scholarly journals Compartmental Learning versus Joint Learning in Engineering Education

Mathematics ◽  
2021 ◽  
Vol 9 (6) ◽  
pp. 662
Author(s):  
María Jesús Santos ◽  
Alejandro Medina ◽  
José Miguel Mateos Roco ◽  
Araceli Queiruga-Dios
Keyword(s):  
Engineering Students ◽  
Chemical Engineering ◽  
Linear Equations ◽  
Mathematical Software ◽  
Mathematical Concepts ◽  
Joint Learning ◽  
The University ◽  
Academic Year ◽  
Non Linear Equations ◽  
Mathematics And Physics

Sophomore students from the Chemical Engineering undergraduate Degree at the University of Salamanca are involved in a Mathematics course during the third semester and in an Engineering Thermodynamics course during the fourth one. When they participate in the latter they are already familiar with mathematical software and mathematical concepts about numerical methods, including non-linear equations, interpolation or differential equations. We have focused this study on the way engineering students learn Mathematics and Engineering Thermodynamics. As students use to learn each matter separately and do not associate Mathematics and Physics, they separate each matter into different and independent compartments. We have proposed an experience to increase the interrelationship between different subjects, to promote transversal skills, and to make the subjects closer to real work. The satisfactory results of the experience are exposed in this work. Moreover, we have analyzed the results obtained in both courses during the academic year 2018–2019. We found that there is a relation between both courses and student’s final marks do not depend on the course.

scholarly journals The use of technology in a model of formative assessment

2016 ◽  
Vol 6 (2) ◽  
pp. 91
Author(s):  
Alfonsa García López ◽  
Francisco García Mazarío
Keyword(s):  
Formative Assessment ◽  
Learning Community ◽  
Engineering Students ◽  
Peer Assessment ◽  
Assessment Model ◽  
Mathematical Software ◽  
Online Learning Community ◽  
Use Of Technology ◽  
Student Projects ◽  
Academic Year

This work describes a formative assessment model for the Mathematical Analysis course taken by engineering students. It includes online questionnaires with feedback, a portfolio with weekly assignments, exams involving the use of mathematical software and a project to be completed in small groups of two or three students. The model has been perfected since 2009, and during the 2014-15 academic year the creation of a pilot online learning community was added. Based on Google+, it has been used for a peer assessment experiment involving student projects, among other uses. 

Technical Writing Required of Graduate Engineering Students

1982 ◽  
Vol 12 (1) ◽  
pp. 1-6 ◽  
Author(s):  
Gregory K. West ◽  
Patricia Byrd
Keyword(s):  
Graduate Students ◽  
Analysis Of Variance ◽  
Engineering Students ◽  
Technical Writing ◽  
Rank Order ◽  
Faculty Members ◽  
University Of Florida ◽  
Friedman Analysis ◽  
The University ◽  
Academic Year

Technical writing required of employees in business and industry has been investigated, but the writing demands on graduate students have not been systematically surveyed. To find out what kinds of writing are required of graduate engineering students, twenty-five engineering faculty members from the Engineering College at the University of Florida listed the kinds of writing assigned to graduate classes during the academic year 1979–80. Since the faculty members were asked to rank-order the writing kinds from most frequent to least frequent, the Friedman analysis of variance and the Wilcoxon Signed Ranks test were used to test for differences in the rank ordering. The tests showed that faculty assigned examinations, quantitative problems, and reports most frequently, that they assigned homework and papers (term and publication) less frequently, and that they assigned progress reports and proposals least frequently.

scholarly journals COVID-19 Outbreak: Insights about Teaching Tasks in a Chemical Engineering Laboratory

2020 ◽  
Vol 10 (9) ◽  
pp. 226 ◽  
Author(s):  
Sergio Nogales-Delgado ◽  
Silvia Román Suero ◽  
José María Encinar Martín
Keyword(s):  
Chemical Engineering ◽  
University Teaching ◽  
Face To Face ◽  
Virtual Tools ◽  
Teachers And Students ◽  
E Learning ◽  
The Government ◽  
Online Library ◽  
The University ◽  
Academic Year

Apart from the evident tragedy that the COVID-19 outbreak has meant regarding both personal and economic costs, the normal functioning of the academic year has been drastically altered at all educational levels. Regarding Spain, the state of alert implemented by the government from mid-March to June has affected traditional face-to-face sessions at universities, as they were forbidden and replaced by online lessons. The aim of this work was to explain our own experience during the COVID-19 outbreak in a chemical engineering laboratory at the University of Extremadura, concerning the university teaching and the final degree project follow-up, whose method of teaching was active and participatory, based on constructivism and focused on the student as the center of the learning process. Thus, the confinement affected both the teachers and students differently, depending on the degree of completion of their main tasks and their previous skills with computing and virtual tools, among other factors. The existence of an operating virtual campus and an online library has made the transition to total e-learning and telework easier for teachers and students.

Adopting a Strategy for Enhancing Generic Skills in Engineering Education

2014 ◽  
Vol 28 (3) ◽  
pp. 185-192 ◽  
Author(s):  
Evangelia Krassadaki ◽  
Kleanthi Lakiotaki ◽  
Nikolaos F. Matsatsinis
Keyword(s):  
Experiential Learning ◽  
Communication Skills ◽  
Engineering Students ◽  
Academic Staff ◽  
Skills Development ◽  
Generic Skills ◽  
Team Working ◽  
High Level ◽  
The University ◽  
Academic Year

It is remarkable how often academic staff discover students' weaknesses in expressing their thoughts in written and oral contexts, and in team working. To examine these weaknesses, a study was conducted in 2009–2010 and 2010–2011 of students taking an engineering course. Students self-reported an initial high level of weakness in both communication skills (writing and speaking), while expressing higher levels of confidence in their team working skills. This suggested that there was significant potential for improvement in both forms of communication skills and a lower potential for the improvement of team-working skills. On that basis the Technical University of Crete organized short training workshops based on experiential learning methods, during the academic year 2012–13. Other factors taken into account were the lack of awareness of such skills in traditionally-organized Greek universities; the inability to redesign all courses, currently dependent on a content-based curriculum, on a competency basis; and findings in the international literature, which highlight specific generic skills of engineering students as essential to their studies and future career prospects. The aim was to enhance the three skills of writing, speaking and team working. Participation was voluntary and open to students from all schools in the university. This paper assesses this initiative and analyses the contribution of the workshops to skills development.

scholarly journals Using Incoming Data to Monitor Engagement and Inform Mathematics Support Interventions

2019 ◽  
Vol 17 (3) ◽  
pp. 15-27
Author(s):  
Ioannis Lignos
Keyword(s):  
Student Success ◽  
Student Performance ◽  
Engineering Students ◽  
Performance Data ◽  
First Year ◽  
Teaching Activities ◽  
Student Behaviour ◽  
And Performance ◽  
The University ◽  
Academic Year

Students who do not engage enough with their studies could place themselves at risk of underperforming or failing. Such a risk may be higher for students who are assessed in one or more mathematics modules and lack the appropriate background knowledge, or do not engage enough with related teaching activities. It has been shown for students who engage with mathematics support, there is a significant impact on student performance and progression in the relevant modules. Thus, improving the mechanisms of engagement with mathematics support should be a priority for any student success strategy.We discuss the monitoring of attendance and performance data of first-year engineering students, as it becomes available, in order to inform interventions which suit the observed student behaviour best. Specifically, the method described was used with first-year engineering students at the University of East London (UEL) during the 2017-8 academic year. We find that when monitoring processes are applied to an already tailored support package, they can often help maintain engagement levels, understand why some students do not engage, and prompt us to differentiate support further.

Analysis of the Dynamic Response Characteristics of a Flow Meter for Measurement of Pulsating Flow of Liquids

1970 ◽  
Vol 3 (9) ◽  
pp. T155-T156 ◽  
Author(s):  
F. G. Young
Keyword(s):  
Equations Of Motion ◽  
Linear Equations ◽  
Pulsating Flow ◽  
Flow Meter ◽  
Transient Behaviour ◽  
Response Characteristics ◽  
Rapid Flow ◽  
Linear Equations Of Motion ◽  
The University ◽  
Non Linear Equations

An account of the design and development of a prototype flow meter for measuring the flow of liquids under transient conditions was presented by the author at the Symposium on the Measurement of Pulsating Flow at the University of Surrey, April 1970. The flow meter exhibited good transient behaviour in response to rapid flow variations and a favourable correlation existed between theoretically predicted and experimental steady flow results. This paper gives a derivation of the theory underlying the transient behaviour of the instrument and shows how the essentially non-linear equations of motion may be linearised to produce easily manageable linear equations. The good transient response characteristics are accounted for by virtue of the high value of ‘hydraulic stiffness’.

scholarly journals DESIGNING AN UNDERGRADUATE FOOD PROCESSING LABORATORY FOR THE UNIVERSITY OF WATERLOO

2013 ◽  
Author(s):  
Yung P. Lai ◽  
Kyung E.K. Sun ◽  
Christine Moresoli ◽  
Marc Aucoin
Keyword(s):  
Food Processing ◽  
Engineering Students ◽  
Chemical Engineering ◽  
Health And Safety ◽  
Food Contamination ◽  
Biological Engineering ◽  
Unit Operations ◽  
Undergraduate Experience ◽  
The Cost ◽  
The University

Food processing is one of the largest industries in the world, making it an attractive field for chemical engineering students to pursue. Currently, there is no food processing laboratory at the University of Waterloo. Consequently, students do not have an opportunity to link fundamental chemical and biological engineering concepts germane to the food processing industry to tangible applications. The solution is to design a versatile undergraduate food processing laboratory to enhance the engineering undergraduate experience. The laboratory would have three unit operations ubiquitous to the food industry. The three selected unit operations were spray drying, micro-encapsulation, and extrusion. Suppliers and/or providers of processing equipment, raw ingredients, and pest control services were identified with the consideration of health and safety recommendations. The food processing laboratory layout was created with consideration of minimizing workplace hazards and the risk of food contamination. The cost of running the laboratory for the first year along with equipment/materials procurement was estimated to be around $1 million CAD in an existing room at the university. By providing a food processing laboratory, chemical engineering students would be supplied a contained learning environment along with the incentive to consume their manufactured products.

scholarly journals Mathematics Training in Engineering Degrees: An Intervention from Teaching Staff to Students

Mathematics ◽  
2021 ◽  
Vol 9 (13) ◽  
pp. 1475
Author(s):  
María Teresa López-Díaz ◽  
Marta Peña
Keyword(s):  
Linear Algebra ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Teaching Staff ◽  
Basic Sciences ◽  
Mathematical Concepts ◽  
Teaching Of Mathematics ◽  
Academic Year ◽  
Low Motivation

There has always been a great concern about the teaching of mathematics in engineering degrees. This concern has increased because students have less interest in these studies, which is mainly due to the low motivation of the students towards mathematics, and which is derived in most cases from the lack of awareness of undergraduate students about the importance of mathematics for their career. The main objective of the present work is to achieve a greater motivation for engineering students via an intervention from the teaching staff to undergraduate students. This intervention consists of teaching and learning mathematical concepts through real applications in engineering disciplines. To this end, starting in the 2017/2018 academic year, sessions addressed to the teaching staff from Universitat Politècnica de Catalunya in Spain were held. Then, based on the material extracted from these sessions, from 2019/2020 academic year the sessions “Applications of Mathematics in Engineering I: Linear Algebra” for undergraduate students were offered. With the aim of assessing these sessions, anonymous surveys have been conducted. The results of this intervention show an increase in students’ engagement in linear algebra. These results encourage us to extend this experience to other mathematical subjects and basic sciences taught in engineering degrees.

scholarly journals UNIVERSITY-LEVEL DESIGN ENGINEERING CHALLENGES WITH STUDENT FEEDBACK

2011 ◽  
Author(s):  
Jason Bazylak ◽  
Peter Wild
Keyword(s):  
Engineering Students ◽  
Interdisciplinary Teams ◽  
Student Feedback ◽  
First Year ◽  
Design Engineering ◽  
Electromagnetic Model ◽  
University Level ◽  
The University ◽  
Academic Year

The Design Engineering Challenge Series is a set of design events organized by the University of Victoria Design Engineering Office to enhance the undergraduate student design experience. The first of the two events run in the series was the First Year Design Engineering Challenge. This event challenged first year engineering students to design and construct a microcontroller-directed electromagnetic model crane, in a single day. The second event had students from across campus working in interdisciplinary teams to design video games. Both events were extremely successful with follow up events planned for the next academic year.

scholarly journals CORRELATION BETWEEN STUDENTS’ ACADEMIC PERFORMANCES IN CHEMISTRY FOR ENGINEERS LECTURE AND LABORATORY

2020 ◽  
pp. 159-163
Author(s):  
Aileen I. Atienza ◽  
Marivic G. Molina ◽  
Maculeta E. Omiles
Keyword(s):  
Higher Education ◽  
Engineering Students ◽  
Chemical Engineering ◽  
Positive Association ◽  
Descriptive Statistics ◽  
Tertiary Level ◽  
Computer Engineering ◽  
The Core ◽  
Core Subjects ◽  
Academic Year

As mandated by the Commission on Higher Education (CHED), one of the core subjects being taken by the engineering students at tertiary level in any academic institutions, whether private or government is the Chemistry for Engineers which is offered as lecture and laboratory classes. This study primarily focused on the identification of the association between the academic performances of the engineering students in the subjects Chemistry for Engineers Lecture and the corresponding Chemistry for Engineers Laboratory. Five hundred eighty five (585) engineering students from the nine (9) different fields who enrolled the said subjects in the Academic Year 2019-2020, 1st semester served as respondents in the study, namely Civil Engineering, Chemical Engineering, Computer Engineering, Electronics and Communications Engineering, Mechanical Engineering and Manufacturing Engineering. The overall grades were gathered and subjected to Spearman’s rho Correlation analysis aside from the analysis made under descriptive statistics. Results show that there is a significant but weak positive association in the academic performances of the students in the lecture and laboratory subjects. KEYWORDS: Chemistry for Engineers, Correlation, Laboratory class, Lecture class

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