scholarly journals LEARNING NOT BURNING (OUT): SUSTAINABLE TIME MANAGEMENT IN ENGINEERING EDUCATION

2021 ◽  
Author(s):  
Nicholas J. Rupar ◽  
David S. Strong
Keyword(s):  
Mental Health ◽  
Engineering Education ◽  
Time Use ◽  
Time Management ◽  
Engineering Students ◽  
Learning Capacity ◽  
Surface Learning ◽  
Systemic Problems ◽  
Initial Results

In recent years, there has been some concern raised regarding decreased mental health andwellbeing and increased reports of surface-learning tendencies in Canadian engineering students. Prior papers have noted possible links between these trends and the manner in which students use their time. Having completed a study on student time use, this paper presents some initial results – including a frequency assessment of reasons for student absences – which seem to support some of the previously hypothesized systemic problems. Following this, an overview of institution- andinstructor-imposed constraints precedes a discussion on how these constraints may be contributing to student time use difficulties, and ultimately to decreased wellbeing and learning capacity. A sampling of possible interventions are then presented, and important validity considerations for conducting such research are discussed. Research into the efficacy of these interventions, due to lack of existing empirical proof, should be conducted.

scholarly journals Mindfulness-based programs improve psychological flexibility, mental health, well-being and time management in academics

2020 ◽  
Author(s):  
Gabriel Marais ◽  
Sophie Lantheaume ◽  
Robin Fiault ◽  
Rebecca Shankland
Keyword(s):  
Mental Health ◽  
Time Use ◽  
Time Management ◽  
Intervention Group ◽  
Psychological Flexibility ◽  
Well Being ◽  
Being And Time ◽  
Optimal Time ◽  
Control Group ◽  
Depression Symptoms

Background: Occupational stress is high in academia, and partly related to time pressure. Mindfulness-based programs are known to be effective in reducing stress and increasing well-being. Recent work suggested that these programs may also improve time management. This study tested the effects of a mindfulness-based program on academics’ psychological flexibility, mental health, well-being and time management.Methods: The study was conducted in a French research department. Participants were offered to join a mindfulness-based program (n = 21) or to be on a wait-list control group (n = 22). Self-reported measures of psychological flexibility, mental health (stress, anxiety and depression symptoms), well-being and time use were collected before and after the 8 weeks program.Results: Results showed that psychological flexibility, mental health, well-being and effective time use significantly increased in the intervention group compared to the control condition.Conclusions: The results suggested that the mindfulness-based programs were effective in improving adaptive functioning, well-being, and optimal time use in academia, thus underlining potential useful perspectives to help academics improve mental health and time management.

scholarly journals Mindfulness-Based Programs Improve Psychological Flexibility, Mental Health, Well-Being, and Time Management in Academics

2020 ◽  
Vol 10 (4) ◽  
pp. 1035-1050
Author(s):  
Gabriel A. B. Marais ◽  
Sophie Lantheaume ◽  
Robin Fiault ◽  
Rebecca Shankland
Keyword(s):  
Mental Health ◽  
Time Use ◽  
Time Management ◽  
Intervention Group ◽  
Psychological Flexibility ◽  
Well Being ◽  
Being And Time ◽  
Optimal Time ◽  
Control Group ◽  
Depression Symptoms

(1) Background: Occupational stress is high in academia, and is partly related to time pressure. Mindfulness-based programs are known to be effective in reducing stress and increasing well-being. Recent work suggested that these programs may also improve time management. This study tested the effects of a mindfulness-based program on academics’ psychological flexibility, mental health, well-being, and time management. (2) Methods: The study was conducted in a French research department. Participants were offered to join a mindfulness-based program (n = 21) or to be on a wait-list control group (n = 22). Self-reported measures of psychological flexibility, mental health (stress, anxiety, and depression symptoms), well-being, and time use were collected before and after the eight week program. (3) Results: Results showed that psychological flexibility, mental health, well-being, and efficient time use significantly increased in the intervention group compared to the control condition. (4) Conclusions: The results suggested that the mindfulness-based programs were effective in improving adaptive functioning, well-being, and optimal time use in academia, thus underlining potential useful perspectives to help academics improve mental health and time management.

Relationship between satisfaction with learning outcomes and mental health among medical and engineering students

2020 ◽  
pp. 70-78
Author(s):  
O. Bukhanovskaya ◽  
N. Demcheva
Keyword(s):  
Mental Health ◽  
Academic Performance ◽  
Mental Disorders ◽  
University Students ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Clinical Forms ◽  
Complete Survey ◽  
Medical University

Method of calculating the index of crisis of gratification has been developed on the basis of the complete survey of 995 students of medical university and 804 students of engineering university, determination of clinical and social parameters and factors related to the process of education in the specialized university. It included: a scale for the assessment of the degree of intellectual intensity, academic performance, stress situations related to the peculiarities of education. Reliable differences in values between groups of healthy students, students with preclinical and clinical forms of mental disorders are revealed as a result of calculation of the index of gratification. The authors conclude that satisfaction with the results of education has a significant impact on the mental health of university students.

Bridging Psychology and Engineering: Undergraduate Conceptions of Human Systems Engineering

2020 ◽  
Vol 64 (1) ◽  
pp. 510-514
Author(s):  
Rod D. Roscoe ◽  
Samuel T. Arnold ◽  
Ashley T. Clark
Keyword(s):  
Engineering Education ◽  
Systems Engineering ◽  
Engineering Students ◽  
Introductory Courses ◽  
Knowledge And Beliefs ◽  
The People ◽  
Human Systems

Instruction and coursework that link engineering and psychology may enable future engineers to better understand the people they are engineering for (e.g., users and clients) and themselves as engineers (e.g., teammates). In addition, human-centered engineering education may empower engineering students to better solve problems at the intersection of technology and people. In this study, we surveyed students’ conceptions and attitudes toward human systems engineering. We aggregate responses across three survey iterations to discuss students’ knowledge and beliefs, and to consider instructional opportunities for introductory courses.

MNC-Sponsored Multidisciplinary Industrial-Strength Capstone Design Projects in China

2014 ◽  
Vol 2 (10) ◽  
pp. 54-65
Author(s):  
Vincent Chang
Keyword(s):  
Engineering Education ◽  
Biomedical Engineering ◽  
Multinational Corporation ◽  
Engineering Students ◽  
Internet Technology ◽  
Computer Engineering ◽  
University Of Michigan ◽  
Design Projects ◽  
Industrial Strength ◽  
Capstone Design

With a growing need to reform Chinese higher engineering education, University of Michigan—Shanghai Jiao Tong University Joint Institute (JI) initiated multinational corporation-sponsored industrial-strength Capstone Design Projects (CDP) in 2011. Since 2011, JI has developed 96 corporate-sponsored CDPs since its inception, which include multinational corporation sponsors such as Covidien, Dover, GE, HP, Intel, NI, Philips, and Siemens. Of these projects, healthcare accounts for 27%, energy 24%, internet technology (IT) 22%, electronics 16%, and other industries 11%. This portfolio reflects the trends and needs in the industry, which provides opportunities for engineering students to develop their careers. An accumulated 480 JI students have been teamed up based on their individual backgrounds, specifically electrical engineering, computer engineering, computer science, mechanical engineering, and biomedical engineering. The corporate-sponsored rate grew from 0% in 2010 to 86% in 2014.

A systematic review of principal time use research

2021 ◽  
Vol 59 (2) ◽  
pp. 215-232
Author(s):  
Craig Hochbein ◽  
Abby Mahone ◽  
Sara Vanderbeck
Keyword(s):  
Systematic Review ◽  
Time Use ◽  
Time Management ◽  
Supporting Evidence ◽  
Management Skills ◽  
Preparation Programs ◽  
Content Type ◽  
Principal Preparation Programs ◽  
History Of ◽  
Positive Correlations

PurposeTo advance the study of principal time use (PTU), the purpose of this study is to report findings from a systematic review of PTU research. In addition to identifying common findings, this study also examined the supporting evidence and methodologies of PTU studies. From this dual approach, this study specified the evidence that supports claims about PTU, as well as identified areas requiring future examination.Design/methodology/approachA systematic reference review process considered 5,746 potential PTU manuscripts. The inclusion criteria identified 55 studies published between 1920 and 2015. This review synthesized data pertaining to the methodologies and findings of PTU research.FindingsFindings from studies conducted across decades indicated that principals worked extensive hours. Moreover, the workdays of principals consisted of brief and unrelated activities, most often focused on noninstructional tasks. Contrary to common hypotheses, studies indicated that PTU dedicated to administrative tasks exhibited positive correlations with educational outcomes. However, claims about PTU have been derived from samples overrepresented by large urban school districts and limited periods of observation.Practical implicationsFuture studies should implement diversified sampling strategies and extended observation periods. For principal preparation programs, the results indicated an opportunity for increased instruction on time management skills.Originality/valueThis systematic review identifies the overlooked history of the research and specifies the evidence that supports common claims about PTU, which provides empirically derived guidance for future PTU studies.

Reasoning: Source of Variability in the Boothroyd and Dewhurst Assembly Time Estimation Method

2012 ◽  
Author(s):  
Essam Namouz ◽  
Joshua D. Summers ◽  
Gregory M. Mocko
Keyword(s):  
Engineering Students ◽  
Large Range ◽  
Estimation Method ◽  
Time Estimation ◽  
Handling Time ◽  
Time Estimate ◽  
Time Analysis ◽  
Assembly Time ◽  
Time Estimates ◽  
Initial Results

This paper evaluates the effect of making a subjective decision in a design for assembly time analysis. An example is found in the first set of questions for estimating handling time of a part the user chose “parts are easy to grasp and manipulate” as opposed to “parts present handling difficulties”. The subjectivity is explored through a study of assembly time estimates generated by a class of mechanical engineering students in the time analysis of a clicker pen based on the Boothroyd and Dewhurst estimation method. The assembly times calculated by the class ranged from a minimum of 23.64 seconds to a maximum of 44.89 seconds (range of 21.25 seconds). This large range in results serves as motivation in determining the effect that answering a subjective decision has on the resulting assembly time estimate. Initial results indicate that not answering the first level of subjective questions will result in assembly time estimate within 15% of the time had the subjective question been answered. The probability density plots of the time estimates also indicates that 63% of the time, the estimated assembly time without making the subjective decision will fall within the normal distribution had the subjective decision been made. This provides evidence that there is an opportunity to reduce the amount of subjective questions that a user must answer to estimate the assembly time of a product.

scholarly journals Experiencing Your Education: What Engineering Education Can Learn from Dialogue

2011 ◽  
Author(s):  
Janna Rosales ◽  
Gloria Montano
Keyword(s):  
Engineering Education ◽  
Social Intelligence ◽  
Engineering Students ◽  
Interdisciplinary Collaboration ◽  
Team Work ◽  
Participatory Workshop ◽  
Communications Skills ◽  
Political Economic ◽  
Professional Degrees ◽  
Memorial University Of Newfoundland

What do engineers need to know beyond the textbook? Success as an engineer today also depends on the ability to hone skills such as team work, social intelligence and interdisciplinary collaboration, qualities that extend far beyond engineering itself. Dialogue education is one effective method being used in higher education to enhance student success, and it offers intriguing possibilities when paired with the curriculum for professional degrees. When students participate in dialogue education they not only sharpen professional communications skills, but also cultivate a richer understanding of the diverse perspectives which they encounter as they learn to engage constructively with the world around them. What can engineering education gain from dialogue education? In March 2011, the MetaKettle Project (Faculty of Engineering and Applied Science, Memorial University of Newfoundland), sponsored the "Dialogue Lab", a participatory workshop for graduate and undergraduate engineering students. The purpose of this workshop was to explore the ways that dialogue can be used as a practical and effective tool within the engineering profession in order to construct positive social, political, economic, civic and personal outcomes. This paper will report and reflect upon the results of the Dialogue Lab and examine what role dialogue can play in engineering education. 

scholarly journals CHALLENGES IN ENGINEERING DESIGN EDUCATION: VERTICAL AND LATERAL LEARNING

2015 ◽  
Author(s):  
Aleksander Czekanski ◽  
Maher Al-Dojayli ◽  
Tom Lee
Keyword(s):  
Engineering Education ◽  
Engineering Design ◽  
Design Education ◽  
Engineering Students ◽  
Engineering Practice ◽  
Design Strategies ◽  
Engineering Design Education ◽  
Advanced Analysis ◽  
Capstone Projects ◽  
Team Design

Engineering practice and design in particular have gone through several changes during the last two decades whether due to scientific achievements including the evolution in novel engineering materials, computational advancements, globalization and economic constraints as well as the strategic needs which are the drive for innovative engineering. All these factors have impacted and shaped to certain extent the educational system in North America and Canada in particular. Currently, high percentage of the engineering graduates would require extensive training in industry to be able to conduct reliable complex engineering designs supported by scientific verification and validation, understand the complete design stages and phases, and identify the economic and cultural impact on such designs. This task, however, faces great challenges without educational support in such vastly changing economy.Lots of attention has been devoted to engineering design education in the recent years to incorporate engineering design courses supported by team design projects and capstone projects. Nevertheless, the lack of integrated education system towards engineering design programs can undermine the benefits of such efforts. In this paper, observations and analysis of the challenges in engineering design are presented from both academic and industrial points of view. Furthermore, a proposed vertical and lateral engineering education program is discussed. This program is structured to cover every year of the engineering education curricula, which emphasizes on innovative thinking, design strategies, support from and integration with other technical engineering courses, the use of advanced analysis tools, team collaboration, management and leadership, multidisciplinary education and industrial involvement. Its courses have just commenced for freshmen engineering students at the newly launched Mechanical Engineering Department at the Lassonde School of Engineering, York University.

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