scholarly journals PREREQUISITE EVALUATION OF ENGINEERING SKILLS

2017 ◽  
Author(s):  
Gérard J. Poitras ◽  
Eric G. Poitras
Keyword(s):  
Problem Solving ◽  
Engineering Students ◽  
Procedural Knowledge ◽  
Civil Engineering ◽  
Assessment Tools ◽  
First Year ◽  
Engineering Program ◽  
Problem Instances ◽  
Over Time

Preliminary findings obtained from a three-year study are presented where different cohorts of undergraduate civil engineering students are followed for three consecutive years while completing the Civil Engineering program at the Université de Moncton. This study outlines how a set of problem instances were developed, wherein a student performs a series of steps to formulate a solution. These steps are mapped to one or more skills, also known as procedural knowledge components, which are essential for students to have mastered from one or more previous courses in order to successfully complete the course in question. Over a hundred students from the second, third, or fourth year performed a series of problem-solving tasks that assess a common set of skills at the beginning of their respected courses. The findings obtained from the first year of this study show that students vary in their abilities to correctly solve instances of a problem on their first attempt. This suggests that there is a pressing need for assessment tools that target progressions for specific courses using the range of standards outlined by the Canadian Engineering Accreditation Board as progress indicators while providing individualized instructional modules developed on the basis of research-based understanding of how these skills develop over time for all students.

First-Year Engineering Computing Courses in Canadian Engineering Programs

1969 ◽  
Author(s):  
Sean Maw ◽  
Janice Miller Young ◽  
Alexis Morris
Keyword(s):  
Problem Solving ◽  
Engineering Students ◽  
Expected Value ◽  
Knowledge Development ◽  
First Year ◽  
Recent Past ◽  
Engineering Programs ◽  
Digital Computation ◽  
Pedagogical Philosophies ◽  
Introductory Computing

Most Canadian engineering students take a computing course in their first year that introduces them to digital computation. The Canadian Engineering Accreditation Board does not specify the language(s) that can or should be used for instruction. As a result, a variety of languages are used across Canada. This study examines which languages are used in degree-granting institutions, currently and in the recent past. It also examines why institutions have chosen the languages that they currently use. In addition to the language used in instruction, the types and hours of instruction are also analyzed. Methods of instruction and evaluation are compared, as well as the pedagogical philosophies of the different programs with respect to introductory computing. Finally, a comparison of the expected value of this course to graduates is also presented. We found a more diverse landscape for introductory computing courses than anticipated, in most respects. The guiding ethos at most institutions is skill and knowledge development, especially around problem solving in an engineering context. The methods to achieve this are quite varied, and so are the languages employed in such courses. Most programs currently use C/C++, Matlab, VB and/or Python.

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.

scholarly journals The Use of an Open-Ended Project to Improve the Student Experience in First Year Programming

2015 ◽  
Author(s):  
Carol Hulls ◽  
Chris Rennick ◽  
Sanjeev Bedi ◽  
Mary Robinson ◽  
William Melek
Keyword(s):  
Problem Solving ◽  
Engineering Students ◽  
Student Experience ◽  
Thinking Skills ◽  
First Year ◽  
Final Exam ◽  
Introductory Programming ◽  
The University

Prior to 2010, Mechanical and Mechatronics Engineering students at the University of Waterloo were taught an introductory programming course using C++ in first year. Historically, the emphasis was on learning syntax; practising problem-solving was a distant second priority. In addition, many students were noticeably disengaged in lectures, and the assessments used were not authentic.Starting in 2010, a course project was implemented to address these concerns. The project was immediately well received by students, as evidenced by a noticeable number of students going well beyond the minimum project requirements and the variety of projects implemented. Since the project was introduced, the students have been able to successfully answer less structured final exam questions. The increase in problem-solving and thinking skills more than offsets the reduction in language-specific facts. The logistics, challenges and resources required to implement a project of this scope will be described

scholarly journals A Laboratory-Centered Approach to Introducing Engineering Students to Electric Circuit and Electric Systems Concepts

2012 ◽  
Author(s):  
Cyrus Shafai ◽  
Behzad Kordi
Keyword(s):  
Problem Solving ◽  
Engineering Students ◽  
Electric Circuit ◽  
Historical Background ◽  
First Year ◽  
Computer Engineering ◽  
First Year Students ◽  
Problem Solving Skills ◽  
Electrical Systems ◽  
Different Types

The teaching of electric circuit analysis traditionally involves problem solving to ensure understanding of analysis theorems, complemented by laboratory experience. When taught to first year Engineering students, this approach lacks a motivational component and presents difficulties due to the weaker mathematics and problem solving skills of first year students. This paper presents a laboratory-centered approach to introduce engineering students to electric devices and systems. Using open-ended design projects, students explore and construct different types of electrical systems. Laboratories are selected so as to develop student intuition in electrical concepts, scientific fundamentals, provide a historical background, and demonstrate systems-level design issues. Over the past three years in our Department, using this approach, increased student motivation and engagement has been observed, supported by a significant increase in Electrical and Computer Engineering enrollment.

Critical Thinking in the Design Classroom: An Analysis of Student Design Reflections

2019 ◽  
Author(s):  
Emmeline Evans ◽  
Jessica Menold ◽  
Christopher McComb
Keyword(s):  
Critical Thinking ◽  
Clustering Analysis ◽  
Cognitive Process ◽  
Engineering Students ◽  
Procedural Knowledge ◽  
First Year ◽  
Reasoning Abilities ◽  
Different Levels ◽  
Insight Into ◽  
Future Growth

Abstract Within the domain of education, the term “critical thinking” is widely understood to mean the various skills that comprise an individual’s logical and reasoning abilities. It is critical that designers possess these abilities so that they can solve the complex problems of an increasingly interconnected world. In order to better understand patterns in engineering students’ critical thinking, this research applies the classifications of the 2001 revision of Bloom’s Taxonomy to 49 reflections written by first-year engineering students on a two-hour design practicum. Reflections were thematically coded to identify when students operated in different levels of the cognitive process and knowledge dimensions. Using k-means clustering analysis, genres of reflection were then determined. Four unique clusters of responses were identified. Notable trends in clusters included application and evaluation of procedural knowledge. Additionally, a difference was observed between the two largest clusters regarding deviance from the design process. While one cluster of responses generally minimized discussion of deviance, the second largest cluster emphasized this deviance, highlighting it as an opportunity for future growth. This work provides insight into how students learn design and how they communicate their learning, providing insight for instructors hoping to encourage deeper critical thinking in design courses.

First-year engineering students' computational reasoning abilities

2022 ◽  
Vol 1 (2) ◽  
Author(s):  
Concepcion Rebollar ◽  
Carolina Varela ◽  
Olatz Eugenio
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Engineering Students ◽  
Computational Thinking ◽  
First Year ◽  
Reasoning Abilities ◽  
New Students ◽  
Measurement And Evaluation ◽  
Computational Reasoning ◽  
Algorithmic Thinking

Computational thinking is an essential skill set for today's students, given the digital age in which we live and work (CT). Without a precise definition, it is generally understood to be a collection of abilities and attitudes required to deal with difficulties in any aspect of life, whether or not a computer is involved. Measurement and evaluation of students' progress in CT abilities are critical, and this can only be done using instruments that have been tested and shown to work before. New students at the Basque Country's University of the Basque Country's Engineering Degrees are tested for critical thinking, algorithmic thinking, problem solving, cooperation and creativity using a previously proven tool.

Environmental education for all engineers

2004 ◽  
Vol 49 (8) ◽  
pp. 19-25 ◽  
Author(s):  
K. Jahan ◽  
J.W. Everett ◽  
R.P. Hesketh ◽  
P.M. Jansson ◽  
K. Hollar
Keyword(s):  
Environmental Education ◽  
Engineering Education ◽  
Engineering Students ◽  
Civil Engineering ◽  
Pollution Prevention ◽  
Environmental Engineering ◽  
Education For All ◽  
Successful Implementation ◽  
Engineering Program ◽  
Wastewater Quality

Environmental engineering education at universities is a rapidly changing field globally. Traditionally it has resided in the civil engineering program addressing water and wastewater quality, treatment, design and regulatory issues. In recent years environmental engineering has become a much broader field encompassing water, wastewater, soil pollution, air pollution, risk assessment, ecosystems, human health, toxicology, sustainable development, regulatory aspects and much more. The need to introduce environmental engineering/green engineering/pollution prevention/design for the environment concepts to undergraduate engineering students has become recognized to be increasingly important. This need is being driven in part through the US Engineering Accreditation Commission Accreditation Board for Engineering and Technology criteria 2000. Thus there has been a major shift in environmental engineering education and it no longer resides only within the civil engineering discipline. This paper focuses on the development of innovative curricula for a brand new engineering program at Rowan University that integrates environmental education for all engineers. A common course known as "engineering clinic" was developed for all engineering students throughout their eight semesters of engineering education. One of the clinic goals is to integrate engineering design and the environment. The program, in its seventh year, indicates successful implementation of environmental education in all four engineering disciplines in their course work and clinics.

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