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.

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 TEACHING ENGINEERING COMMUNICATION TO FIRST YEAR ENGINEERING STUDENTS

2011 ◽  
Author(s):  
Carolyn Labun
Keyword(s):  
British Columbia ◽  
Engineering Students ◽  
First Year ◽  
Written Communication ◽  
First Year Students ◽  
Design Project ◽  
Engineering Communication ◽  
University Of British Columbia ◽  
The University ◽  
Written Assignments

At the University of British Columbia Okanagan School of Engineering (SOE), first year engineering students take a 3-credit course in Engineering Communication. Designed to replace the traditional 3-credits of English taken by other first year students, APSC 176 introduces students to the fundamentals of engineering communication, with a strong emphasis on written communication. The paper is describes the types of assignments given to first year students, the techniques used to encourage meaningful revision of written assignments, and the methods used to evaluate written assignments. Particular attention will be paid to a two-week first term design project (such as the assignment, supplemental materials including exercises, and marking guidelines). It should be noted that the design is entirely conceptual - students are not required to develop a prototype, but rather to work with a team to develop (and subsequently, explain and market) a concept in response to an RFP.

scholarly journals Mathematical Skills and the Academic Performance of Junior and Senior Electrical Engineering Students of the University of Eastern Philippines

2021 ◽  
pp. 20-31
Author(s):  
Kenneth Bryan F. Abaigar ◽  
Benjamin D. Varela
Keyword(s):  
Academic Performance ◽  
Significant Relationship ◽  
Engineering Students ◽  
Electrical Engineering ◽  
First Year ◽  
Mathematical Skills ◽  
The Third ◽  
Second Year ◽  
Final Grades ◽  
The University

The study was conducted to determine the mathematical skills and the academic performance of the junior and senior electrical engineering students of the University of Eastern Philippines. Descriptive-correlational method of research was used with a total enumeration of the regular students from third year to fifth year electrical engineering students.     The findings revealed that male students dominated all the three year levels of the electrical engineering course. It was also found out that there were more regular fifth year engineering students than the third year and fourth year students. Meanwhile, the third year students got the highest average rating in the final grades of first year and second year mathematics and the lowest average rating belonged to the fifth year students. The learning style of the three-year levels was found to be visual while in terms of study habits, the third year students have very good study habit. It was also found out that the level of mathematical skills of the three-year levels were low, but the level of academic performance of the three-year levels were found out to be good. Multiple regression analysis was used to determine the relationship of the student profile and their mathematical skills. The results showed that the average of final grades in all first-year mathematics, and the students’ year level have significant relationship with the mathematical skills of the students. Meanwhile, the profile variables found to be significantly related to academic performance were the average of final grades in first year mathematics, average of final grades in second year mathematics and study habits of the students’ respondents. Lastly, the mathematical skills had no significant relationship to the academic performance of the student-respondents.

AN ENGINEERING DESIGN PROJECT TO PROVIDE MULTI-DISCIPLINARY EXPERIENTIAL LEARNING

2019 ◽  
Author(s):  
Seach Chyr (Ernest) Goh ◽  
Sumi Siddiqua
Keyword(s):  
Engineering Design ◽  
Engineering Students ◽  
Project Teams ◽  
First Year ◽  
Final Exam ◽  
Sustainable Engineering ◽  
Design Project ◽  
University Of British Columbia ◽  
Negative Comments ◽  
The University

First year engineering students at the University of British Columbia Okanagan, take the Fundamentals of Sustainable Engineering Design course as part of the suite of common courses for all engineering students regardless of discipline. The largest assessment components of the course are the final exam (40%) and the design project (40%). For the design project, teams of 4 – 6 students build a scaled-down prototype of a Well Ventilated yet Energy Efficient Room (WeVeyEER) that must be able to maintain its interior temperature at 10°C above ambient and at the same time continuously exchange stale air from within with fresh air from outside. It also has to meet load-bearing, size and power supply constraints. The energy consumption, rate of air exchange and weight are parameters for comparing performance of the prototypes. The majority of teams (55 out of 64) could achieve the requirements. Feedback about the project was mixed, with 57 positive and 56 negative comments.  

scholarly journals SHORT DESIGN PROJECTS FOR AN INTRODUCTORY THERMOFLUIDS ENGINEERING COURSE

2015 ◽  
Author(s):  
Michele Hastie ◽  
Jan Haelssig
Keyword(s):  
Engineering Students ◽  
Learning Experience ◽  
Theoretical Work ◽  
Lessons Learned ◽  
Team Work ◽  
Engineering Programs ◽  
Design Project ◽  
Introductory Course ◽  
Design Projects ◽  
Second Year

The Faculty of Engineering at Dalhousie University offers a common introductory course that covers the basic principles of thermodynamics and fluid mechanics in a unified manner. This introductory course is a mandatory part of the curriculum for all engineering programs offered at Dalhousie. In this course, students are required to perform six laboratory experiments, and since 2012 students have also completed short, four-week design projects.The short design project helps students to acquire more of the graduate attributes defined by the Canadian Engineering Accreditation Board (CEAB), including design, communication, and team work skills. They also provide students with a well-deserved break from purely theoretical work in lectures and tutorials, and a chance to develop some hands-on abilities.This paper describes the lessons learned from the last three design projects, which were focused on modifications to a Ranque-Hilsch vortex tube, design of a pop-pop boat, and design of a double pipe heat exchanger. The primary challenges have been the limited engineering design experience possessed by students in their third semester of studies, the heavy workload that second-year engineering students already have, and the relatively large class size. Even though there are clear challenges related to integrating a design project into a large second-year class, the results seem to indicate that these design projects provide a positive learning experience for the students.

scholarly journals Recent Enhancements to the Biosystems Engineering Design Trilogy at the University of Manitoba

2012 ◽  
Author(s):  
Danny D Mann ◽  
Kris J Dick ◽  
Sandra A Ingram
Keyword(s):  
Engineering Design ◽  
Engineering Students ◽  
Course Design ◽  
Professional Communication ◽  
First Year ◽  
Design Problems ◽  
Capstone Course ◽  
University Of Manitoba ◽  
Second Year ◽  
The University

In previous years, several improvements to the teaching of engineering design were made by staff in the Department of Biosystems Engineering at The University of Manitoba. The first innovation occurred when a trilogy of courses spanning the final three years of the program was introduced as a replacement for a single capstone course in the final year of the program. In its original conception, engineering students were to get three opportunities to be involved in design problems originating from industry, with greater expectations with each subsequent experience. A second innovation occurred when technical communication was formally integrated within the trilogy of design courses. This innovation has helped engineering students realize the value of professional communication skills in collaborating with each other and in preparing reports and presentations for an industry client. A third innovation occurred three years ago when the decision was made to allow students to participate in the prototyping of their designs. The so-called “Design Trilogy” now consists of a single course (Design Trilogy I) taken during the second year of the engineering program (which builds upon the first-year design experience with the requirement of a conceptual solution in response to a design problem provided by industry) and two courses taken during the final year of the program. Students are required to have a design completed on paper by the completion of Design Trilogy II and fabrication of the prototype occurs during Design Trilogy III. The student experience in the Design Trilogy, with particular emphasis on curriculum innovations in Design Trilogy III, will be discussed.

scholarly journals REDESIGNING THE LEARNING EXPERIENCE: ONE PROFESSOR’S EFFO2 RTS TO DEVELOP AN ACTIVE AND ENGAGING FIRST YEAR THERMODYNAMICS COURSE

2015 ◽  
Author(s):  
Jillian Seniuk Cicek ◽  
Douglas Ruth ◽  
Sandra Ingram
Keyword(s):  
Active Learning ◽  
Engineering Students ◽  
Learning Experience ◽  
First Year ◽  
Course Performance ◽  
Pedagogical Tools ◽  
Grade Point ◽  
Practical Action ◽  
Exit Survey ◽  
The University

Active learning is a pedagogicalmethodology that research has shown both engages andmotivates students. This paper reports on one professor’swork to infuse active learning into his first yearthermodynamics course. Based on the results of a pilotstudy aimed at exploring the use of active learning in afirst-year thermodynamics course to engage students andimprove their learning, a problem-solving learningapproach was designed for a subsequent offering of thecourse. Mini-lectures were interspersed with tutorials,and active learning and pedagogical tools and strategieswere employed with the intent to increase studentengagement and enhance learning. At the conclusion ofthis course, a student exit survey and a student focusgroup were conducted, and students’ course marks werecompared to their cumulative grade point averages toexamine their course performance. Findings showed thatstudents were engaged by the active learning design andevidence of learning was found. This is the second phaseof a practical action research study to turn a traditional,lecture-based course into an active learning arena forfirst year engineering students at the University ofManitoba.

scholarly journals GET A HEAD START! EXPERIENCES OF RUNNING A SUMMER ONLINE CALCULUS COURSE FOR INCOMING FIRST YEAR STUDENTS

2015 ◽  
Author(s):  
Shai Cohen ◽  
Micah Stickel
Keyword(s):  
Engineering Students ◽  
Online Courses ◽  
Learning Experience ◽  
Opportunity To Learn ◽  
First Year ◽  
First Year Students ◽  
Early Introduction ◽  
University Of Toronto ◽  
Online Format ◽  
The University

One of the great advantages of developing online courses is that it enables the institution to reimagine how they can deliver that content to their students. In recent years, the Faculty of Applied Science and Engineering at the University of Toronto has worked to develop a set of first year calculus courses in an online format. These courses were designed specifically for engineering students to: (a) situate the material in an engineering context through multiple real-world examples and “on-site” videos, (b) place an increased emphasis on the form of the solution, and (c) incorporate a significant experience in mathematical modeling through a self-defined project.In July and August of 2014, the Calculus for Engineers I online course was offered to incoming first-year students that were to start in September 2014. The purpose of this paper is to summarize the experiences related to this unique offering from the perspectives of the students as well as the Faculty administration and course instructor.Of the 900 students that were invited to take the course, 170 initially registered for the course in early July, and of those 48 students completed the course at the end of August. Of the 44 students that passed the course, 20 (48%) decided to continue on with the online offering of Calculus for Engineers II in the fall 2014 term.Overall, students were quite positive about their online learning experience and were glad to have the opportunity to complete a credit before their official start. This allowed them to either take an elective in their first year or have a lighter workload in one of the terms.In their course survey comments, they noted that they appreciated the opportunity to learn and review the material at their own pace, the way in which the instructor connected the mathematics to an engineering context, and having an early introduction to the university learning environment.Delivering an online university-level calculus course to incoming first-year students is an exciting and novel way to enhance the engineering student experience in first year. This paper provides an introductory summary of this approach from the students’, instructor’s, and administrators’ perspectives.

Engineering for good: A case of community driven engineering innovation

2018 ◽  
Vol 6 (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.

CAD Platform Independent Software for Automatic Grading of Technical Drawings

2017 ◽  
Author(s):  
Sanchit Ingale ◽  
Anirudh Srinivasan ◽  
Diana Bairaktarova
Keyword(s):  
Engineering Students ◽  
Spatial Reasoning ◽  
Learning Experience ◽  
Spatial Visualization ◽  
First Year ◽  
Spatial Skills ◽  
First Year Students ◽  
Pedagogical Tool ◽  
Students Success ◽  
Mechanical Objects

Spatial visualization is the ability of an individual to imagine an object mentally and understand its spatial orientation. There have been multiple works proving that spatial visualization skills can be improved with an appropriate training. Such training warrant a critical place in the undergraduate engineering curricula in many engineering schools as spatial skills are considered vital for students’ success in the technical and design fields [1–4]. Enhanced spatial skills help not only professionals in the engineering field but also everyone in the 21st century environment. Drawing sectional views requires mental manipulation and visual thinking. To enhance students spatial reasoning, one of the authors of this study, conducted a class in spatial visualization. The course-learning goal aimed at improving first-year engineering students’ spatial reasoning through instruction on freehand drawings of sectional view. During the semester, two teaching assistants had to grade more than 500 assignments that consisted of sectional views of mechanical objects. This was a tedious and a time consuming task. Motivated by this experience, this paper proposes a software aiming at automating grading of students’ sectional view drawings. The proposed software will also give live feedback to students while they are working on the drawings. This interactive tool aims to 1) improve the learning experience of first year students, with limited CAD knowledge, and 2) introduce a pedagogical tool that can enhance spatial visualization training.

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