scholarly journals SURVEYING FOURTH YEAR ENGINEERING STUDENT PERCEPTIONS OF GRADUATE ATTRIBUTE COMPETENCIES

2013 ◽  
Author(s):  
Jillian Seniuk Cicek ◽  
Paul Labossiere ◽  
Danny Mann
Keyword(s):  
Student Perceptions ◽  
Domain Knowledge ◽  
Engineering Students ◽  
Cognitive Domain ◽  
Engineering Programs ◽  
Exit Survey ◽  
Two Factors ◽  
Valid Instrument ◽  
University Of Manitoba ◽  
The University

As the Faculty of Engineering at the University of Manitoba begins to emphasize outcome based teaching and assessment along with the traditional input-based teaching and assessment, data are being collected in a variety of forms. Some of the indirect data being gathered comes from students in the form of the Student Exit Survey. This survey was developed to measure students’ perception of how well their program prepared them with regards to the CEAB twelve graduate attributes. The survey asked students to consider a large number of indicators for each of the graduate attributes.The indicator list was originally constructed with the intention of sufficiently defining each attribute for the five engineering programs in the faculty while providing variety and choice. Therefore, the list was fairly extensive, and at times iterative and unwieldy. When revisiting the original Student Exit Survey, two factors ascended in importance: student feedback on their personal attribute competencies as developed within their program, and how to define attribute competency levels.To establish competency levels and make indicators more manageable for faculty and students, the indicators for each attribute were revised to reflect the six levels of Bloom’s Taxonomy of Educational Objectives in the Cognitive Domain: knowledge, comprehension, application, analysis, synthesis and evaluation. This new attribute/indicator format was then developed into theStudent Exit Survey and given to fourth year Mechanical engineering students in Fall 2012. This paper describes that effort and analyzes the initial data from this first pass. This data will be used to inform the continued revision of the Student Exit Survey until it is a reliable and valid instrument for providing feedback at instructor, program and faculty levels as the University of Manitoba’s Faculty of Engineering forges ahead with its continual cycle of improvement.

scholarly journals EXAMINING FOURTH YEAR ENGINEERING STUDENT PERCEPTIONS OF GRADUATE ATTRIBUTE COMPETENCIES: YEAR TWO

2015 ◽  
Author(s):  
Jillian Seniuk Cicek ◽  
Paul Labossiere ◽  
Sandra Ingram
Keyword(s):  
Student Perceptions ◽  
Engineering Students ◽  
First Year ◽  
Fall Semester ◽  
Engineering Faculty ◽  
The Past ◽  
Exit Survey ◽  
Application Analysis ◽  
The University ◽  
Graduating Students

As the Engineering Faculty at the Universityof Manitoba shifts its curriculum from an input-based toan outcomes-based pedagogy, data from diverse sourcesare being collected. Among them, indirect data are beinggathered from students using a student exit survey. Thesurvey has been developed over the past three years toexplore graduating students’ perceptions of theiraptitudes and their engineering program’s strengths andweaknesses in regards to the 12 CEAB graduateattributes. It is comprised of the 12 attributes, with eachattribute further defined by six indicators. Theseindicators reflect the levels of Bloom’s Taxonomy ofEducational Objectives in the Cognitive Domain:knowledge, comprehension, application, analysis,synthesis and evaluation. The student exit survey was firstadministered to graduating mechanical engineeringstudents at the end of Fall semester 2012 and then at theend of Fall semester 2013. This paper describes thesecond year of the study, and discusses the datacomparatively with the findings from the first year. Thisstudy offers the Engineering Faculty an understanding oftheir Mechanical Engineering students’ experiences withand perceptions of the CEAB graduate attributes. It willbe used to provide feedback at instructor, program andfaculty levels as the University of Manitoba’s Faculty ofEngineering continues to implement its cycle of programdevelopment and improvement.

scholarly journals Understanding Barriers to Student Success: What Students Have to Say

2017 ◽  
Author(s):  
Elizabeth Kuley ◽  
Sean Maw ◽  
Terry Fonstad
Keyword(s):  
Student Success ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Engineering Students ◽  
First Year ◽  
Self Directed Learning ◽  
Directed Learning ◽  
College Of Engineering ◽  
The University

This paper focuses on feedback received from a set of qualitative questions that were administered to undergraduate students in the College of Engineering at the University of Saskatchewan, as part of a larger mixed methods study. The larger study aims to identify what characteristics, if any, can predict or are related to student success; The “start-stop-continue” method was utilized to assess student perceptions about  their success in the college as a whole. The students were asked: Are there any specific things that you can think of that act/acted as barriers to your success in engineering (stop)? What could the college do/change to make first year more successful for engineering students (start)? Is there anything in your engineering degree so far that you feel is done well and helps students succeed (continue)? Students identified the quality of instruction early in their program as well as adjustment to college workloads and self-directed learning as the most significant barriers tostudent success.

scholarly journals UNDERGRADUATE WRITING ASSIGNMENTS IN ENGINEERING: TRACKING ATTRIBUTE 7 IN TWO ACCREDITATION CYCLES

2019 ◽  
Author(s):  
Kathryn Marcynuk ◽  
Anne Parker
Keyword(s):  
Political Science ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
National Study ◽  
Writing Assignments ◽  
The Social ◽  
Course Syllabi ◽  
University Of Manitoba ◽  
The University ◽  
Written Assignments

This paper reports on two iterations of our study of course syllabi in the Faculty of Engineering, University of Manitoba. The first iteration was part of a national study investigating the writing demands placed on students in a variety of disciplines, including those in the Social Sciences and the Humanities as well as Engineering. This first iteration followed an accreditation visit and the Faculty’s introduction of the C.E.A.B. graduate attributes and outcome-based assessment. Although one would expect Engineering to have far fewer written assignments than these other disciplines, such was not always the case. For example, the national study captured results for Political Science that closely matched those for Mechanical Engineering; Political Science students typically wrote, on average, 2.3 written assignments in year 2 of their program, 2.4 written assignments in year 3, and 4.2 written assignments in year 4, while Mechanical Engineering students wrote 4, 3 and 4.2 written assignments in those same years. Such a finding suggested that more writing was happening in the Faculty of Engineering than we might realize – and quiteapart from that done in the mandatory communication class. So, our second iteration of the study followed another accreditation cycle, but this time we focused solely on the Faculty of Engineering at the University of Manitoba. In this second iteration, our goal was to refresh the data so that we could clarify how Attribute 7, “communication skills,” is being met in the Faculty of Engineering at the University of Manitoba.  

scholarly journals Developing Autonomy Through Student-Centered English Language Learning Process for Engineering Students

2018 ◽  
pp. 34-58
Author(s):  
Marian Lissett Olaya
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
English Language ◽  
Engineering Students ◽  
Language Education ◽  
Language Performance ◽  
Student Centered ◽  
Engineering Programs ◽  
Starting Point ◽  
The University

This article focuses on how the incorporation of autonomy into university students’ learning process improves their English language performance. The participants of this study were 25 students of engineering programs in a public university. Data collection was done through observation, a survey, and a group interview. Two categories that emerged after the data analysis supported the main finding that technology-based activities can be conceived as a starting point for the incorporation of autonomous learning in the English language education at the university.

scholarly journals EMBEDDING LIBRARIANS IN ENGINEERING PROGRAMS: THREE CASE STUDIES WITH ENGINEERING STUDENTS

2020 ◽  
Author(s):  
Rachel Figueiredo ◽  
Helen Power ◽  
Kate Mercer ◽  
Matthew Borland
Keyword(s):  
Case Studies ◽  
Information Needs ◽  
Engineering Students ◽  
Lessons Learned ◽  
Formal Structure ◽  
Engineering Programs ◽  
Embedded Model ◽  
College Of Engineering ◽  
The University ◽  
Information Landscape

As the information landscape becomes increasingly complex, librarians must adapt accordingly. With information so readily available, students overestimate their research skills and lack awareness of how the library can help. However, librarians’ academic training makes them ideal resources to support students’ complex information needs - whether students know it or not. In this paper, we argue that embedded librarianship is the solution to this disconnect between librarian and user. Specifically, this paper provides case studies at two Canadian universities of librarians approaching embedded librarianship from different directions. At the University of Waterloo, two engineering librarians worked toward an embedded model of librarianship where this was not yet an established model in the Faculty of Engineering. At the University of Saskatchewan, a librarian was hired with the intention of the new position being embedded, without a formal structure or precedent for this within the College of Engineering.  The term “embedded librarian” describes a service model where an academic librarian participates in an academic course or program on a continuing basis in order to understand the learning objectives and determine which resources best support them. In order to “do this, the librarian has to be familiar with the work and understand the domain and goals. Doing this, the librarian becomes an invaluable member of the team” [1]. The variables associated with embeddedness include location, funding, management and supervision, and participation [1]. To this end, the authors explore how each of these variables contribute to the success of moving towards this embedded model: how moving out of the library influences overall connection, how they acquired funding to grow a new collection, how management supports the overall goal, and how sustained participation in the program grows new opportunities.  At both universities, librarians have seen most success embedding in programs with a strong emphasis on integrated STEM education where the focus is on providing real-world context with the aim of graduating well-rounded engineers [2]. The authors will discuss how programmatic learning outcomes and trends in integrated and interdisciplinary education have allowed them to stretch beyond the traditional boundaries of academic librarianship to demonstrate value to the Engineering departments in new ways.  This paper reports on the experiences, advantages, and lessons learned in moving toward this model, and provides concrete examples for adapting these concepts to programs at other institutions. Through an intrinsic case study [3] the authors aim to understand how librarians’ embeddedness can adapt and change to support student learning in different contexts. This session is targeted towards practicing engineering librarians and engineering faculty members and educators. Attendees will leave the session with ideas on how to stimulate new partnerships between their library and Engineering programs.  

scholarly journals UNDERGRADUATE WRITING ASSIGNMENTS IN ENGINEERING: TRACKING ATTRIBUTE 7 IN TWO ACCREDITATION CYCLES

2019 ◽  
Author(s):  
Kathryn Marcynuk ◽  
Anne Parker
Keyword(s):  
Political Science ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
National Study ◽  
Writing Assignments ◽  
The Social ◽  
Course Syllabi ◽  
University Of Manitoba ◽  
The University ◽  
Written Assignments

This paper reports on two iterations of our study of course syllabi in the Faculty of Engineering, University of Manitoba. The first iteration was part of a national study investigating the writing demands placed on students in a variety of disciplines, including those in the Social Sciences and the Humanities as well as Engineering. This first iteration followed an accreditation visit and the Faculty’s introduction of the C.E.A.B. graduate attributes and outcome-based assessment. Although one would expect Engineering to have far fewer written assignments than these other disciplines, such was not always the case. For example, the national study captured results for Political.  Science that closely matched those for Mechanical Engineering; Political Science students typically wrote, on average, 2.3 written assignments in year 2 of their program, 2.4 written assignments in year 3, and 4.2 written assignments in year 4, while Mechanical Engineering students wrote 4, 3 and 4.2 written assignments in those same years. Such a finding suggested that more writing was happening in the Faculty of Engineering than we might realize – and quite apart from that done in the mandatory communication class. So, our second iteration of the study followed another accreditation cycle, but this time we focused solely on the Faculty of Engineering at the University of Manitoba.  In this second iteration, our goal was to refresh the data so that we could clarify how Attribute 7, “communication skills,” is being met in the Faculty of Engineering at the University of Manitoba.  

A novel approach to physiology education for biomedical engineering students

2007 ◽  
Vol 31 (1) ◽  
pp. 45-50 ◽  
Author(s):  
J. DiCecco ◽  
J. Wu ◽  
K. Kuwasawa ◽  
Y. Sun
Keyword(s):  
Rhode Island ◽  
Biomedical Engineering ◽  
Engineering Students ◽  
Engineering Programs ◽  
Anatomy And Physiology ◽  
Novel Approach ◽  
Engineering Department ◽  
Physiology Laboratory ◽  
The University ◽  
Mathematical Curriculum

It is challenging for biomedical engineering programs to incorporate an indepth study of the systemic interdependence of cells, tissues, and organs into the rigorous mathematical curriculum that is the cornerstone of engineering education. To be sure, many biomedical engineering programs require their students to enroll in anatomy and physiology courses. Often, however, these courses tend to provide bulk information with only a modicum of live tissue experimentation. In the Electrical, Computer, and Biomedical Engineering Department of the University of Rhode Island, this issue is addressed to some extent by implementing an experiential physiology laboratory that addresses research in electrophysiology and biomechanics. The two-semester project-based course exposes the students to laboratory skills in dissection, instrumentation, and physiological measurements. In a novel approach to laboratory intensive learning, the course meets on six Sundays throughout the semester for an 8-h laboratory period. At the end of the course, students are required to prepare a two-page conference paper and submit the results to the Northeast Bioengineering Conference (NEBC) for consideration. Students then travel to the conference location to present their work. Since the inception of the course in the fall of 2003, we have collectively submitted 22 papers to the NEBC. This article will discuss the nature of the experimentation, the types of experiments performed, the goals of the course, and the metrics used to determine the success of the students and the research.

scholarly journals Student Attainment Measurement System in Civil Engineering Undergraduate Programme:

2021 ◽  
Vol 17 (2) ◽  
pp. 191
Author(s):  
Mazlina Mohamad ◽  
Oh Chai Lian ◽  
Mohd Raizamzamani Md Zain ◽  
Balqis Md Yunus ◽  
Norbaya Hj. Sidek
Keyword(s):  
Measurement System ◽  
Engineering Students ◽  
Civil Engineering ◽  
Academic Staff ◽  
Program Outcomes ◽  
Engineering Programs ◽  
Outcome Based Education ◽  
The University ◽  
The Impact

Abstract : In ensuring the quality of the offered programs in Malaysia, it is crucial to comply with the long chain of Quality Management processes in obtaining and maintaining accreditation of undergraduate engineering programs. One of the processes is to continually and effectively measure the students’ attainment of program outcomes amid the implementation of Outcome-Based Education. This paper focuses on MyCOPO system, the evaluation of undergraduate bachelor degree engineering students’ attainment measurement system in the Faculty of Civil Engineering, Universiti Teknologi MARA, Shah Alam. A quantitative survey has been conducted to measure academic staff and students’ satisfaction level of MyCOPO implementation in the faculty. This survey has been conducted in line with the university strategy in promoting organisation operational excellence via MyCOPO system, where 47 and 227 respondents were recorded for academic staff and students, respectively. Two sets of questionnaires were designed to determine the impact of the system, the effectiveness on delivery and quality of the system and users’ happiness index. This system is found to be impactful in ease the work, increase the quality and provide satisfaction to related parties. The usage of MyCOPO system is effective and the average rating of happiness index for academic staff and students are 8.2 and 7.2 out of 10 for happiness index, respectively.   Keywords: Attainment measurement system, Civil engineering, outcome-based education, satisfaction.  

scholarly journals ENHANCING ENGINEERING EDUCATION WITH INDIGENOUS CULTURES, PEDAGOGIES, KNOWLEDGES, AND PERSPECTIVES: A SERIES OF FACULTY WORKSHOPS

2019 ◽  
Author(s):  
Jillian Seniuk Cicek ◽  
Afua Mante ◽  
Marcia Friesen ◽  
Randy Herrmann
Keyword(s):  
Engineering Education ◽  
Indigenous Peoples ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Indigenous Students ◽  
Education Practice ◽  
Indigenous Perspectives ◽  
University Of Manitoba ◽  
Ultimate Objective ◽  
The University

In the Faculty of Engineering at the University of Manitoba, we are committed to creating belonging for Indigenous and non-Indigenous students and faculty by fostering shared values and developing a shared approach to engineering education. In the spirit of this commitment, a team of four from the Faculty of Engineering has been funded to design a series of seven engineering specific faculty workshops to help build good relationships between Indigenous and non-Indigenous engineering students, faculty, and staff. Our goal is to enrich engineering education by learning how engineering is relevant to Indigenous Peoples from Indigenous perspectives, with the ultimate objective to integrate Indigenous values, knowledges, perspectives, and design principles into engineering teaching and learning in relevant, genuine, and good ways. This Engineering Education Practice Paper presents the design of the seven workshops, and briefly introduces the conceptual framework that guides the team’s approach.  

scholarly journals Nurturing Entrepreneurship Skills, Creativity and Communication Skills: An Exploratory Study on Omani Arab EFL Learners

2021 ◽  
Author(s):  
Samia Naqvi
Keyword(s):  
Student Perceptions ◽  
Communication Skills ◽  
Exploratory Study ◽  
Domain Knowledge ◽  
Engineering Students ◽  
Undergraduate Level ◽  
Communication Course ◽  
Entrepreneurial Skills ◽  
Assignment Model

To prepare students to face the world of work, universities should ensure that engineers graduating from their campuses demonstrate entrepreneurial skills and the ability to understand market forces alongside domain knowledge. This exploratory study focused on the design, application, and evaluation of a research-based coursework assignment in a business communication course offered to undergraduate level engineering students at a university college in Oman. The assignment aimed at developing students’ entrepreneurship skills, basic business concepts, creativity, critical thinking, communication skills, and research skills. Student perceptions on the role of assignment in developing the above-mentioned skills and in influencing their affective domain were gathered using a survey questionnaire carrying closed and open-ended questions. The data were analyzed using SPSS and frequency tables were generated. The results of the survey revealed that the students enjoyed working on the assignment and showed strong agreement for most of the items on the role of assignment in developing their skills and knowledge. The assignment model used in this study can support teachers in designing assessments that target the development of entrepreneurial skills alongside other meta-skills and can help solve the problem of unemployment in due course.

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