Engineering Concepts Guiding Engineering Curriculum and Management Mechanism for Engineering Majors Newly Established

2013 ◽  
Vol 655-657 ◽  
pp. 2123-2126
Author(s):  
Xin Cai Xiao
Keyword(s):  
Liberal Arts ◽  
Evaluation Criteria ◽  
Science Majors ◽  
Curriculum Management ◽  
Engineering Curriculum ◽  
Engineering Majors ◽  
Comprehensive Understanding ◽  
Management Mechanism ◽  
Engineering And Technology

Currently, engineering majors because of innovative talents of engineering and technology are needed. However their curriculum, management and evaluation criteria often refer to those of liberal arts and science majors which have been established for years. Meanwhile, there is no comprehensive understanding of engineering and its related ideas. It will disappoint the faculty and disqualify the students. In the article, we will describe in detail the special characteristic of engineering and claim that engineering concepts play an important role in promoting engineering teaching in universities.

scholarly journals From STEM to STEAM: Strategies for Enhancing Engineering & Technology Education

2015 ◽  
Vol 5 (2) ◽  
pp. 37 ◽  
Author(s):  
Andy M. Connor ◽  
Sangeeta Karmokar ◽  
Chris Whittington
Keyword(s):  
Active Learning ◽  
Liberal Arts ◽  
Learning Approaches ◽  
Delivery Methods ◽  
Engineering Technology ◽  
Inquiry Based Learning ◽  
Engineering And Technology ◽  
And Mathematics ◽  
Engineering Pedagogy

This paper sets out to challenge the common pedagogies found in STEM (Science, Technology, Engineering and Mathematics) education with a particular focus on engineering. The dominant engineering pedagogy remains “chalk and talk”; despite research evidence that demonstrates its ineffectiveness. Such pedagogical approaches do not embrace the possibilities provided by more student-centric approaches and more active learning. The paper argues that there is a potential confusion in engineering education around the role of active learning approaches, and that the adoption of these approaches may be limited as a result of this confusion, combined with a degree of disciplinary egocentrism. The paper presents examples of design, engineering and technology projects that demonstrate the effectiveness of adopting pedagogies and delivery methods more usually attributed to the liberal arts such as studio based learning. The paper concludes with some suggestions about how best to create a fertile environment from which inquiry based learning can emerge as well as a reflection on whether the only real limitation on cultivating such approaches is the disciplinary egocentrism of traditional engineering educators.

scholarly journals Intricacies of Social Movement Outcome Research and beyond: “How can you Tell” Social Movements Prompt Changes?

2012 ◽  
Vol 17 (4) ◽  
pp. 92-102 ◽  
Author(s):  
Doowon Suh
Keyword(s):  
Social Movements ◽  
Outcome Research ◽  
Evaluation Criteria ◽  
Combined Effects ◽  
Comprehensive Understanding ◽  
Specific Context ◽  
Invariant Model ◽  
Historical Progress ◽  
Collective Actors ◽  
Multiple Variables

Most scholars of social movements have been drawn to research on the politically contentious behavior of collective actors because of the conviction that social movements sometimes generate significant historical progress and social change. Yet movement outcome research has been least developed in the literature. This irony emanates from methodological and causal intricacies that fail to clearly explicate how social movements create change. The challenges encompass the heaped typologies, mutual inconsistencies, causal heterogeneities, and conflictive evaluation criteria of movement outcomes. To overcome these quandaries, this paper proposes that (1) any attempt to find an invariant model or general theorization of a movement outcome is inevitably futile; (2) instead, attention to the specific context of time and place in which social movements produce outcomes is necessary; and (3) a comprehensive understanding of the origins of a movement outcome becomes possible when multiple variables are considered and their combined effects are analyzed.

scholarly journals A Study on the Development of Evaluation Criteria for Quality Management of General Education Curriculum

2021 ◽  
Vol 15 (5) ◽  
pp. 309-324
Author(s):  
Jihye Kang ◽  
Bok-Eun Son
Keyword(s):  
Quality Management ◽  
General Education ◽  
Liberal Arts ◽  
Evaluation Model ◽  
Evaluation Criteria ◽  
Systematic Evaluation ◽  
Education Curriculum ◽  
Evaluation Tool ◽  
General Education Curriculum

This study was conducted to develop evaluation criteria to manage and improve the quality of the university's General Education curriculum. To this end, the evaluation area and evaluation criteria for the management of the quality of education were first derived through literature research. The evaluation tool obtained feasibility of feasibility verification and research results through two revised Delphi surveys (N=10). as well as through meetings with practitioners(N=7) in charge of quality management of the liberal curriculum. The results are as follows. First, this study developed a systematic evaluation criteria for the entire curriculum, such as curriculum development, support, operation, performance and improvement, rather than fragmenting the curriculum based on the CIPP evaluation model. Second, this study applied modified Delphi techniques to manage the quality of the General Education curriculum to derive a total of seven sub-items and 17 evaluation criteria. Also, the content feasibility (CVI) and inter-evaluator agreement(IRA) results developed evaluation criteria with a validity score above 0.80. Based on these findings, the university presented measures and implications for managing the quality of the liberal arts curriculum.

Increasing Experiential Learning in Freshman Engineering Through a Microfabrication Project

2007 ◽  
Author(s):  
H. Hegab ◽  
D. Hall
Keyword(s):  
Experiential Learning ◽  
Board Of Education ◽  
Water Tank ◽  
Engineering Curriculum ◽  
Engineering Majors ◽  
Student Body ◽  
Nickel Resistance ◽  
Temperature Detector ◽  
Hands On ◽  
And Control

A hands-on microfabrication project was developed and piloted for Louisiana Tech’s integrated freshman engineering curriculum. The project involves the design and fabrication of a simple nickel resistance temperature detector (RTD). The project is part of a series of hands-on projects being developed for the freshman engineering curriculum as part of a “Living with the Lab” concept that utilizes the BASIC Stamp Board-of-Education (BoE-bot) kit (a microcontroller-based robotics kit) to increase experiential learning. The project was piloted in two sections of a freshman engineering course taken by all engineering majors at Louisiana Tech. The temperature sensor was used by the students as part of a control systems project to monitor and control the temperature and salinity of a water tank. The project included the direct application of fundamental engineering topics as well as applied technical skills that are part of the freshman curriculum. It also provided an opportunity to introduce the students to some common microfabrication techniques. The RTDs were fabricated using optical lithography and etching of a nickel coated Kapton© film. Students designed the geometry of the RTD based upon the resistivity of nickel. They created masks patterns using a commercial CAD package. They participated in a lab demonstration of the processing steps in performing photolithography to create the RTD pattern on the nickel coated Kapton© film. They then used their BoE-bot microcontrollers to measure the resistance of their RTD sensors and to calibrate the sensors. The project is being refined to be implemented this next academic year for the entire freshman engineering student body.

Borrowing words and ideas

2005 ◽  
Vol 15 (1) ◽  
pp. 15-29 ◽  
Author(s):  
Carol Rinnert ◽  
Hiroe Kobayashi
Keyword(s):  
Graduate Students ◽  
Liberal Arts ◽  
Academic Discipline ◽  
Science Majors ◽  
Academic Context ◽  
Japanese University ◽  
Cross Cultural Comparison ◽  
Academic Level ◽  
English Speaking ◽  
Liberal Arts Majors

This study investigates Japanese university students’ perceptions related to the notion of plagiarism in their L1 academic context in Japan. The analysis is based on questionnaire and interview responses from Japanese undergraduate (N = 605) and graduate students (N = 110). The responses are compared across disciplines (science versus liberal arts majors) and across academic levels (undergraduate versus graduate students), along with a cross-cultural comparison with similar responses from a smaller number of native English speaking undergraduates in the U. S. (N = 76). The findings of the study indicate that Japanese students do not have much knowledge of citation of sources, particularly as compared to U. S. students, and they perceive the borrowing of words or ideas without citing the source to be not entirely negative. Although both academic level and major field apparently affect students’ knowledge of citation conventions and attitudes toward borrowing words or ideas, the results suggest that academic discipline may be more influential than academic level. In particular, liberal arts (humanities and social science) majors showed more awareness than science (computer science, engineering and physical science) majors of a need for crediting sources. The insights provided by the participants suggest a number of ways in which teachers might facilitate students’ acquisition of academic literacy and citation conventions in their L2.

Results of Implementing an Introductory Course: Foundations of Thermal-Fluid Sciences

1999 ◽  
Author(s):  
J. M. Ochterbeck ◽  
J. L. Gaddis
Keyword(s):  
Fluid Mechanics ◽  
Thermodynamic Property ◽  
Conservation Laws ◽  
Mechanical Engineering ◽  
Engineering Curriculum ◽  
Engineering Majors ◽  
Clemson University ◽  
Introductory Course ◽  
Property Analysis ◽  
Selection Of

Abstract Pursuant to implementation of a new mechanical engineering curriculum at Clemson University, results of the new introductory course in thermal-fluid science are presented. This course is situated in the second semester of the sophomore year for mechanical engineering majors, and is a prerequisite for the subsequent courses in thermodynamics and fluid mechanics. In addition to introducing thermodynamic property analysis, the course develops conservation laws for mass, momentum, and energy and provides an emphasis in design. Discussion is presented of the motivation, placement in the overall curriculum, interaction with other curriculum elements, and the selection of textbooks.

Materials Science in General Chemistry for Freshman Engineering Majors

2000 ◽  
Vol 632 ◽  
Author(s):  
David E. Nikles
Keyword(s):  
General Chemistry ◽  
Subject Matter ◽  
Materials Science ◽  
Engineering Curriculum ◽  
University Of Alabama ◽  
Engineering Majors ◽  
Engineering Studies ◽  
Course Sequence ◽  
College Of Engineering ◽  
The University

ABSTRACTThe College of Engineering at the University of Alabama is a member of the Foundation Coalition. We have created a new freshman engineering curriculum that integrates subject matter from calculus, chemistry, physics and general engineering studies courses. To motivate the study of chemistry, materials science themes were incorporated into the general chemistry course sequence.

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