scholarly journals The Role of Applied Mechanics in Bridging the Gaps in Prior Learning for Aspirants of Engineering Education

2021 ◽  
Vol 11 (10) ◽  
pp. 626
Author(s):  
Sarat Singamneni
Keyword(s):  
Engineering Education ◽  
Teaching And Learning ◽  
Engineering Students ◽  
University Education ◽  
First Year ◽  
Applied Mechanics ◽  
Prior Learning ◽  
Scientific Rigor ◽  
Teaching Pedagogies

Building a technology-driven world appears to be the main motivational force behind students choosing to undertake engineering studies. The first year of engineering education plays a significant role in demonstrating sufficient mathematical and scientific rigor to satisfy these motivational factors. The common applied mechanics courses play a central role in achieving this. At the same time, a vast majority of students suffer from a lack of the necessary mathematical skills and analytical orientation for various reasons. Due to different educational philosophies and teaching pedagogies, a lack of proper integration between mathematics and applied mechanics is common. Several efforts were made to build better curriculum, teaching, and learning systems, resulting in widely varied solutions, but most of them require drastically different implementation approaches. With sufficient rigor in teaching and assessment, the first-year applied mechanics (common) courses designed for engineering students can solve students’ mathematical and motivational lapses and help bridge the gaps between pre-university and university education endeavours. This paper presents evidence supporting this argument. In particular, datasets collected from the direct experiences delivering the first-year static and dynamics courses to many students over the past decade and a half are analysed to establish the proposition.

scholarly journals Procepts and proceptual solutions in undergraduate mathematics 

Pythagoras ◽  
2010 ◽  
Vol 0 (72) ◽  
Author(s):  
Inderasan Naidoo ◽  
Belinda Huntley
Keyword(s):  
Teaching And Learning ◽  
Engineering Students ◽  
Applied Mathematics ◽  
First Year ◽  
Undergraduate Mathematics ◽  
Undergraduate Level ◽  
Mathematical Problems ◽  
Mathematics Teaching And Learning ◽  
Traditional Manner

This paper explores and promotes the notion of ‘procept’ in an undergraduate mathematics course in Linear Algebra for first year pure and engineering students. On the basis of students’ preference for procedural to conceptual solutions to mathematical problems, this paper augments the role of certain concepts in pure and applied mathematics, particularly in the problem‐solving approaches at the undergraduate level by providing novel solutions to problems solved in the usual traditional manner. The development of the concept of ‘procept’ and its applicability to mathematics teaching and learning is important to mathematics education research and tertiary pure and applied mathematics didactics in South Africa, welcoming the amalgamation of the theories developed at pre‐tertiary level mathematics with theorems and proof at the undergraduate level.

scholarly journals Development of Engineering Students Competencies Based on Cognitive Technologies in Conditions of Industry 4.0

2020 ◽  
Vol 8 (Special issue) ◽  
pp. 93-101
Author(s):  
Zhanna Mingaleva ◽  
Natalia Vukovic
Keyword(s):  
Engineering Education ◽  
Industry 4.0 ◽  
Professional Training ◽  
Engineering Students ◽  
Soft Skills ◽  
University Education ◽  
Modern Education ◽  
Market Requirements ◽  
The University

Industry 4.0 and Society 5.0 concepts are actively developing all over the world. The accelerating transition to Industry 4.0 and Society 5.0 sets new requirements for the university education system in qualifications and competencies of engineering universities graduates. The article reveals the possibilities of using cognitive models in the professional training of research engineers for new industries. Authors used the modeling method for creating a cognitive and metacognitive model of the process. It can be used for the development of forming the optimal structure of higher professional engineering education. The article substantiates that the main tasks of modernization of pedagogical approaches in modern education, is to establish the compliance of educational products with the labor market requirements and transform the structure of vocational education, providing training for professional specialists required by specific employers. Conclusions are drawn about the important role of soft skills for engineering education in Industry 4.0. The results obtained in the study can be used for the engineering category of students.

scholarly journals Model-Based Teaching and Learning: An Experiential Research of Teaching Engineering Drawing for First Year Engineering Students

2019 ◽  
Vol 8 (4) ◽  
pp. 9363-9367
Keyword(s):  
Engineering Education ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Thinking Skills ◽  
Control Group ◽  
First Year ◽  
Continuous Assessment ◽  
Engineering Drawing ◽  
Context Model ◽  
Model Based

Technology plays a major role in the easement of teaching and learning in engineering education. Novel techniques adopted in the recent days, have resulted in a huge success on the part of educators. These techniques create a great difference in the instructional delivery, with real-time impact on the understanding and learning of students. In this context, Model Based Teaching and Learning (MBTL) is identified as one such resourceful method to teach certain educational concepts which require imagination. Use of models within the pedagogy of engineering education promotes meta cognitive thinking skills of students. The purpose of this research was to examine the advantages of adopting model – based teaching and learning for the course, Engineering Drawing for first year engineering students. A class of 120 Engineering students during the second semester participated in the research. The students were randomly grouped into two groups of each 60 in order to receive different treatments. The first group was identified as the Control group (CG) which was taught concepts of Engineering Drawing using traditional lecture method, while the second group, the Experimental Group (EG) was facilitated with models related to projection of lines and orthographic projections. The results revealed that using models had a significant impact on the academic achievement of the students. Based on their performance in the continuous assessment, it was concluded that models were very helpful in improving the marks, and also played an effective role in the comprehension of concepts.

scholarly journals Let’s Chat - A fresh take on the invaluable role of peer-to-peer conversation in student engagement, participation and inclusion

2017 ◽  
Vol 8 (2) ◽  
pp. 107-111
Author(s):  
Rosalind McFarlane ◽  
Marta Spes-Skrbis ◽  
Anne Taib
Keyword(s):  
Intercultural Communication ◽  
Sense Of Belonging ◽  
Teaching And Learning ◽  
Peer To Peer ◽  
Student Feedback ◽  
First Year ◽  
Spoken English ◽  
Current Trends ◽  
Peer Conversation

This session reports on Monash University’s recently developed Let’s Chat program, delivered at three campuses as a modularised, peer learning opportunity for students from first year to PhD. Involving 3,591 student participants and facilitators in 2015 and 2016, the program responds directly to student feedback and recommendations. Let’s Chat maximises opportunities for peer-to-peer interaction with the aim of increasing participants’ confidence and competence in spoken English and intercultural communication. Informed by current trends in student-centred and peer-assisted learning theory, TESOL and intercultural communication, Let’s Chat is quickly establishing itself as an effective approach to supporting student participation, engagement and sense of belonging in diverse teaching and learning contexts and communities. The session presents a snapshot of the genesis of the program; an evaluation of its implementation; and a summary of emerging outcomes. The session also engages participants in a conversation about how this model might be replicated in other settings.

Role of Emotional Intelligence in Academic Achievement

2014 ◽  
pp. 255-263 ◽  
Author(s):  
Tripti Singh ◽  
Manish Kumar Verma ◽  
Rupali Singh
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Social Intelligence ◽  
Engineering Students ◽  
School Level ◽  
First Year ◽  
First Year Students ◽  
Academic Achievements ◽  
Emotional Intelligence Inventory

The purpose of this study is to see whether there is a relationship between emotional intelligence and academic achievement. The study respondents were B.Tech first year students from the Agra region. Sampling is stratified, making sure that gender, race, socioeconomic status, and abilities are appropriately represented. The respondents are given Emotional Intelligence Inventory (EII–MM), developed by S. K. Mangal and Shubhra Mangal. It consists of 100 items under four scales .The analysis suggests that there is a significant relationship between Emotional Intelligence and Academic Achievement. IQ alone is no more the measure for success; emotional intelligence, social intelligence, and luck also play a big role in a person's success. This study contributes in acknowledging the fact that even engineering students’ academic achievements are attached with Emotional intelligence. Thus, teaching emotional and social skills only at the school level is not sufficient; this can be taught in engineering studies, as well for accomplishing high academic achievements.

Teaching Engineering Ethics in the Classroom

2016 ◽  
pp. 1334-1349
Author(s):  
Josep M. Basart
Keyword(s):  
Engineering Education ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Engineering Ethics ◽  
Public Welfare ◽  
Social Responsibilities ◽  
Teaching Responsibilities ◽  
Ethics Courses ◽  
And Training ◽  
Insight Into

Engineering students are introduced to their profession's ethical and social responsibilities along with their education and training at university. This might be the only time and place where public welfare engagement may be promoted by the institution and acknowledged by students. Their future behavior as engineers heavily depends on the understanding and commitment they may develop during this process. The purpose of this chapter is to discuss the main points related to the teaching and learning of Engineering Ethics at universities. In order to gain insight into this complex educational scene, a set of questions are formulated and explored. The discussion of these questions amounts to explain what Engineering Education consists of, how to integrate Engineering Ethics courses into the curriculum and develop instructional designs for classroom teaching, who should assume teaching responsibilities, and finally, what Engineering Ethics goals should be. For each query, the primal issues, controversies, and alternatives are discussed.

EFFECTIVE IMPLEMENTATION OF CONTEMPORARY PRINCIPLES ON LEARNING AND TEACHING A FUNDAMENTAL FIRST-YEAR ENGINEERING COURSE

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Y. X. Zhang ◽  
C. Yang
Keyword(s):  
Engineering Students ◽  
Team Work ◽  
Independent Learning ◽  
First Year ◽  
Engineering Programs ◽  
Learning And Teaching ◽  
Effective Implementation ◽  
Teaching Principles ◽  
Engineering Mechanics ◽  
Teaching Pedagogies

Statics is the most fundamental component of Engineering Mechanics, and it is usually delivered in the first year in a common core course for engineering programs. The delivery of this key unit to the fresh first-year engineering students is very challenging and thus teaching pedagogies, strategies and methods should be further developed in response to the challenges in this important course which critically facilitates the transition of the students from high school to university and establishes their foundation knowledge on Engineering Mechanics. This paper reports the effective implementation of contemporary learning and teaching principles in a first-year core engineering course-Statics. The learning and teaching activities designed in this course include independent learning and collaborative learning, problem and project-based team work and peer learning, and progressive assessments. Effective teaching pedagogies, strategies and methodologies are developed on the basis of these educational principles to engage and motivate the first-year engineering students at most. The proposed methodologies are demonstrated effective in engaging a medium to large size class and the results of formal course surveys demonstrate the efficiency of these methods.

scholarly journals Eportfolios as Reflective Assessment of Social Justice

2021 ◽  
Vol 6 (1) ◽  
pp. 22-28
Author(s):  
James Gallen
Keyword(s):  
Social Justice ◽  
Lived Experience ◽  
Legal Education ◽  
Lessons Learned ◽  
University Education ◽  
First Year ◽  
Prior Learning ◽  
Reflective Assessment ◽  
Student Reflection ◽  
Critical Approaches

This article explores the potential for eportfolios to contribute to the development of student critical awareness of social justice, including the role of the university as a social justice actor, through module assessment. It will critically address how eportfolios were introduced in 2019-20 to assess student reflection on social justice in a first year law module ‘Critical Approaches to Law’ at DCU. To date, there has been a slow adoption of eportfolios in Irish higher education (Farrell 2018). Although there is some evidence of reflective assessment in comparative legal education, especially in schools with an emphasis on socio-legal approaches to law, and in clinical legal education, there is limited analysis of eportfolio assessment in classroom-based or blended legal education, (Waye and Faulkner 2012) and none in the Irish context.   The article will discuss the motivation to use eportfolios; the benefits, challenges and lessons learned in the design of the assessment, and the first time experience for the educator of marking and student experience of eportfolios. It assesses eportfolios as a mechanism for prompting student reflection and the development of critical thinking, (Farrell 2019) with a particular reflective focus on social justice and university education as a social justice experience. (Connell 2019). It queries the extent to which eportfolios enable students to incorporate prior learning experiences to their reflection, (Chen and Black 2010) and for students self-determine the parameters of their personal interaction with social justice questions raised by the experience in the module and their lived experience. (Brooman and Stirk 2020)

A Regional University Perspective on Engineering Education of Multi-Cultural Freshman Students From South Pacific Countries

2013 ◽  
Author(s):  
Krishnil R. Ram ◽  
Roneel V. Sharan ◽  
Mohammed Rafiuddin Ahmed
Keyword(s):  
Engineering Education ◽  
Student Performance ◽  
Engineering Students ◽  
South Pacific ◽  
Quality Teaching ◽  
First Year ◽  
Skill Sets ◽  
Ethics And Economics ◽  
Regional University ◽  
The University

Of late, there is a growing need for quality engineers who have the ability to solve complex engineering problems with reasonable knowledge of ethics and economics. This has led many universities to pursue accreditation by professional engineering bodies. While the accreditation process installs a standardized system of quality teaching, it is important that the engineering entrants have a degree of understanding that allows implementation of quality teaching methods. This study looks at the performance of first year engineering students in a bid to identify major issues that students face in a Bachelor of Engineering program. The learning of students in the School of Engineering and Physics at the University of the South Pacific is influenced by interactions of at least 12 different cultures from the 12 member countries of the university. The study looks at how students perform across cultures in the first year mechanical engineering courses, mainly engineering mechanics and engineering graphics & design. The general trend over the last five years shows that while the student numbers in the program have been increasing, student performance in one course seems to be improving but declining in the other; the two courses differ considerable in contents, required skill sets, and assessment methodologies. The study also presents possible reasons for the varied performance by considering issues such as cultural and academic backgrounds, use of teaching tools and resources, and revisions to the course and program and looks at how multi-cultural engineering education can be improved. The number of female students taking up engineering as their major is also looked at and positive trends are seen with female participation increasing from 7.6% in 2008 to 13.9% in 2013.

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