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

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.

scholarly journals Peningkatan Hasil Belajar Passing Atas Bola Voli, Siswa SMK Melalui Variasi Pembelajaran

2019 ◽  
Vol 9 (2) ◽  
pp. 125
Author(s):  
Sandy Yudha Sinurat ◽  
Sabaruddin Yunis Bangun
Keyword(s):  
Data Analysis ◽  
Learning Outcomes ◽  
Research Method ◽  
Engineering Students ◽  
Vocational School ◽  
Computer Engineering ◽  
Knowing How ◽  
Academic Year ◽  
Passing Grade

ABSTRAKPenelitian ini dilakukan bertujuan untuk mengetahui sejauh mana peningkatan hasil belajar Passing atas melalui variasi pembelajaran pada siswa kelas XI SMK Parulian 1Medan Tahun Ajaran 2017/2018. Metode penelitian yang digunakan adalah PTK, yang terdiri dari siklus I dan siklus II. Setelah data terkumpul, dzilakukan analisis pembelajaran melalui variasi pembelajaran. (1) Dari tes hasil belajar melalui variasi Pembelajaran di siklus I diperoleh 13 siswa yang tuntas (68,42%) sedangkan 6 siswa (31,58%) belum tuntas, dengan nilai rata-rata ketuntasan belajar passing atas (76,27). Belum tercapai ketuntasan klasikal maka dilakukan kembali pembelajaran melalui variasi pembelajaran (2) dari tes hasil belajar II disiklus II diperoleh 17 siswa yang tuntas (89,47%) sedangkan 2 siswa (10,53%) belum tuntas, dengan nilai rata-rata ketuntasan belajar passing atas sebanyak (81, 54%). Maka sudah tercapai lah nilai klasikal 85% tersebut. Dalam hal ini dapat dilihat  bahwa terjadi peningkatan 21% dari siklus I ke siklus II. Berdasarkan hasil analisis data, penelitian ini menyimpulkan bahwa melalui variasi pembelajaran dapat meningkatkan hasil belajar Passing atas Bola Voli Siswa Teknik Komputer Jaringan SMK Parulian 1 Medan Tahun 2018. Kata kunci: Belajar, Passing Atas, Bolavoli                                                    ABSTRACTThis research was conducted aimed at knowing how far the increase in learning outcomes Passing through learning variations in class XI Parulian 1Medan Vocational School 2017/2018 Academic Year. The research method used is PTK, which consists of cycle I and cycle II. After the data is collected, dzilakukan analysis of learning through variations in learning. (1) From the learning outcomes test through variations in Learning in the first cycle, 13 students were completed (68.42%) while 6 students (31.58%) were not completed, with an average passing grade of passing learning (76.27) . Classical completeness has not yet been achieved so learning through learning variations (2) from learning outcomes II in cycle II is obtained by 17 students who complete (89.47%) while 2 students (10.53%) have not yet completed, with average completeness scores top passing learning (81, 54%). Then the 85% classical value has been reached. In this case it can be seen that there is a 21% increase from cycle I to cycle II. Based on the results of data analysis, this study concluded that through learning variations can improve learning outcomes Passing on Volleyball Ball Computer Engineering Students Network Medan Parulian 1 Vocational School in 2018. Keywords: Study, Upper Passing, Volleyball

scholarly journals INTRODUCTING A NEW ENGINEERING COURSE: A LEARNING EXPERIENCE FOR STUDENTS AND FACULTY

2011 ◽  
Author(s):  
Peter Dare ◽  
Brian Cooke
Keyword(s):  
Engineering Students ◽  
Task Force ◽  
Learning Experience ◽  
First Year ◽  
Design Element ◽  
Design Project ◽  
Different Types ◽  
Second Year ◽  
The University ◽  
First Time

A Task Force was created by the Faculty of Engineering at the University of New Brunswick in September 2004 charged with creating a new course for all first year engineering students to be delivered for the first time in September 2005. The course, to be taken by approximately 270 students, was to integrate material from other first year courses, introduce the students to working in teams, contain a substantial design element through a design project, and introduce communication skills. Nine professors from throughout engineering “volunteered” to help develop and deliver the course. In this paper we own up to what we did wrong during the first two years of delivery of this course, and (naturally!) counter this by celebrating our successes. Students are assessed based on a combination of individual and team submissions, with some submissions being oral and others written. This paper will outline the complex assessment scheme we initially used, and how we later simplified it. Rubrics were used to evaluate many of the course assignments. For most of the instructors, this was the first time they had used rubrics and so it was a learning experience to both develop and apply them. We show how we adapted their use in the second year of delivery after the experiences of the first year. We were pleased with the way that the assessments were mostly built around the design project – this helped the students grasp why clear communication is vital and enabled them to obtain continual feedback on the project. We were also delighted that an element of social responsibility was introduced into the course by making the project an international “Engineers Without Borders” project based in Africa. We believe this added an additional dimension to the course and especially the project. The professor-delivered skits were especially popular! Delivered by two wannabe actors, they introduced the students in a humorous manner to the different types of engineering that are taught at UNB. Engineering students at UNB have to commit to their specific engineering field from their first day at UNB, so these skits were included to ensure the students were exposed to all the UNB engineering disciplines. We conclude the paper with our plans for delivery of the course in September 2007 and beyond.

scholarly journals STUDENT SUBMISSION PATTERNS IN ONLINE HOMEWORK AND RELATIONSHIPS TO LEARNING OUTCOMES: A PILOT STUDY

2019 ◽  
Author(s):  
Gianni Co ◽  
Zuheng Xu ◽  
Giorgio Sgarbi ◽  
Siqi Cheng ◽  
Ziqi Xu ◽  
...  
Keyword(s):  
Pilot Study ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Student Learning Outcomes ◽  
Online Homework ◽  
Science And Engineering ◽  
Significant Difference ◽  
Second Year ◽  
Post Hoc ◽  
Academic Year

Online homework systems are being increasingly used for auto-graded, instant feedback homework and practice for students in math, science and engineering. Students may use these systems, which often allow multiple or unlimited tries, in ways that are different from completing traditional paper-based homework, however research relating online homework system patterns of usage and learning outcomes is limited. This study explores online homework submission patterns and their links to student learning outcomes (weighted individual grades) by analyzing the submission patterns of two second-year engineering courses (~130 students each) from our institution over the 2017-2018 academic year using WeBWorK, an open online homework platform. Students in each of the two courses were clustered into three groups using a K-means algorithm based on when during the homework period they tended to submit attempts. Clusters were used to approximately represent a submission pattern, meaning groups of students that submit attempts mostly early, mostly late, or more evenly over the period. Conducting one-way ANOVAs for each course, we found that there is a significant difference between clusters (submission patterns) in terms of mean individual weighted grades on tests and exams (p < 1.07e-08, p < 2.68e-5). Post-hoc analyses revealed that the best performing cluster (students who submit attempts mostly early) had a mean tests/exams grades that were about 10% higher than worst performing cluster (students who submit attempts mostly late) (p < 2.6e-06, p < 9.9e-05).  

scholarly journals The Professional Spine: Creation of a Four-year Engineering Design and Practice Sequence

2011 ◽  
Author(s):  
Brian Frank ◽  
David Strong ◽  
Rick Sellens
Keyword(s):  
Engineering Design ◽  
Engineering Students ◽  
Student Feedback ◽  
First Year ◽  
Problem Analysis ◽  
Assessment And Evaluation ◽  
Practice Sequence ◽  
Design And Practice ◽  
First Time ◽  
Academic Year

This paper discusses the development of a four-year Engineering Design and Practice Sequence (EDPS) of project-based courses at Queen’s University. The four-year sequence is a core requirement for all engineering students, and will develop competence in design process methods and tools, problem analysis, creativity, economics and entrepreneurship, engineering communications, professionalism, and ethics. The EDPS was designed to meet requirements of the Canadian Engineering Accreditation Board graduate attributes , which addresses requirements of the Washington Accord. They also target applicable elements of the CDIO syllabus. The EDPS is being delivered to first year engineering students for the first time in the 2010-2011 academic year and will continue rolling out over the next three years. The paper discusses the process involved in creating the sequence, the course objectives and delivery for each year of the program, and proposed assessment and evaluation methods. The sequence will also be compared to previously published engineering design and practice sequences. The outcomes of the first year, including student feedback and attribute assessment, will also be discussed. Upper year students who will not experience the engineering design and practice sequence are being assessed on their understanding of design methods to provide baseline data for comparison with students who progress through the sequence in future years.This paper was also published in the ASEE 2011 Annual General Conference with joint permission of ASEE and CEEA.

scholarly journals STUDENT’S PERSPECTIVE ON IMPROVEMENTS FOR SECOND YEAR AND OTHER UNDERGRADUATE ENGINEERING DESIGN COURSES

2013 ◽  
Author(s):  
Fiona Serack
Keyword(s):  
Decision Making ◽  
Engineering Design ◽  
Real World ◽  
Engineering Students ◽  
First Year ◽  
Design Decision ◽  
Undergraduate Engineering ◽  
Starting Point ◽  
Second Year ◽  
Academic Year

Students and educators should work together on pushing the boundaries of expectation - "expect more to get more" - so that design courses can become increasingly effective and greater potential can be achieved. I encourage instructors and educators to consider the fact that this generation of engineering students enter university with a multitude of experiences and skills in design, decision making and communication that past generations did not have – and taking advantage of that advanced starting point will greatly improve the caliber of the course offerings. As an engineering undergraduate student at Queen’s University, I have been exposed to several engineering design courses. Starting in the 2011-2012 academic year when I was in my second year, a course referred to as APSC 200/293 was introduced. I will be critically discussing my experiences both positive and negative with this design course, as well as the first year design course, and in my opinion how they can be improved. Information and feedback regarding the design courses was obtained from the faculty and compared to my observations. Starting the design courses early on in the students’ careers gives them an excellent introduction to the real world of engineering. However, there is great room for improvement in courses of this sort, which can be assisted by utilizing the opinions of willing students. I will further discuss these courses, their downfalls and advantages, and where improvements could be made to promote the success of students.

scholarly journals Transforming the Learning Environment of Undergraduate Physics Laboratories to Enhance Physics Inquiry Processes

2017 ◽  
Vol 8 ◽  
Author(s):  
Gregory P. Thomas ◽  
Al Meldrum ◽  
John Beamish
Keyword(s):  
Learning Environment ◽  
Early Years ◽  
First Year ◽  
First Semester ◽  
Physics Laboratory ◽  
Physics Classes ◽  
Mixed Method Design ◽  
Physics Laboratories ◽  
First Time ◽  
Academic Year

Concerns persist regarding the lack of promotion of students’ scientific inquiry processes in undergraduate physics laboratories. The consensus in the literature is that, especially in the early years of undergraduate physics programs, students’ laboratory work is characterized by recipe type, step-by-step instructions for activities where the aim is often confirmation of an already well-established physics principle or concept. In response to evidence reflecting these concerns at their university, the authors successfully secured funding for this study. A mixed-method design was employed. In the 2011/2012 academic year baseline data were collected. A quantitative survey, the Undergraduate Physics Laboratory Learning Environment Scale (UPLLES) was developed, validated, and used to explore students’ perceptions of their physics laboratory environments. Analysis of data from the UPLLES and from interviews confirmed the concerns evident in the literature and in a previous evaluation of laboratories undertaken in 2002. To address these concerns the activities that students were to perform in the laboratory section of the course/s were re/designed to engage students in more inquiry oriented thinking and activity. In Fall 2012, the newly developed laboratory activities and tutorials, were implemented for the first time in PHYS124; a first year course. These changes were accompanied by structured training of teaching assistants and changes to the structure of the evaluation of students’ laboratory performance. At the end of that term the UPLLES was administered (n = 266) and interviews with students conducted (n = 16) to explore their perceptions of their laboratory environments. Statistically significant differences (p<.001) between the students in the PHYS 124 classes of 2011/2012 and 2012/2013 across all dimensions were found. Effect sizes of 0.82 to 1.3, between the views of students in the first semester physics classes of 2011/2012 and 2012/2013, were also calculated suggesting positive changes in the laboratory inquiry orientation. In their interviews, students confirmed and detailed these positive changes while still noting areas for future improvement.

scholarly journals Self-assessment based on language learning outcomes: a study with first year engineering students

2010 ◽  
pp. 133 ◽  
Author(s):  
Pilar Durán Escribano ◽  
Joana Pierce McMahon
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Bologna Process ◽  
First Year ◽  
Assessment Practices ◽  
Assessment Practice ◽  
Self Assessment ◽  
Language Courses ◽  
The Bologna Process

As the Bologna Process moves forward, changes in European systems of higher education are expected. The introduction of the ECTS focussing on the students’ achievements described in terms of the learning outcomes and competences acquired is one of the innovations. This process, encouraged by Universidad Politécnica de Madrid, signifies a change in teaching focus, from an input model to an output one, which promotes self-assessment in a flexible curriculum, in this case adapted to student’s language profile. To illustrate this new approach in language learning, a pilot experience with Technical English mining engineering students is discussed, with special attention to learner reflection and self-assessment practices. Students’ progress in self-assessment, based on the introduction of learning outcomes in specific language courses, is analysed to conclude that personal engagement and clear purpose -specified in terms of learning outcomes- seem to have become relevant components to student's self-assessment practice.

Drafting software as a practicing tool for engineering drawing-based courses: Content planning to its evaluation in client–server environment

2018 ◽  
Vol 47 (2) ◽  
pp. 118-134
Author(s):  
MVS Babu ◽  
KNS Suman ◽  
P Srinivasa Rao
Keyword(s):  
Data Security ◽  
Engineering Students ◽  
Employability Skills ◽  
Educational Institutions ◽  
Engineering Drawing ◽  
Client Server ◽  
Course Content ◽  
Basic Course ◽  
Academic Year ◽  
Server Architecture

In under graduate engineering education, engineering drawing is a basic course offered to 1st semester engineering students. With the advent of computers, the traditional engineering drawing practice in both industry and academia is being extensively replaced with computer aided engineering drawing. The present scenario in Indian engineering educational institutions has been studied and based on it an approach is proposed in the present paper, which involves the integration of software-based practice with client–server architecture. The proposed approach has been implemented to practice in our institute for few years. The use of this approach is required proper planning of the course content, delivery, practice and evaluation. The detailed discussion on the approach and its implications are examined through results. All the stakeholders are benefited by adopting this approach. The present paper focuses on the use of drafting software for the practice of engineering drawing-based courses in a secured client–server environment. This proposed approach guarantees multiple cascading advantages of improved understanding and enhanced spatial visualization among students. The proposed approach has been implemented for the students who admitted in the academic year 2014–15. The end exam results of these students have been compared with results of the batch admitted in academic year 2013–14. It was observed that the number of failures in the proposed approach were reduced up to 85% compared to conventional mode. Further, it facilitates to modernize the conduct of courses, provides data security, optimizes the utilization of computing facilities and most importantly it tests the students for the understanding of the topic and not for their artistic skills. Ultimately, it makes the engineering students industry-ready by enhancing their employability skills.

Education for Sustainability

2007 ◽  
Vol 1 (1) ◽  
pp. 163-170
Author(s):  
Caroline Baillie ◽  
Victoria Remenda
Keyword(s):  
Teaching And Learning ◽  
Common Knowledge ◽  
Education For Sustainability ◽  
First Year ◽  
Degree Programs ◽  
Engineering Programs ◽  
Core Courses ◽  
The Subject ◽  
Second Year ◽  
Pass Through

Courses which are intended to help students learn 'attitudes' or ways of thinking, as well as or instead of the more common 'knowledge' and 'skills,' are notoriously difficult to get right—particularly for younger students. Most courses relating to environmental issues or sustainability are electives within general science or engineering programs or they are within specialized environmental degree programs. In this paper, we examine two compulsory core courses designed to help students develop an appreciation of sustainability of the environment, one within a common first-year program of 600 students and one within a second-year geological engineering program of 35 students. In the first-year course, the sustainability component is situated within a course on 'Professional Skills,' which is taught in an innovative week-long intensive module. Students in this course have difficulties with the teaching and learning approach as much as with the subject matter. In the second-year course the main focus is on sustainability and the environment, taught using enquiry-based learning, a similar, interactive, innovative approach. In this course students respond much better to the concepts and appear to enhance or transform their perspectives. Students may be considered to pass through a 'threshold.' We examine the factors which seem to prevent students from passing through the threshold and consider possible strategies for aiding the pathway.

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.

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