scholarly journals EXPLORING STUDENTS’ DEFINITIONS OF SUCCESS: A REVIEW OF THE LITERATURE

2019 ◽  
Author(s):  
Max Ullrich ◽  
David S. Strong
Keyword(s):  
Student Success ◽  
Achievement Motivation ◽  
Engineering Students ◽  
Research Study ◽  
The Other ◽  
Academic Environment ◽  
Review Of The Literature ◽  
Student Group ◽  
Engineering Programs ◽  
Undergraduate Engineering

The term “success” has many different meanings for students and stakeholders in the academic environment [1]. The most common measure of student success employed by researchers and institutions is performance-based measures such as grades and graduation rates. The remainder of the definitions are inconsistent among the various stakeholders in the academic environment. Understanding the importance of the criteria used by students to define their success in Canadian undergraduate engineering programs, as well as the degree to which students are motivated to engage in each criterion with a mastery-based approach, could be useful for reconciling the differences between the student group and the other stakeholders in the academic environment and assist in designing teaching strategies that align with these criteria and thus promote a masterybased view of success. This paper summarizes three achievement motivation frameworks and contributes a synthesis of the literature regarding student and other stakeholder definitions of student success to identify opportunities and methodologies in preparation for a research study on this topic as it applies to success in the context of Canadian undergraduate engineering students.  

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.

Undergraduate Project in Compressor Rig Design, Fabrication, and Testing for Complete Engineering Training

2015 ◽  
Vol 138 (5) ◽  
Author(s):  
Huu Duc Vo ◽  
Jean-Yves Trépanier
Keyword(s):  
Data Acquisition ◽  
Engineering Students ◽  
Mechanical Design ◽  
Plastic Material ◽  
Second Phase ◽  
Engineering Programs ◽  
Undergraduate Engineering ◽  
Compressor Aerodynamics ◽  
The Rich ◽  
Two Phases

An ambitious project in propulsion was introduced as part of the final-year integrator project offerings of the mechanical and aerospace engineering programs at École Polytechnique de Montréal in 2011–2012. It has been running successfully for the past three academic years. The project consists in the design, fabrication, and placement into service of a functional instrumented multistage compressor test rig, including the compressor, for research in compressor aerodynamics. A team of 15–17 senior-year undergraduate engineering students is given a set of design and performance specifications and measurement requirements, an electric motor and drive, a data acquisition system, and some measurement probes. They must complete the project in two semesters with a budget on the order of Can$15,000. The compressor is made from rapid prototyping to keep production cost and time reasonable. However, the required rotation speed of 7200 rpm stretches the limits of the plastic material and presents the same structural challenges as industrial compressors running at higher speeds. The students are split into subteams according to the required disciplines, namely, compressor aerodynamics, general aerodynamics, structures, dynamics, mechanical design and integration, instrumentation, and project management. For the initial phase, which covers the first two months, the students receive short seminars from experts in academia and industry in each discipline and use the knowledge from fundamental engineering courses to analytically model the different components to come up with a preliminary design. In the second phase, covering three to six, the students are trained at commercial simulation tools and use them for detailed analysis to refine and finalize the design. In each of the first two phases, the students present their work in design reviews with a jury made up of engineers from industry and supervising professors. During the final phase, the compressor is built and tested with data acquisition and motor control programs written by the students. Finally, the students present their results with comparison of measured performance with numerical and analytical predictions from the first two phases and hand over their compressor rig with design and test reports as well as a user manual and an assembly/maintenance manual. This complete project allows the students to put into practice virtually all the courses of their undergraduate engineering curriculum while giving them an extensive taste of the rich and intellectually challenging environment of gas turbine and turbomachinery engineering.

scholarly journals Evaluating COs of computer programming course for OBE-based BSc in EEE program

2020 ◽  
Vol 12 (2) ◽  
pp. 86-99
Author(s):  
Muhibul Haque Bhuyan ◽  
Azwad Tamir
Keyword(s):  
Engineering Students ◽  
Evaluation Method ◽  
Computer Programming ◽  
Program Outcomes ◽  
Engineering Programs ◽  
Undergraduate Engineering ◽  
Electronic Engineering ◽  
Target Set ◽  
Simple Evaluation ◽  
Course Outcomes

It is an important and challenging task to develop concepts and skills of undergraduate engineering students in computer programming course and hence their evaluation on higher order skills. Already several methods are developed to evaluate the students of this course for various engineering programs, but a method for undergraduate electrical and electronic engineering (EEE) program was not found in the literature. In this paper, a simple evaluation method for the students of computer programming course of undergraduate EEE (BSc in EEE) program has been reported using result-oriented learning. Detail methodology, course syllabus design, course outcomes (COs) and mapping it with program outcomes (POs) of BSc in EEE, question setting following Bloom’s taxonomy, laboratory experiment, assessment plan, course and PO evaluation data and graphs have been presented along with relevant statistics. All data are presented for a cohort of students who took this course in summer 2019 Semester at EEE Department of Southeast University. It has been observed that the target set by the course teacher has been achieved by the students. Recommendations of the course teacher for further improvement of the COs’ achievement have also been presented. Keywords: CO evaluation, programming course, OBE

scholarly journals The role of undergraduate laboratories in the formation of engineering identities: A critical review of the literature

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Christine Winberg ◽  
Simon L. Winberg
Keyword(s):  
Identity Formation ◽  
Systematic Reviews ◽  
Critical Review ◽  
Engineering Students ◽  
Empirical Studies ◽  
Theory And Practice ◽  
Review Of The Literature ◽  
Undergraduate Engineering ◽  
The Impact ◽  
Engineering Identity

Background: There was growing recognition worldwide by professional engineering bodies, engineering faculties and researchers on the need to pay attention to engineering students’ emerging identities and how they were formed across the trajectory of undergraduate engineering programmes. An increasing number of research studies focused on engineering identity, including systematic reviews of the research literature.Aim: Engineering laboratories were key learning spaces in undergraduate engineering programmes. In the laboratory, students learned to integrate theory and practice, engaged in problem-solving and applied experimental methods. The purpose of this critical review of the literature was to interrogate the impact that learning in engineering laboratories had on emerging professional identities across engineering disciplines and fields.Method: This review built on and extended previous systematic reviews on engineering identity by studying pedagogies in the engineering laboratory through the lens of identity formation. Search terms were consistently applied to eight databases, which yielded 57 empirical studies, after the application of relevance and quality appraisal criteria. Two reviewers independently applied a socio-materialist theoretical framework of identify formation to each study and coded each of the studies into categories aligned with the theoretical framework.Results: The findings of the critical review revealed the temporal, spatial, material, performative and discursive dimensions in engineering identity formation and showed that students’ emerging identities could be affirmed and supported by appropriate laboratory pedagogies.Conclusion: The critical review of the literature concluded that curricular and pedagogical interventions that were better aligned with the dimensions of identity formation were more likely to enhance students’ identification with engineering.

scholarly journals The Renewable Energy (RE) Industry Workforce Needs: RE Simulation and Analysis Tools Teaching as an Effective Way to Enhance Undergraduate Engineering Students′ Learning

2021 ◽  
Vol 13 (21) ◽  
pp. 11727
Author(s):  
Shahryar Jafarinejad ◽  
Lauren E. Beckingham ◽  
Mandar Kathe ◽  
Kathy Henderson
Keyword(s):  
Renewable Energy ◽  
Electricity Generation ◽  
Engineering Students ◽  
Simulation Software ◽  
Degree Programs ◽  
Engineering Programs ◽  
Undergraduate Engineering ◽  
Analysis Tools ◽  
Workforce Needs ◽  
The U.S

The share of renewables in the U.S. electricity generation mix is increasing and one of the major obstacles to enhancing employment in the renewable energy (RE) sector is finding skilled/qualified labor to fill positions. RE systems engineer jobs mostly need bachelor′s degrees but there are few RE engineering-focused degree programs. Therefore, there are needs to accurately train undergraduate engineering students at universities and match the education system offerings to meet RE industry demands. This study reviews RE employment by technology, RE industry workforce needs, and engineering programs accreditation, and then suggests possible means, along with theoretical RE concepts, to enhance undergraduate engineering students′ RE learning at universities. In particular, RE industries require technology skills, including analytical, scientific, and simulation software programs or tools. These RE simulation and analysis tools can be used for teaching, training, techno-economic analysis, planning, designing, optimization, etc., and are the focus of this review.

scholarly journals Theoretical Perspectives and Current Challenges of Outcome-Based Education Framework

2019 ◽  
Vol 1 (2) ◽  
pp. 122-129
Author(s):  
Saima Shaheen
Keyword(s):  
Engineering Education ◽  
Engineering Students ◽  
Professional Engineer ◽  
Engineering Programs ◽  
Undergraduate Engineering ◽  
Outcome Based Education ◽  
Learner Centered ◽  
Theoretical Perspectives ◽  
Future Success ◽  
Regulatory Organization

AbstractOutcome-Based education is a performance-based approach for the curriculum development, a future-oriented learner-centered ‘Empowerment Paradigm’ that empowers and endorses all learners with future success. It is an influential and tempting way of restructuring and reorganizing engineering education. Washington Accord, an International accreditation convention, an independent agreement between signatory organizations to provide an external accreditation to undergraduate engineering programs. The accredited engineering programs that qualify an engineer to enter into the practice of professional engineers are equally recognized and acknowledged by other signatory countries and responsible organizations Pakistan Engineering Council (PEC) is a full signatory to the Washington Accord and a regulatory organization for the accreditation of engineering programs in Pakistan. To keep up the permanent membership status, it is the requirement of PEC to implement Outcome-Based in engineering degree awarding institutes in Pakistan. The main aim of Outcome-Based education in engineering education is to empower engineering students with the essential characteristics required to switch themselves into the engineering profession as a global and professional engineer. The focus of current research is to explore the philosophical and theoretical underpinnings of Outcome-Based education. Moreover, to unveil the current challenges in the implementation of OBE framework in engineering education. 

scholarly journals A snapshot of engineering education in Canada

2018 ◽  
Author(s):  
Nancy Nelson ◽  
Robert Brennan
Keyword(s):  
Education Research ◽  
Learning Environment ◽  
Engineering Education ◽  
Engineering Students ◽  
Descriptive Study ◽  
Engineering Programs ◽  
Governing Body ◽  
Undergraduate Engineering ◽  
The Look ◽  
Engineering Education Research

Although all accredited engineering programs in Canada are assessed by the same governing body, each institution has its own set of expectations regarding its distribution of effort, the types of research conducted by its faculty, and the way it delivers its curriculum. Individual departments and programs each have their own strengths and challenges, but collectively they share the responsibility of educating tomorrow’s engineers.This paper presents a summary of the results of a descriptive study examining three aspects of engineering education in Canada: the balance and types of research, teaching, and service that engineering educators are doing, the level to which engineering educators are engaging with engineering education research, and the look and feel of the learning environment that undergraduate engineering students experience in accredited engineering programs in Canada.

scholarly journals The Experiences of Women in Undergraduate Engineering

2018 ◽  
Author(s):  
Natalie Mazur ◽  
Bronwyn Chorlton ◽  
John Gales
Keyword(s):  
Undergraduate Students ◽  
Engineering Students ◽  
Demographic Data ◽  
Female Students ◽  
Male Students ◽  
Significant Finding ◽  
Survey Question ◽  
Engineering Programs ◽  
Undergraduate Engineering ◽  
Experiences Of Women

While it is understood that there is an issue in retention of women in STEM fields, there is little research addressing why this is occurring. This warrants the need to begin identifying the root of this issue, and the direct causes. Undergraduate engineering programs are the first phase students undertake in their pursuit of a career as a professional engineer, and even in this early phase an issue in retention is apparent. The present study addresses factors that may be preventing female students from remaining in the field. In this study, 261 undergraduate students enrolled in engineering programs at an accredited university in Ontario completed a 17-question survey that collected demographic data and asked questions related to challenges students may experience during their education. The survey questions were formulated to understand the severity to which each challenge affects males and females in different ways. Demographic factors were correlated with students’ answers, and significant differences between men’s and women’s answers were found. 65% of female students reported more discouragement or intimidation by peers and professors in their program, compared to 45% of male students. These findings may indicate that female students may be more susceptible to a culture of intimidation than male students. Another significant finding lies within a survey question formulated to understand if female and male engineers have their contributions represented equally. This question showed that male students recognized the names of male engineers 1.75 times more often than they recognized the names of female engineers. The results of this question show that, to some capacity, male engineering students do not recognize female engineers’ contributions as frequently as male engineers’ contributions. Moving forward, there is a need to support female students in engineering as well as to educate students on respect and equity.

scholarly journals AN INVESTIGATION OF STUDENT DEFINITIONS AND VALUE OF CREATIVITY IN ENGINEERING EDUCATION

2017 ◽  
Author(s):  
David R. Waller ◽  
David Strong
Keyword(s):  
Mixed Methods ◽  
Engineering Education ◽  
Mixed Methods Research ◽  
Engineering Students ◽  
Academic Environment ◽  
Undergraduate Engineering ◽  
The Difference ◽  
Definition Of

There appears to be an existing disconnect between engineering education and creativity that is partly caused by a lack of understanding of creativity’srole in engineering as well as the lack of value placed on creativity in the academic environment. This paper used mixed methods research to investigate this disconnect through the perceptions of undergraduate engineering students. A survey was used to gather definitions of engineering creativity and to measure the value students place on creativity in engineering.Results indicated that students have a wide variety of definitions and understanding of engineering creativity. It was found that students generally valued creativity in an engineering context, but Year 4+ students had statistically significant less value for creativity than all other years ofstudy. The findings support the need for a well-developed and universally accepted definition of engineering creativity. Causation for the difference in value Year 4+ students place on engineering creativity should be furtherinvestigated.

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