scholarly journals STUDENT PERSPECTIVES ON GRADUATE ATTRIBUTES

2013 ◽  
Author(s):  
Matt Wright ◽  
Chris Campbell ◽  
Susan Nesbit ◽  
Thomas Froese ◽  
Steve Wilton
Keyword(s):  
Engineering Students ◽  
Research Question ◽  
Computer Engineering ◽  
Validation Process ◽  
Survey Tool ◽  
Survey Validation ◽  
Depth Of Knowledge ◽  
Graduate Attributes ◽  
Undergraduate Engineering ◽  
Survey Instruments

This paper outlines a survey validation process and presents preliminary findings from a study of Civil and Electrical and Computer engineering graduate perspectives on their program with respect to the Canadian Engineering Accreditation Board (CEAB) Engineering Graduate Attributes. The study’s research question was: What breadth and depth of knowledge, as specified by the Engineering Graduate Attributes, do undergraduate engineering students perceive they have achieved? This research is part of a larger research agenda in these departments in UBC engineering to collect data for the ongoing processes of curriculum improvement and CEAB accreditation. While the Civil and Electrical and Computer Engineering departments at UBC collaborated in this study, different survey instruments were produced for each context. This paper focuses primarily on the Civil Engineering Graduate Attributes Survey Tool.

scholarly journals RUBRICS FOR ACCREDITATION AND OUTCOMES ASSESSMENT IN ENGINEERING CAPSTONE PROJECTS

1969 ◽  
Author(s):  
William Bishop ◽  
Oscar Nespoli ◽  
Wayne Parker
Keyword(s):  
Engineering Students ◽  
Outcomes Assessment ◽  
Team Work ◽  
Problem Analysis ◽  
Computer Engineering ◽  
Graduate Attributes ◽  
Engineering Discipline ◽  
Collective Experience ◽  
Capstone Projects ◽  
The University

Capstone projects offer an excellent oppor- tunity to assess the attributes of engineering students in their final year of studies. For the purposes of accredi- tation and outcomes assessment, capstone projects can be used to establish that engineering students have ob- tained a suitable level of mastery of the skills necessary to be successful in their field of study. At the University of Waterloo, a committee was formed by the Faculty of Engineering to investigate, develop, and implement a common set of rubrics for the purpose of consistently assessing graduate attributes across all engineering disciplines. Faculty members from every engineering discipline were appointed to the committee. Using the collective experience of the committee members, a set of rubrics for outcomes assessment was established. This paper examines the design of the six rubrics that the committee deemed to be equally applicable to all engineering disciplines. These rubrics assess the CEAB graduate attributes of problem analysis, design, individual and team work, communication skills, and economics and project management. Each rubric subdivides the assessment of an attribute into a set of elements that are examined independently. This paper presents the rubrics, examines the elements of each CEAB graduate attribute, and examines the expected level of mastery associated with each assessment level. This paper concludes with a discussion of the recent use of the rubrics in the assessment of capstone projects in the Department of Electrical and Computer Engineering.

scholarly journals DEMOGRAPHIC FACTORS RESPONSIBLE FOR UNDERACHIEVEMENT AMONG UNDERGRADUATE ENGINEERING STUDENTS IN SOUTH-SOUTH FEDERAL UNIVERSITIES

2021 ◽  
pp. 25-38
Author(s):  
Inuadume Syder ◽  
OG Kemjika ◽  
IE Ehibudu
Keyword(s):  
Engineering Students ◽  
Research Question ◽  
Demographic Factors ◽  
Undergraduate Engineering ◽  
Engineering Mathematics ◽  
Ex Post ◽  
Ex Post Facto ◽  
Research Questions ◽  
Progressive Matrix ◽  
One Way Anova

The study investigated the demographic factors responsible for Underachievement among Undergraduate Engineering students in South-South Federal Universities”. Four research questions and corresponding null hypotheses guided this study. Ex-post facto research design was used. A population size of 1,155 students from year2 to 4 was used and a sample size of 630 was drawn. Three instruments were used, they are; the Demographic Inventory (DI), General Engineering Mathematics Underachievement Test (GEMUT) and Standard Progressive Matrix (SPM). The reliability of these instruments was tested on 20 respondents using Cronbach alpha method of internal consistency. The reliability indexes are 0.60, and 0.55 respectively for General Engineering Mathematics Underachievement Test (GEMUT) and Standard Progressive Matrix (SPM). Research question 1 was answered with simple percentage, while research questions 2 & 3 were answered with One-way ANOVA. The corresponding null hypothesis 1 was tested with Z-test and one-way ANOVA associated with regressions to test hypotheses 2 & 3. Hypothesis 4 was tested with simple linear regressions. Findings show that federal institutions of study significantly influence underachievement, while gender and department of study do not relate to underachievement in South-South Federal Universities. Also, there was a significant relationship among the CGPA and general engineering mathematic test among engineering students. The researcher recommends that course advisers, counsellors and lecturer should identify these underachievers early and appropriate counselling measures given; also, the Federal Government has to provide and supervise Federal Institutions.

scholarly journals Developing Engineering Identity in an Introductory Engineering Course: A Multi-Case Analysis

2021 ◽  
Vol 4 (3) ◽  
pp. 153-177
Author(s):  
Christine Allison Gray ◽  
Ron E. Gray ◽  
Martha M. Canipe ◽  
Shadow W. J. Armfield ◽  
Robin Tuchscherer
Keyword(s):  
Undergraduate Students ◽  
Engineering Students ◽  
Research Question ◽  
Study Approach ◽  
Undergraduate Engineering ◽  
Self Recognition ◽  
Multiple Case ◽  
And Performance ◽  
Introductory Engineering Course ◽  
Engineering Identity

Research in engineering education has identified several factors relevant to the development of students’ identity as engineers. Here we examine the engineering identity of undergraduate engineering students after an introductory engineering course. The specific research question explored here is: "How do engineering students in an introductory engineering course interpret competence, performance, and recognition in relation to their identities as engineers?” We used a modified engineering identity framework to explore the development of engineering identity within the undergraduate engineering context through a multiple case study approach. Six students majoring in engineering participated in the study. The students had divergent perspectives on what it meant to be competent as an engineer. In all cases, students connected both competence and performance as an engineer with persistence. At this introductory stage, self-recognition as an engineering person took center stage for each student. All were able to identify themselves strongly as an engineering person. The findings add to the current understandings about the development of engineering identity, and suggest that engineering identity may be critically important in conversations about the steps faculty may take in working with students to promote increased retention of undergraduate students in engineering.

scholarly journals Emotional Intelligence and Undergraduate Engineering Students

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Charles Skipper ◽  
Lindsay Greenlee ◽  
Jannette Finch ◽  
Kaitlin Marley
Keyword(s):  
Emotional Intelligence ◽  
Undergraduate Students ◽  
Work Experience ◽  
Engineering Students ◽  
Demographic Data ◽  
Multidisciplinary Teams ◽  
Computer Engineering ◽  
Senior Year ◽  
Undergraduate Engineering ◽  
The Impact

Engineers in construction and manufacturing are expected to be able to work with and lead diverse, multidisciplinary teams. Engineering students entering the workforce must be not only technically competent, but also possess skills in working with other people. These traits are frequently lacking with newly graduated engineering students due to the highly technical focus of their curriculum. The opportunity to develop Emotional Intelligence skills is limited. This research proposed that Civil and Environmental Engineering (CEE) undergraduate students may possess a higher level of Emotional Intelligence than Electrical and Computer Engineering (ECE) undergraduate students. The research also proposed that if differences were observed, that causal influences could be identified. Undergraduate engineering students at The Citadel completed The TalentSmart Emotional Intelligence Appraisal® along with demographic data and a variety of questions regarding their undergraduate experience. This research included freshman and senior students in Civil and Environmental (CEE) and Electrical and Computer Engineering (ECE) at The Citadel. These surveys suggested that undergraduate engineering students increase their EI score as they advance from Freshman to Senior year. The surveys also suggest that Electrical and Computer Engineering (ECE) Majors do not advance in their EI scores from Freshman to Senior year as well as Civil and Environmental (CEE) majors. A positive connection was established between work experience and the impact on higher levels of EI. A positive correlation for growth in EI score was also demonstrated for students who attended high schools with smaller graduating classes. Based on the results of this research, the paper proposes CEE and ECE faculty place increased emphasis on encouraging students to pursue summer jobs, internships, and similar extracurricular programs. Both CEE and ECE faculty should evaluate their curriculum with an eye towards inculcating learning opportunities for EI into course work. Additionally, faculty and admission officials should give at least equal consideration to admitting students who graduate from smaller schools that may offer less college prep courses that may appeal to admissions officials

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.

scholarly journals Critical Thinking Development In Undergraduate Engineering Students From Freshman Through Senior Year: A 3-Cohort Longitudinal Study

2015 ◽  
Vol 6 (2) ◽  
pp. 85-98 ◽  
Author(s):  
Patricia A Ralston ◽  
Cathy L Bays
Keyword(s):  
Critical Thinking ◽  
Longitudinal Study ◽  
Undergraduate Students ◽  
Engineering Students ◽  
Research Question ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Senior Year ◽  
Undergraduate Engineering ◽  
The Impact

Critical thinking is considered a necessary learning outcome for all college students and essential for academic and career success.  There are many challenges to developing a comprehensive approach to teaching and assessing critical thinking skills. Although the literature has many examples of the incorporation of critical thinking and assessment into courses, longitudinal studies following engineering students through their undergraduate career are lacking.  This study assessed the impact of using the Paul-Elder Critical Thinking Framework to enhance undergraduate students’ critical thinking skills with the hypothesis: There will be a significant increase in undergraduate students’ critical thinking abilities from the freshman to the senior year with the explicit and strategic incorporation of critical thinking assignments. The research question was, “How do the critical thinking skills of undergraduate engineering students change as they progress through the engineering program with the explicit and strategic incorporation of critical thinking assignments?” The study was a descriptive, longitudinal study of three engineering student cohorts as they progressed through the four year undergraduate program. The study was approved by the university’s Institutional Review Board. There was a statistically significant increase in critical thinking scores over the four years for each of the three cohorts. Integrating and evaluating critical thinking assignments into engineering curricula is possible, but a major challenge to critical thinking assessment using a holistic rubric is training engineering faculty in their use.  The results are encouraging, and participating faculty agree; but sustaining these efforts to imbed critical thinking assignments throughout the engineering college curriculum will require effort and administrative support.

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.

HOW STUDENTS DEFINE THEIR SUCCESS: A RESEARCH STUDY

2020 ◽  
Author(s):  
Max Ullrich ◽  
David S. Strong
Keyword(s):  
Pilot Study ◽  
Engineering Students ◽  
Research Study ◽  
Survey Instrument ◽  
Undergraduate Engineering ◽  
Diversity And Inclusion ◽  
Full Study ◽  
Definition Of Success ◽  
Definition Of ◽  
Diverse Groups

How undergraduate engineering students define their success and plan for their future differs notably amongst students. With a push for greater diversity and inclusion in engineering schools, it is valuable to also better understand the differences in these areas among different students to allow institutions to better serve the needs of these diverse groups.  The purpose of this research study is to explore students’ definition of success both in the present and projecting forward 5 to 10 years, as well as to understand to what level students reflect on, and plan for, the future. The proposed survey instrument for the pilot stage of this research includes 56 closed-ended questions and 3 open-ended questions. Evidence for the validity of the research instrument is established through a mixed-method pilot study. This paper will discuss the survey instrument, the pilot study, and outline plans for the full study.

Sign in / Sign up

Export Citation Format

Share Document