scholarly journals Understanding The Text Content: Applying Asking – Question Technique in English Text for Mechanical Engineering Students

2020 ◽  
Vol 3 (1) ◽  
pp. 45-55
Author(s):  
Norita Prasetya Wardhani ◽  
Muhammad Mujtaba Mitra Zuana
Keyword(s):  
Mechanical Engineering ◽  
Engineering Students ◽  
English Text ◽  
Basic Question ◽  
Question Mark ◽  
Field Note ◽  
Reading Text ◽  
Field Notes ◽  
Text Content ◽  
The University

Purpose - The study aims to observe the students ' skills in reading text with the instrument asking and writing the summary results read the text. Design/methodology/approach - To explain the process and the result of students’ writing wrote everything they saw in the class in field notes. Natural design and the phenomenon (descriptive qualitative) were also noted in the field note helping to analyze the data easily. The participants of this study were from mechanical engineering students, 53 students. Findings - The result showed many students could answer the question given and write a summary of the text having been read. Originality/value - Although this research is conducted at the university, the teachers, tutors, and parents to familiarize students or children with questions from the beginning six questions using WH-question mark. This is to train you to ask critically later when you become older. Because actually, the basic question with the WH-question mark is, directing students to take philosophical views. Paper type – Research paper

scholarly journals Development and delivery of a work experience week programme for mechanical engineering

2020 ◽  
pp. 030641902098104
Author(s):  
A Gonzalez-Buelga ◽  
I Renaud-Assemat ◽  
B Selwyn ◽  
J Ross ◽  
I Lazar
Keyword(s):  
Work Experience ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Impact Analysis ◽  
Legal Term ◽  
Stage 4 ◽  
Engineering Design Problem ◽  
Hands On ◽  
University Of Bristol ◽  
The University

This paper focuses on the development, delivery and preliminary impact analysis of an engineering Work Experience Week (WEW) programme for KS4 students in the School of Civil, Aerospace and Mechanical Engineering (CAME) at the University of Bristol, UK. Key stage 4, is the legal term for the two years of school education which incorporate GCSEs in England, age 15–16. The programme aims to promote the engineering profession among secondary school pupils. During the WEW, participants worked as engineering researchers: working in teams, they had to tackle a challenging engineering design problem. The experience included hands-on activities and the use of state-of-the-art rapid prototyping and advanced testing equipment. The students were supervised by a group of team leaders, a diverse group of undergraduate and postgraduate engineering students, technical staff, and academics at the School of CAME. The vision of the WEW programme is to transmit the message that everybody can be an engineer, that there are plenty of different routes into engineering that can be taken depending on pupils’ strengths and interests and that there are a vast amount of different engineering careers and challenges to be tackled by the engineers of the future. Feedback from the participants in the scheme has been overwhelmingly positive.

scholarly journals UNDERGRADUATE WRITING ASSIGNMENTS IN ENGINEERING: TRACKING ATTRIBUTE 7 IN TWO ACCREDITATION CYCLES

2019 ◽  
Author(s):  
Kathryn Marcynuk ◽  
Anne Parker
Keyword(s):  
Political Science ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
National Study ◽  
Writing Assignments ◽  
The Social ◽  
Course Syllabi ◽  
University Of Manitoba ◽  
The University ◽  
Written Assignments

This paper reports on two iterations of our study of course syllabi in the Faculty of Engineering, University of Manitoba. The first iteration was part of a national study investigating the writing demands placed on students in a variety of disciplines, including those in the Social Sciences and the Humanities as well as Engineering. This first iteration followed an accreditation visit and the Faculty’s introduction of the C.E.A.B. graduate attributes and outcome-based assessment. Although one would expect Engineering to have far fewer written assignments than these other disciplines, such was not always the case. For example, the national study captured results for Political Science that closely matched those for Mechanical Engineering; Political Science students typically wrote, on average, 2.3 written assignments in year 2 of their program, 2.4 written assignments in year 3, and 4.2 written assignments in year 4, while Mechanical Engineering students wrote 4, 3 and 4.2 written assignments in those same years. Such a finding suggested that more writing was happening in the Faculty of Engineering than we might realize – and quiteapart from that done in the mandatory communication class. So, our second iteration of the study followed another accreditation cycle, but this time we focused solely on the Faculty of Engineering at the University of Manitoba. In this second iteration, our goal was to refresh the data so that we could clarify how Attribute 7, “communication skills,” is being met in the Faculty of Engineering at the University of Manitoba.  

Lessons in Teaching an Interdisciplinary Mechatronics Class

2005 ◽  
Author(s):  
Michael Turner
Keyword(s):  
Autonomous System ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Electrical Engineering ◽  
Electromechanical Systems ◽  
Covering Material ◽  
The University ◽  
University Of Dayton

It is common for engineers but rare for engineering students to be asked to work on projects with people whose expertise is in other fields. In an effort to address this shortcoming at the University of Dayton, an interdisciplinary mechatronics class was developed. This lab based course with equal numbers of electrical engineering and mechanical engineering seniors focused on designing, building and controlling electromechanical systems. This paper covers the development of the course and the challenges posed in teaching such a course. The course is centered on the concept of building an autonomous system by integrating a well designed mechanism with a well designed electrical controller. Particular emphasis is placed on the challenge of covering material which is basic and familiar to one set of students while being novel and challenging to another set of students. Additional discussion is included on encouraging cross-disciplinary communication, preventing asymmetrical workloads and stimulating innovation.

SATISFACTION OF MECHANICAL ENGINEERING STUDENTS AT THE UNIVERSITY OF LA RIOJA WITH INTERNSHIPS IN BUSINESSES

2017 ◽  
Author(s):  
Esteban Fraile-García ◽  
Javier Ferreiro-Cabello ◽  
Marina Corral-Bobadilla ◽  
Ruben Lostado-Lorza
Keyword(s):  
Mechanical Engineering ◽  
Engineering Students ◽  
La Rioja ◽  
The University

Embedding Enterprise in Engineering

2009 ◽  
Vol 37 (4) ◽  
pp. 263-274 ◽  
Author(s):  
Robert D. Handscombe ◽  
Elena Rodriguez-Falcon ◽  
Eann A. Patterson
Keyword(s):  
Cultural Change ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Business Schools ◽  
The Other ◽  
Science And Engineering ◽  
Teaching Programme ◽  
Strong Emphasis ◽  
The Uk ◽  
The University

A great deal of enterprise teaching is carried out in business schools and has been for many years. The challenge of the UK's Science Enterprise Challenge was to extend enterprise teaching more thoroughly to science and engineering students. While some of the centres launched under the initiative developed the activity of business schools, there were notable exceptions. This paper focuses on the attempts to implement the challenges of teaching enterprise to engineering students in the Department of Mechanical Engineering at the University of Sheffield. This was one of the most successful departmental interventions of the White Rose Centre for Enterprise (WRCE), formed in 1999 as part of the UK Science Enterprise Challenge initiative. WRCE's remit, like that of the other science enterprise centres, was to increase enterprise learning and entrepreneurship, thus bringing about a ‘cultural change’ in those universities involved in the collaboration. WRCE's approach was to embed enterprise in the teaching programme of the science and engineering departments. The general propositions of WRCE are reviewed in the light of the activities within the Department of Mechanical Engineering. Some detailed qualifications of those propositions arise, with strong emphasis on the importance of pedagogic approaches and sequence of content.

Blackboard as a Tool for Peer Learning and Interaction for Engineering Students

2011 ◽  
Vol 367 ◽  
pp. 591-599
Author(s):  
Jacek Uziak ◽  
M.T. Oladiran
Keyword(s):  
Mechanical Engineering ◽  
Engineering Students ◽  
Learning Experiences ◽  
Peer Learning ◽  
University Of Botswana ◽  
Mode Of Instruction ◽  
Instruction Delivery ◽  
The University ◽  
Engineering Programme

The purpose of this study was to evaluate the learning experiences of mechanical engineering students who used Blackboard technology at the University of Botswana. The results presented are based on the application of the technology in two courses offered to Year 3 students. As the results of this study were encouraging it is recommended that more courses in the mechanical engineering programme should migrate to blended mode of instruction delivery.

scholarly journals UNDERGRADUATE WRITING ASSIGNMENTS IN ENGINEERING: TRACKING ATTRIBUTE 7 IN TWO ACCREDITATION CYCLES

2019 ◽  
Author(s):  
Kathryn Marcynuk ◽  
Anne Parker
Keyword(s):  
Political Science ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
National Study ◽  
Writing Assignments ◽  
The Social ◽  
Course Syllabi ◽  
University Of Manitoba ◽  
The University ◽  
Written Assignments

This paper reports on two iterations of our study of course syllabi in the Faculty of Engineering, University of Manitoba. The first iteration was part of a national study investigating the writing demands placed on students in a variety of disciplines, including those in the Social Sciences and the Humanities as well as Engineering. This first iteration followed an accreditation visit and the Faculty’s introduction of the C.E.A.B. graduate attributes and outcome-based assessment. Although one would expect Engineering to have far fewer written assignments than these other disciplines, such was not always the case. For example, the national study captured results for Political.  Science that closely matched those for Mechanical Engineering; Political Science students typically wrote, on average, 2.3 written assignments in year 2 of their program, 2.4 written assignments in year 3, and 4.2 written assignments in year 4, while Mechanical Engineering students wrote 4, 3 and 4.2 written assignments in those same years. Such a finding suggested that more writing was happening in the Faculty of Engineering than we might realize – and quite apart from that done in the mandatory communication class. So, our second iteration of the study followed another accreditation cycle, but this time we focused solely on the Faculty of Engineering at the University of Manitoba.  In this second iteration, our goal was to refresh the data so that we could clarify how Attribute 7, “communication skills,” is being met in the Faculty of Engineering at the University of Manitoba.  

scholarly journals Tabulating HOLC Area Description Sheet Data

2021 ◽  
Author(s):  
Scott Markley
Keyword(s):  
Black Population ◽  
Urban Neighborhoods ◽  
Foreign Born ◽  
The Public ◽  
Federal Program ◽  
Digital Scholarship ◽  
Field Note ◽  
Field Notes ◽  
Loan Corporation ◽  
The University

In the 1930s, the Home Owners’ Loan Corporation (HOLC) oversaw a massive federal program that graded thousands of urban neighborhoods. The precise aims of this infamous program are still disputed, but the grading criteria were almost certainly devised to convey the level of risk each area posed to property investors. The Digital Scholarship Lab at the University of Richmond has graciously digitized the maps and field notes produced by the HOLC and have made them freely available to the public. While these “redlining” maps have received considerable academic and media attention, the field notes used to assign risk grades—available for most cities in their “area description sheets”—remain virtually unusable for most multi-city analyses. Addressing this problem, I convert three of the most consequential variables from the description sheets for 129 cities into an accessible and analyzable tabular format. These include the average building age, Black population percentage, and “foreign-born” population percentage. In addition, I organize the description sheets into three semi-compatible tables, assisting future researchers incorporate other HOLC field note variables into their projects.

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