1). The enthusiasm possessed in following the PI (12%), 2). The ability to work hard during PI (13.33%), 3). Able to work together in a team during PI (13.33%). From the results obtained, it can be concluded that the determining factor so that students can successfully follow practice and be well accepted in the business world and industry is to increase their enthusiasm for following practice and when doing practice there is a need for teamwork including being willing to accept input from supervisors essential needed in industrial practice.

Creativity and Engineering Education: Assessing the Impact of a Multidisciplinary Project Course on Engineering Students’ Creativity

2020 ◽  
Author(s):  
Saurabh Deo ◽  
Katja Hölttä-Otto ◽  
Günther H. Filz
Keyword(s):  
Statistical Analysis ◽  
Engineering Education ◽  
Driving Force ◽  
Divergent Thinking ◽  
Engineering Students ◽  
Joint Effort ◽  
Visual Form ◽  
Written Form ◽  
The Impact

Abstract Creativity is the essential driving force, and creative engineers are the drivers entrusted to propel the technology-driven industry to the pinnacle of innovations in all engineering sectors. Accordingly, creativity is being integrated into engineering education in different ways, from a single lecture to more extensive curriculum level approaches. In this paper, we measured the effect of a multidisciplinary project course, a joint effort between the School of Arts, Design and Architecture, and the School of Engineering, on students’ creativity. In particular, we assessed the Originality, Novelty, and Quantity of solutions produced by participants in two tasks, an Alternate uses test and the ShapeStorm exercise. An alternate uses test assessed the written form of divergent thinking, and the ShapeStorm exercise assessed the visual form of divergent thinking. Statistical analysis of the data indicated that solutions for the written divergent thinking task produced by students post-course were more novel than pre-course. We did not find a statistically significant improvement in the Quantity. Similarly, for the visual divergent thinking task, we see no statistically significant increase.

scholarly journals Student Perceptions of Engineering Service Experiences as a Source of Learning Technical and Professional Skills

2013 ◽  
Vol 8 (1) ◽  
pp. 1-17 ◽  
Author(s):  
Adam Robert Carberry ◽  
Hee-Sun Lee ◽  
Christopher W Swan
Keyword(s):  
Student Perceptions ◽  
Engineering Students ◽  
Technical Skills ◽  
Male Students ◽  
Professional Skills ◽  
Service Experience ◽  
Traditional Course ◽  
Potential Impact ◽  
The Impact ◽  
Service Experiences

A dramatic increase in engineering student participation during the last decade indicates heightened student and faculty interest in engineering service experiences. The first step towards understanding why students are drawn to such opportunities is to examine how students perceive engineering service experiences as an important source of learning technical and professional skills involved in the engineering disciplines. The following study investigates how students compare their service experience with their traditional coursework experience as a source of learning professional and technical skills in engineering. Students’ perception of where they learned professional and technical knowledge or skills provides an insight into the potential impact service-based interventions creates. This study compares service experiences with traditional coursework-based learning to examine the impact of service on students’ perception of learning sources. Students participating in an eclectic and large variety of engineering service experiences were surveyed. Engineering students on average identified that 45% of what they have learned about technical skills and 62% of what they have learned about professional skills was gained through their engineering service experience. Female students credited service experiences as their source of both professional and technical skills significantly higher than male students, and were consistent across academic years. Engineering students’ perceive service-based learning experiences, relative to their traditional course-based learning, to significantly impact what they know about technical and professional engineering outcomes.

The Impact of Virtual Dissection on Engineering Student Learning and Self-Efficacy

2014 ◽  
Author(s):  
Christine A. Toh ◽  
Connor S. Disco ◽  
Scarlett R. Miller
Keyword(s):  
Engineering Education ◽  
Student Learning ◽  
Self Efficacy ◽  
Engineering Students ◽  
Controlled Experiment ◽  
First Year ◽  
Engineering Student ◽  
Virtual Dissection ◽  
The Impact ◽  
Increasing Student Learning

Product dissection activities are widely practiced in engineering education as a means of increasing student learning and understanding of core engineering concepts. While recent efforts in this area of research have sought to develop and utilize virtual dissection tools in order to reduce and mitigate the costs of physical dissection activities, little data exists on how virtual dissection impacts student learning and understanding. This lack of data makes it difficult to draw conclusions on the utility of virtual dissection tools for enhancing engineering instruction. In this paper we present the results of a controlled experiment conducted with first-year engineering students developed to examine the impact of virtual dissection on engineering student learning and self-efficacy. Our results revealed that student learning appeared to be unaffected through the use of virtual dissection environments. However, electro-mechanical self-efficacy gains were smaller for students who performed virtual dissection compared to students who performed physical dissection. These results add to our knowledge of the impact that virtual dissection tools can have on student learning and understanding and enable us to develop recommendations and guidelines for improving the effectiveness of these tools in engineering education.

Supporting Motivation and Effort Persistence in an Online Financial Literacy Course Through Game-Based Learning

2019 ◽  
Vol 9 (3) ◽  
pp. 38-52 ◽  
Author(s):  
Larysa Nadolny ◽  
Jeanna Nation ◽  
Jonathan Fox
Keyword(s):  
Undergraduate Students ◽  
Financial Literacy ◽  
Learning Experience ◽  
Game Based Learning ◽  
Similar Time ◽  
Traditional Course ◽  
Traditional Courses ◽  
User Data ◽  
K 12 ◽  
The Impact

The use of game mechanics and game structures when designing curriculums is gaining popularity in K-12 and higher education. More evidence is needed to determine the impact of game-based learning design on the student learning experience. This study used the IMMS instrument and user data to examine motivation within traditional courses and courses designed with game-based learning. The participants included 254 undergraduate students in two sections of the traditional course and two sections of the game-based learning course. The results showed that although students in all courses reported comparable motivation on the IMMS and similar time spent online, examination of user data indicated differences in effort persistence over the semester. Students in the GBL courses had a significantly higher number of interactions with content as compared to the traditional courses. This finding indicates that the leveling of content, adaptive release of optional content, and the ability to earn more points through a bank feature positively impacts effort persistence.

scholarly journals TEACHING TEAMWORK, ETHICS AND EQUITY, AND IMPACT ON SOCIETY AND THE ENVIRONMENT TO UNDERGRADUATE ENGINEERING STUDENTS: A REVIEW OF THE LITERATURE

2021 ◽  
Author(s):  
Ellie L. Grushcow ◽  
Patricia K. Sheridan
Keyword(s):  
Literature Review ◽  
Engineering Education ◽  
Engineering Students ◽  
Leadership Education ◽  
Engineering Curriculum ◽  
Review Of The Literature ◽  
Graduate Attributes ◽  
Undergraduate Engineering ◽  
Undergraduate Engineering Education ◽  
The Impact

This paper explores the way in which three graduate attributes have been instructed on, together, in the undergraduate engineering curriculum. In particular, this paper explores how teamwork, ethics & equity, and the impact of engineering on society and the environment are taught together. These three attributes are used as a framing for engineering leadership education to explore how it has been embedded in the curriculum from a graduate attributes perspective. Following systematic literature review principles, this work explores the prevalence and motivations forincorporating these attributes in undergraduate engineering education in Washington Accord signatory countries. Findings indicate that these attributes are not frequently documented as being taught together, and are motivated equally as a design topic as a leadership/entrepreneurship topic.

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