Evaluating Engineering Students' Perceptions

2016 ◽  
Vol 5 (4) ◽  
pp. 42-59
Author(s):  
Sivachandran Chandrasekaran ◽  
Binali Silva ◽  
Arun Patil ◽  
Aman Maung Than Oo ◽  
Malcolm Campbell
Keyword(s):  
Active Learning ◽  
Engineering Education ◽  
Engineering Students ◽  
Research Study ◽  
Exploratory Analysis ◽  
Engineering Curriculum ◽  
Postgraduate Study ◽  
Graduate Employability ◽  
Learning Practices ◽  
Team Based Learning

The focus of this research study is to evaluate engineering graduates' performance on team-based learning practices in engineering education course. Team based learning (TBL) is an effective approach, which emphasizes active learning in a collaborative task. In an engineering curriculum, students are encouraged to develop skills around TBL that helps to enhance graduate employability opportunities. This paper presents an exploratory analysis of evaluating engineering graduates' performance in practising TBL at a postgraduate study level. The cohort of students that participated in this study were primarily postgraduate engineering students at Deakin University.

Enterprise 2.0 in Engineering Curriculum

2014 ◽  
pp. 599-617
Author(s):  
Andreas Ahrens ◽  
Olaf Bassus ◽  
Jeļena Zaščerinska
Keyword(s):  
Engineering Education ◽  
Curriculum Design ◽  
Summer School ◽  
Engineering Students ◽  
Engineering Curriculum ◽  
Enterprise 2.0 ◽  
Multicultural Environment ◽  
Key Concepts ◽  
Innovative Products ◽  
The Baltic

Engineering education is facing a challenge to bring e-business closer to student engineers. Enterprise 2.0 application in engineering education advances engineering students’ enterprise for the development of innovative products, processes, and services. The aim of the research is to analyze student engineers’ Enterprise 2.0 application underpinning elaboration of pedagogical guidelines on student engineers’ Enterprise 2.0 application in engineering curriculum. The meaning of key concepts of Enterprise 2.0 and engineering curriculum is studied. Moreover, the study indicates how the steps of the process are related following a logical chain: Enterprise 2.0 ? engineering curriculum design ? modelling Enterprise 2.0 application in engineering curriculum ? empirical study within a multicultural environment. The present empirical research was conducted during the Baltic Summer School “Technical Informatics and Information Technology” in 2009, 2010, and 2011. The findings of the research allow drawing the conclusions that student engineers’ Enterprise 2.0 application in engineering curriculum is efficient.

scholarly journals Interdisciplinary Research Methodologies in Engineering Education Research

2021 ◽  
Author(s):  
David Reynolds ◽  
Nicholas Dacre
Keyword(s):  
Education Research ◽  
Engineering Education ◽  
Interdisciplinary Research ◽  
Engineering Students ◽  
Engineering Curriculum ◽  
Social Scientists ◽  
The Core ◽  
Rigorous Research ◽  
Workplace Challenges ◽  
Engineering Education Research

As Engineering Education Research (EER) develops as a discipline it is necessary for EER scholars to contribute to the development of learning theory rather than simply being informed by it. It has been suggested that to do this effectively will require partnerships between Engineering scholars and psychologists, education researchers, including other social scientists. The formation of such partnerships is particularly important when considering the introduction of business-related skills into engineering curriculum designed to prepare 21st Century Engineering Students for workplace challenges. In order to encourage scholars beyond Engineering to engage with EER, it is necessary to provide an introduction to the complexities of EER.With this aim in mind, this paper provides an outline review of what is considered ‘rigorous’ research from an EER perspective as well as highlighting some of the core methodological traditions of EER. The paper aims to facilitate further discussion between EER scholars and researchers from other disciplines, ultimately leading to future collaboration on innovative and rigorous EER.

scholarly journals Engineering Curriculum Design - Understanding motivational variables and their influence on self-directed learners when using 1:1 mobile devices.

2017 ◽  
Vol 5 (9) ◽  
pp. 8-31
Author(s):  
Arthur Firipis ◽  
Matthew Joordens ◽  
Siva Chandrasekaran
Keyword(s):  
Active Learning ◽  
Mobile Devices ◽  
Learning Strategies ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Learning Experience ◽  
Engineering Industry ◽  
Engineering Curriculum ◽  
Learning Space

Engineering curriculum design and delivery within the framework of budget restraints, learning outcome policies and industry standards, is a complex task that understandably universities and the engineering industry invest significant resources. It would be expected that what is actually occurring within the engineering learning space is a reflection of the constraints upon the industry, producing graduates, and products and services that provide a return on investment through intellectual capital. Firstly, the literature review will contextualise and explain the engineering student’s motivational variables to actively engage in their learning spaces, and how this may be applied by curriculum designers to improve the quality and delivery of courses. In particular, what are the intrinsic and extrinsic motivational variables and associated values that student’s desire during their engineering learning experience. Secondly, the research study will explore how motivational theory can be applied to the stages of ‘active learning’ when integrating 1:1 mobile devices for engineering learning. 1:1 mobile devices include iPad, mobile phones, Surface Tablets or handheld Wi-Fi or Internet accessible device used for learning purposes. It is not fully understood how to influence ‘active learning using existing teaching and learning strategies. How to influence an engineering undergraduate student to prioritise the use of 1:1 mobile devices as a means to source prescribed and unprescribed curriculum resources to improve learning outcomes. Is it unreasonable to expect engineering students to be constrained to the learning resources supplied by the engineering course facilitated, or should engineering students be encouraged to use their own initiative and find their own supporting information?

Teaching Creative Problem Solving in Engineering Education

2016 ◽  
pp. 94-115
Author(s):  
René Victor Valqui Vidal
Keyword(s):  
Problem Solving ◽  
Active Learning ◽  
University Students ◽  
Engineering Education ◽  
Engineering Students ◽  
Learning Processes ◽  
Creative Problem Solving ◽  
Creative Processes ◽  
Methods And Techniques ◽  
Creative Problem

In this chapter, the principles of active learning and the contents of a creativity course entitled: Creativity and Problem Solving, are presented. The main purpose of this course was to create a space for discussing, reflecting and experimenting with creativity, creative processes and creative methods of relevance for university students working with problem-solving approaches. This course was developed at the Technical University of Denmark during the period 1998-2008 for engineering students of various specialities. It started with very few students and developed to a very popular course attracting many students from abroad. The selected themes, the methods and techniques, the structure of the course, the learning processes and the achieved results can be applied to a similar course for university students of other fields such as IT, Mangement Sciences, System Sciences, Computer Sciences, Design, Agriculture, Businees, Art and Education, etc. Finally some reflections, recommendations, and conclusions are also presented.

Enterprise 2.0 in Engineering Curriculum

2015 ◽  
pp. 467-486
Author(s):  
Andreas Ahrens ◽  
Olaf Bassus ◽  
Jeļena Zaščerinska
Keyword(s):  
Engineering Education ◽  
Curriculum Design ◽  
Summer School ◽  
Engineering Students ◽  
Engineering Curriculum ◽  
Enterprise 2.0 ◽  
Multicultural Environment ◽  
Key Concepts ◽  
Innovative Products ◽  
The Baltic

Engineering education is facing a challenge to bring e-business closer to student engineers. Enterprise 2.0 application in engineering education advances engineering students' enterprise for the development of innovative products, processes, and services. The aim of the research is to analyze student engineers' Enterprise 2.0 application underpinning elaboration of pedagogical guidelines on student engineers' Enterprise 2.0 application in engineering curriculum. The meaning of key concepts of Enterprise 2.0 and engineering curriculum is studied. Moreover, the study indicates how the steps of the process are related following a logical chain: Enterprise 2.0 ? engineering curriculum design ? modelling Enterprise 2.0 application in engineering curriculum ? empirical study within a multicultural environment. The present empirical research was conducted during the Baltic Summer School “Technical Informatics and Information Technology” in 2009, 2010, and 2011. The findings of the research allow drawing the conclusions that student engineers' Enterprise 2.0 application in engineering curriculum is efficient.

scholarly journals Towards New Literacies and Social Justice for Engineering Education

2013 ◽  
Vol 2 (1) ◽  
pp. 21-37 ◽  
Author(s):  
Wendy Marie Cumming-Potvin ◽  
John Currie
Keyword(s):  
Engineering Education ◽  
Engineering Students ◽  
New Literacies ◽  
Engineering Curriculum ◽  
Curriculum And Pedagogy ◽  
Critical Awareness ◽  
Technical Competency ◽  
Undergraduate Programs ◽  
Principles Of Learning ◽  
New London

This paper argues for the need to develop engineering students with high levels of technical competency as well as critical awareness for the realities of working and living ethically in the global community. Drawing on social constructivist principles of learning (Vygotsky, 1978) and a pedagogy of multiliteracies (New London Group, 1996, 2000), the paper explores new approaches for engineering education to meet the challenges embedded in current undergraduate programs and professional accreditation standards. To improve the ability of engineers to contribute to social and environmental justice, there needs to be a rethinking of engineering curriculum and pedagogy to develop engineering literacies that encompass a social and technical focus.

Applying sustainability into engineering curriculum under the background of “new engineering education” (NEE)

2020 ◽  
Vol 21 (6) ◽  
pp. 1169-1187 ◽  
Author(s):  
Zejing Qu ◽  
Wen Huang ◽  
Zhengjun Zhou
Keyword(s):  
Engineering Education ◽  
Curriculum Design ◽  
Engineering Students ◽  
Comprehensive Evaluation ◽  
Fuzzy Comprehensive Evaluation ◽  
Skills Training ◽  
Engineering Curriculum ◽  
Teaching Approaches ◽  
Content Type ◽  
New Curriculum

Purpose The purpose of this study is to evaluate the effectiveness of applying sustainability to the engineering curriculum at a university in China. Design/methodology/approach A new curriculum, “ethics, involvement and sustainability,” was designed and presented to engineering students from an undergraduate major in quality management engineering. This curriculum incorporated knowledge acquisition and skills training into sustainability via various teaching approaches in a mandatory curriculum at Tongling University, China. Pre- and post-questionnaire surveys, as well as a fuzzy comprehensive evaluation model, were adopted to evaluate the changes in knowledge, attitudes and behaviors of respondents before and after curriculum implementation. Findings Significant changes in knowledge and attitudes were observed following the implementation of the curriculum. In terms of the development of new behaviors, the changes tended to be moderate. Generally, respondents were satisfied with the effectiveness of the new interdisciplinary curriculum post-implementation. Practical implications Positive results were observed for the pilot and practice of the new engineering education (NEE) strategy at the cooperating university in China. Specifically, the integration of sustainability into curriculum design, implementation and evaluation inspired greater social responsibility in engineering students’ decision-making processes. Additionally, it shed light on how to integrate the concept of sustainability into curricula. One limitation of this study was the absence of a comparison group that did not experience the new curriculum. Originality/value Scant attention has been paid to local universities in the context of the newly-launched NEE strategy. This study provides new insight regarding the implementation of sustainability into engineering curricula and practice via formal, but diversified, teaching approaches.

A Scrum-Based Classroom Model for Learning Project Management

2022 ◽  
pp. 89-118
Author(s):  
Erik Teixeira Lopes ◽  
André Luiz Aquere
Keyword(s):  
Higher Education ◽  
Project Management ◽  
Active Learning ◽  
Engineering Education ◽  
Hybrid Method ◽  
Engineering Students ◽  
Traditional Learning ◽  
Review Of The Literature ◽  
Learning Contexts ◽  
Legal Guidelines

Brazilian higher education uses traditional learning methods centered on the professor and lectures. However, active learning methodologies have recently been gaining ground, especially in courses in the health area, due to legal guidelines for their implementation in Brazil. At the same time, the use of active methodologies in engineering education to optimize learning results is already widespread in several countries. In this sense, this chapter aims to propose a structure that addresses the interface between the agile Scrum framework applied to education, known as EduScrum, and the active learning methodologies to develop a more applied and results-focused approach. Thus, the scope of this work includes a review of the literature and the structuring, application, and evaluation of a hybrid method adequate for training engineering students for modern technological advancements. Finally, the results obtained, as well as a roadmap, are presented to guide the application of the model in other learning contexts.

scholarly journals PUZZLE-BASED LEARNING: AN APPROACH TO CREATIVITY, DESIGN THINKING & PROBLEM SOLVING. IMPLICATIONS FOR ENGINEERING EDUCATION.

2017 ◽  
Author(s):  
Stacy A Costa
Keyword(s):  
Problem Solving ◽  
Engineering Education ◽  
Engineering Students ◽  
Design Thinking ◽  
Exploratory Analysis ◽  
First Year ◽  
Critical Problem ◽  
Future Studies ◽  
Undergraduate Engineering ◽  
Engineering Degree

This paper will explore research practices already being conducted in various institutions, strengthening this paper's position that puzzle-based learning is a foundational methodology which assists newly admitted undergraduate engineering students, how to best approach critical problem solving. Furthermore, this paper will provide recommendations for an introductory protocol to introduce the incorporation of puzzle-based learning into a seminar-style course for First Year Introductory Engineering, and as a component of the engineering degree. The paper results in an exploratory analysis of what could be a starting place for future studies or classes to be conducted.

scholarly journals TEACHING TEAMWORK, ETHICS AND EQUITY, AND IMPACT ON SOCIETY AND THE ENVIRONMENT TO UNDERGRADUATE ENGINEERING STUDENTS: A REVIEW OF THE LITERATURE

2021 ◽  
Author(s):  
Ellie L. Grushcow ◽  
Patricia K. Sheridan
Keyword(s):  
Literature Review ◽  
Engineering Education ◽  
Engineering Students ◽  
Leadership Education ◽  
Engineering Curriculum ◽  
Review Of The Literature ◽  
Graduate Attributes ◽  
Undergraduate Engineering ◽  
Undergraduate Engineering Education ◽  
The Impact

This paper explores the way in which three graduate attributes have been instructed on, together, in the undergraduate engineering curriculum. In particular, this paper explores how teamwork, ethics & equity, and the impact of engineering on society and the environment are taught together. These three attributes are used as a framing for engineering leadership education to explore how it has been embedded in the curriculum from a graduate attributes perspective. Following systematic literature review principles, this work explores the prevalence and motivations forincorporating these attributes in undergraduate engineering education in Washington Accord signatory countries. Findings indicate that these attributes are not frequently documented as being taught together, and are motivated equally as a design topic as a leadership/entrepreneurship topic.

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