UNIVERSITY-LEVEL DESIGN ENGINEERING CHALLENGES WITH STUDENT FEEDBACK

The Design Engineering Challenge Series is a set of design events organized by the University of Victoria Design Engineering Office to enhance the undergraduate student design experience. The first of the two events run in the series was the First Year Design Engineering Challenge. This event challenged first year engineering students to design and construct a microcontroller-directed electromagnetic model crane, in a single day. The second event had students from across campus working in interdisciplinary teams to design video games. Both events were extremely successful with follow up events planned for the next academic year.

DEVELOPMENT OF AN INTERACTIVE ONLINE ETHICS SCENARIO ACTIVITY FOR ENGINEERING STUDENTS

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.vi0.14144 ◽

2020 ◽

Author(s):

Peter M. Ostafichuk ◽

Carol P. Jaeger ◽

Jonathan Nakane

Keyword(s):

Decision Making ◽

Engineering Students ◽

Ethical Decision ◽

Ethical Decision Making ◽

Student Feedback ◽

First Year ◽

Survey Tool ◽

Unethical Behaviour ◽

University Of British Columbia ◽

This paper describes development and deployment of an online interactive ethical decision-making simulation. This tool was piloted in a first-year introduction to engineering course at the University of British Columbia. It used a “choose your own adventure” style of decision-making and narrative to add realism and engagement to what was otherwise viewed by students as dry, uninteresting content. After storyboarding using sticky notes and Visio, the final tool used by students was implemented and deployed using a survey tool (Qualtrics). It featured a scenario with initially incomplete information and the appearance of unethical behaviour by others. It included decision-based branching, but also randomization such that different groups had the story unfold differently, even if they made the same initial decisions. Student feedback on this tool was very positive, suggesting this style of interactive online ethics simulation could be an effective tool for enhancing engagement and learning.

Using Incoming Data to Monitor Engagement and Inform Mathematics Support Interventions

MSOR Connections ◽

10.21100/msor.v17i3.982 ◽

2019 ◽

Vol 17 (3) ◽

pp. 15-27

Author(s):

Ioannis Lignos

Keyword(s):

Student Success ◽

Student Performance ◽

Engineering Students ◽

Performance Data ◽

First Year ◽

Teaching Activities ◽

Student Behaviour ◽

And Performance ◽

The University ◽

Students who do not engage enough with their studies could place themselves at risk of underperforming or failing. Such a risk may be higher for students who are assessed in one or more mathematics modules and lack the appropriate background knowledge, or do not engage enough with related teaching activities. It has been shown for students who engage with mathematics support, there is a significant impact on student performance and progression in the relevant modules. Thus, improving the mechanisms of engagement with mathematics support should be a priority for any student success strategy.We discuss the monitoring of attendance and performance data of first-year engineering students, as it becomes available, in order to inform interventions which suit the observed student behaviour best. Specifically, the method described was used with first-year engineering students at the University of East London (UEL) during the 2017-8 academic year. We find that when monitoring processes are applied to an already tailored support package, they can often help maintain engagement levels, understand why some students do not engage, and prompt us to differentiate support further.

Promoting learning with understanding: Introducing languaging exercises in calculus course for engineering students at the university level

LUMAT International Journal on Math Science and Technology Education ◽

10.31129/lumat.8.1.1412 ◽

2020 ◽

Vol 8 (1) ◽

Author(s):

Helen Alfaro Viquez ◽

Jorma Joutsenlahti

Keyword(s):

Mathematics Teaching ◽

Engineering Students ◽

Mathematical Thinking ◽

First Year ◽

Logical Thinking ◽

Mathematical Skills ◽

First Year Students ◽

Basic Calculus ◽

University Level ◽

The study of mathematics at the university level requires logical thinking and strong mathematical skills. Contemporary first-year students are not prepared for these demands and end up failing their courses. This study aims to present an instrument for enhancing mathematics teaching and promoting learning with understanding in higher education by a combination of symbolic, natural, and pictorial languages in different tasks. We analyze the 17 solutions of four languaging exercises administered in a basic calculus course for engineering students at the University of Costa Rica. The results suggest that these exercises promote the acquisition of skills necessary to be mathematically proficient and are a useful tool for revealing students’ mathematical thinking and misconceptions.

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

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.3586 ◽

2011 ◽

Cited By ~ 3

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 ◽

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.

Sharing learning outcomes in chemistry teaching at HE level: Beneficial or detrimental?

New Directions in the Teaching of Physical Sciences ◽

10.29311/ndtps.v0i7.465 ◽

2011 ◽

pp. 31-35

Author(s):

David Read ◽

Joanne Boniface ◽

Andrea E Russell

Keyword(s):

Learning Outcomes ◽

Good Practice ◽

Retention Rates ◽

First Year ◽

Chemistry Teaching ◽

First Year Students ◽

University Level ◽

The University ◽

Support Students ◽

The sharing of explicit learning objectives and/or learning outcomes is considered to be good practice in schools, with OFSTED observation criteria indicating that this is a pre-requisite to a good or outstanding lesson1. Such practice does not appear to be widespread in chemistry teaching at HE level. Whilst a statement of aims/objectives/outcomes can normally be found in the documentation accompanying any given unit of teaching, these are typically in a less student-friendly format than those used in school, or are too vague to be useful. At the same time, many lecturers do communicate aims at the start of a lecture, but there may be scope for doing this in a more effective way. The extent to which students are exposed to „learning outcomes‟ varies greatly from institution to institution, discipline to discipline and from teacher to teacher, and as such it is difficult to discern the best approach.This article presents some background on developments at pre-university level that have influenced practice in this area, and outlines the findings of a research project carried out in the School of Chemistry at the University of Southampton. The project probed the views of staff and students regarding the usefulness of learning outcomes. Several different approaches to sharing learning outcomes with first year students were trialled and evaluated during the course of the 2010-11 academic year. This work is part of an on-going initiative which aims to identify effective methods to support students in becoming independent learners when making the transition to university, and to improve retention rates.

A FRAMEWORK FOR EXPLORING ETHICAL DILEMMAS IN A FIRST YEAR ENGINEERING COURSE

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.9768 ◽

2018 ◽

Author(s):

Carol P. Jaeger ◽

Peter M. Ostafichuk

Keyword(s):

Student Development ◽

Engineering Students ◽

Student Feedback ◽

First Year ◽

Motivating Factors ◽

Engineering Curriculum ◽

Engineering Profession ◽

Graduate Attributes ◽

University Of British Columbia ◽

Abstract A module on professionalism and ethics was developed and introduced in a recent redesign of the first year engineering curriculum at The University of British Columbia (UBC). Motivating factors for including this content in first year included providing students with a fuller understanding of the engineering profession, introducing content to support student development in multiple Canadian Engineering Accreditation Board (CEAB) graduate attributes, and providing education and support for students in the responsible use of peer review. Additionally, feedback from senior engineering students indicated that students would benefit from inclusion of professionalism and ethics content earlier in the curriculum. In this paper, the structure and content of the module specifically related to ethics will be described, student feedback for the module will be presented, and key learnings will be discussed.

Thathir Quality Scholarship Program For Students At University level

Iraqi Administrative Sciences Journal ◽

10.33013/iqasj.v2n3y2018.pp206-219 ◽

2018 ◽

Vol 2 (3) ◽

pp. 206-219

Author(s):

Louay Qais Abdullah ◽

Duraid Faris Khayoun

Keyword(s):

College Students ◽

Life Sciences ◽

Economic Feasibility ◽

First Year ◽

Grant Program ◽

Scholarship Program ◽

University Level ◽

Faculty Of Education ◽

The University ◽

The Relationship

The study focused basically on measuring the relationship between the material cost of the students benefits program and the benefits which are earned by it, which was distributed on college students in the initial stages (matinee) and to show the extent of the benefits accruing from the grant program compared to the material burdens which matched and the extent of success or failure of the experience and its effect from o scientific and side on the Iraqi student through these tough economic circumstances experienced by the country in general, and also trying to find ways of proposed increase or expansion of distribution in the future in the event of proven economic feasibility from the program. An data has been taking from the data fro the Department of Financial Affairs and the Department of Studies and Planning at the University of Diyala with taking an data representing an actual and minimized pattern and questionnaires to a sample of students from the Department of Life Sciences in the Faculty of Education of the University of Diyala on the level of success and failure of students in the first year of the grant and the year before for the purpose of distribution comparison. The importance of the study to measure the extent of interest earned in comparision whit the material which is expenseon the program of grant (grant of students) to assist the competent authorities to continue or not in the program of student grants for the coming years.

Candidates for the First Year of Studies at the University Level Institution of Physical Education and Their Physical Activity

Baltic Journal of Health and Physical Activity ◽

10.2478/v10131-011-0019-z ◽

2011 ◽

Vol 3 (3) ◽

Author(s):

Alicja Nowak-Zaleska

Keyword(s):

Physical Activity ◽

Physical Education ◽

First Year ◽

University Level ◽

Level Institution ◽

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 ◽

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.

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.