scholarly journals DEVELOPING ETHICAL ENGINEERS WITH EMPATHY

2021 ◽  
Author(s):  
Jennifer Howcroft ◽  
Kate Mercer ◽  
Jennifer Boger
Keyword(s):  
Biomedical Engineering ◽  
Engineering Students ◽  
Holistic Approach ◽  
First Year ◽  
Development Communication ◽  
Implicit Instruction ◽  
Stakeholder Perspectives ◽  
High Level ◽  
Future Work ◽  
Pedagogical Approaches

Empathy-based skill development can help engineering students work towards professional expectations regarding ethical duties. However, there is a lack of explicit, holistic pedagogical approaches toempathy education in engineering. In BME161, a first-year biomedical engineering design course, students received explicit and implicit instruction focused on empathy and ethics. Students were also expected to use empathy-based tools and incorporate stakeholder perspectives in their design process in meaningful and explainable ways. While this approach was successful in incorporating empathybased education into a design course, a more holistic approach is needed throughout the program. Therefore, a high-level framework is presented based on four pillars of empathy development: communication, collaboration, decision-making, and values with a goal of achieving an interpersonal, user-centered, empathic culture of design in engineering students. Future work will focus on developing a more detailed and actionable framework.

scholarly journals COURSE SCHEDULING ACCORDING TO STUDENT STRESS

2015 ◽  
Author(s):  
Shuai Ma ◽  
Ali Akgunduz ◽  
Yong Zeng
Keyword(s):  
Undergraduate Students ◽  
Engineering Students ◽  
Retention Rate ◽  
First Year ◽  
Scheduling Problem ◽  
Stress Model ◽  
Student Stress ◽  
Course Scheduling ◽  
Future Work ◽  
Course Difficulty

As many as one in three first-year undergraduate students cannot make it back for the sophomore year. The low retention rate for students, especially engineering students, is a widespread problem. In this paper, the quantification of course difficulty and student stress is discussed, followed by a student stress model which can integrate student stress into the course scheduling problem. Some future work is presented in the conclusion.

scholarly journals A DESIGN-CENTERED LABORATORY CURRICULUM FOR FIRST-YEAR BIOMEDICAL ENGINEERING STUDENTS

2019 ◽  
Author(s):  
Gabrielle Lam
Keyword(s):  
Experiential Learning ◽  
Student Performance ◽  
Biomedical Engineering ◽  
Engineering Students ◽  
First Year ◽  
Learning Approach ◽  
Laboratory Course ◽  
Structured Design ◽  
Survey Results ◽  
Design Projects

A new first-year biomedical engineering laboratory course was created using a problem-based learning approach. Centered on four semi-structured design projects and experiments, the laboratory course was designed to facilitate meaningful experiential learning. Preliminary analyses of survey results suggest that the semi-structured nature of lab activities is viewed both positively and negatively by students, depending on their perception of preparedness for the project. Its correlation with student performance will be better understood with thorough study of other components of survey results.

scholarly journals Adaptive Learning Implementation – A Cognitive Description Experiment for First Year Engineering Students at a Distance Education University

2020 ◽  
pp. 124-130
Author(s):  
Ngaka Mosia
Keyword(s):  
Adaptive Learning ◽  
Intervention Program ◽  
Engineering Students ◽  
Pass Rate ◽  
First Year ◽  
Pass Rates ◽  
Struggling Learners ◽  
Engineering Statistics ◽  
Differentiated Learning ◽  
High Level

A study was performed on a first year industrial engineering statistics course to improve the statistics pass rate. Statistics is a requisite for other engineering courses. The pass rate for the statistic course was below 50%. The primary purpose is to enable learners to build a capacity to comprehend module content and establish a deeper level of learning that will enable learners to achieve goals and objectives of TL lessons. An intervention program was instructionally designed to develop a personalized and differentiated learning process that breaks down lessons into lower and basic components, for struggling learners, and improves lessons to a complex high level and challenging activities for excelling students. Forty students were considered for the study. Moore’s theory of transactional distance was used as a theoretical framework. The data consisted of exam and assignment scores. A quantitative method was used to analyse the data. Hypothesis testing suggests that the intervention program is significant. The overall pass rates improved by 25%.

scholarly journals Overcoming challenges in teaching calculus remotely during COVID-19 pandemic

2020 ◽  
Author(s):  
David C. Ng ◽  
Seedahmed S. Mahmoud ◽  
Eric S. Hald ◽  
Qiang Fang
Keyword(s):  
Social Media ◽  
Transformative Learning ◽  
Biomedical Engineering ◽  
Engineering Students ◽  
Real Life ◽  
First Year ◽  
Transformative Learning Theory ◽  
Social Media Platform ◽  
Media Platform ◽  
Learning Principles

Abstract Purpose:This tutorial provides two specific examples to demonstrate how we tackled challenges in teaching Calculus remotely to first year undergraduate biomedical engineering students of XYZ University during a pandemic.Methods: Lessons and education materials were delivered remotely using XYZ University’s version of open-source Moodle learning management system and Tencent’s WeChat social media platform. We implemented transformative learning theory and active learning principles in our initiatives.Results: Students motivation and engagement improved through appropriate challenges and application of timely real-life examples in Calculus based-on positive feedback received anonymously from students via end-of-course surveys.Conclusion: Remote learning is an evolving paradigm which challenges instructors to use novel and creative ways to engage with students.

scholarly journals Flipping the classroom and turning the grades – a solution to teach unbeloved phase diagrams to engineering students

2017 ◽  
Author(s):  
Anja Pfennig
Keyword(s):  
Phase Diagrams ◽  
Learning Outcomes ◽  
Engineering Students ◽  
First Year ◽  
Problem Solving Skills ◽  
Inverted Classroom ◽  
Metal Melts ◽  
Hands On ◽  
High Level ◽  
Thermodynamic Background

Phase diagrams may simply be described as alloying maps in material science. However, the required thermodynamic background knowledge is high level and understanding the cooling procedure of metal melts as well as microstructure of metal alloys is challenging. Common teaching material presents results, but not how to get there and leaves frustrated first year engineering students behind. Knowledge on “how to read” phase diagrams is expected from teachers in advanced courses, but requirements are seldomly met by the students. Teaching phase diagrams in “inverted classroom”szenarios is a method to let the students study the science on their own and then take time to discuss their questions and do extended hands on lectures or exercises in class. Implementing the inverted classroom approach has been proven to be successful in terms of learing outcome, problem solving skills related to phase diagrams and in improving grades. Although the time of preparation is raised by a factor of approximately 4 for 2 four-hour classroom sessions, the positive and sustainable learning outcomes make it fun to teach  and worth the effort.

REVERSE ENGINEERING: TENSION RATCHET DISSECTION PROJECT

2011 ◽  
Author(s):  
Jeremiah Vanderlaan ◽  
Josh Richert ◽  
James Morrison ◽  
Thomas Doyle
Keyword(s):  
Reverse Engineering ◽  
Engineering Students ◽  
Measurement Techniques ◽  
First Year ◽  
Stepping Stones ◽  
First Year Students ◽  
Final Project ◽  
Undergraduate Study ◽  
Solid Edge ◽  
Part Modeling

We are a group of engineering students, in our first year of undergraduate study. We have been selected from one thousand first year students and have competed and won the PACE competition. All engineers share a common general first year, but we have been accepted into Civil and Mechanical engineering. This project was assigned as the final project in the Design and Graphics course. The project we are tasked with, called the Cornerstone Design Project, is to first dissect a product, discover how it works, dimension each part and create a fully assembled model using CAD software (Solid Edge V20 in our case). As part of discovering how it works we must benchmark it so the device can be compared with competing products. The goal of the project is to develop a full understanding of part modeling and assembly in Solid Edge, learn proper measurement techniques, and learn the process of reverse engineering and product dissection. All of these tasks were stepping stones to help us fully understand how the device, and all its components, work.

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.

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.

First-Year Engineering Students’ Research Experience in Web Mapping

2020 ◽  
Vol 55 (1) ◽  
pp. 53-62
Author(s):  
Claire Mah ◽  
Daphne Hong ◽  
Vanessa Chen ◽  
Emmanuel Stefanakis
Keyword(s):  
Engineering Students ◽  
First Year ◽  
Research Experience ◽  
Web Mapping
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