Measuring the effectiveness of online problem solving for improving academic performance in a probability course

Research on impact in student achievement of online homework systems compared to traditional methods is ambivalent. Methodological issues in the study design, besides of technological diversity, can account for this uncertainty. Hypothesis This study aims to estimate the effect size of homework practice with exercises automatically provided by the ‘e-status’ platform, in students from five Engineering programs. Instead of comparing students using the platform with others not using it, we distributed the subject topics into two blocks, and created nine probability problems for each block. After that, the students were randomly assigned to one block and could solve the related exercises through e-status. Teachers and evaluators were masked to the assignation. Five weeks after the assignment, all students answered a written test with questions regarding all topics. The study outcome was the difference between both blocks’ scores obtained from the test. The two groups comprised 163 and 166 students. Of these, 103 and 107 respectively attended the test, while the remainder were imputed with 0. Those assigned to the first block obtained an average outcome of −1.85, while the average in the second block was −3.29 (95% confidence interval of difference, −2.46 to −0.43). During the period in which they had access to the platform before the test, the average total time spent solving problems was less than three hours. Our findings provide evidence that a small amount of active online work can positively impact on student performance.

Continuous Improvement in the IMSE Program of Kuwait University

Continuous improvement of an engineering program is essential and a critical process. Development and implementation of such a process is not only required by the Accreditation Board for Engineering and Technology (ABET), but it is also a necessary condition for the maturation and development of any engineering program. This paper describes the process employed by the Industrial and Management Systems Engineering (IMSE) program at Kuwait University to continuously improve its program. The employed process includes identification of the lowest score among the seven student outcomes specified by ABET. Next, the courses in the IMSE curriculum addressing this student outcome are identified, and the instructors teaching these courses took remedial actions. In the following semesters, this outcome was measured, and it was found that there is a significant improvement on this outcome. Other engineering programs can benefit from the process described in this paper.

“In Our Own Little World”: Invisibility of the Social and Ethical Dimension of Engineering Among Undergraduate Students

This paper explores how undergraduate students understood the social relevance of their engineering course content knowledge and drew (or failed to draw) broader social and ethical implications from that knowledge. Based on a three-year qualitative study in a junior-level engineering class, we found that students had difficulty in acknowledging the social and ethical aspects of engineering as relevant topics in their coursework. Many students considered the immediate technical usability or improved efficiency of technical innovations as the noteworthy social and ethical implications of engineering. Findings suggest that highly-structured engineering programs leave little room for undergraduate students to explore the ethical dimension of engineering content knowledge and interact with other students/programs on campus to expand their “technically-minded” perspective. We discussed the issues of the “culture of disengagement” (Cech, Sci Technol Human Values 39(1):42–72, 2014) fueled by disciplinary elitism, spatial distance, and insulated curriculum prevalent in the current structure of engineering programs. We called for more conscious effort by engineering educators to offer meaningful interdisciplinary engagement opportunities and in-class conversations on ethics that support engineering students' holistic intellectual growth and well-rounded professional ethics.

Modeling Humanizing Education Through Newly Reviewed Materials Engineering Curriculum

In line with the current global focus on sustainability and the well-being of the planet, becoming a professional engineer nowadays requires more than simple mastery of technical skills. Considering that engineers are required to have a deep sense of responsibility not only for humankind but also for the environment, engineering education and practices must be reformed substantially to prepare engineers that will contribute to sustainable development. This necessitates updating conventional engineering programs (CEE) to incorporate Humanizing Engineering Education (HEE). Although HEE is an old practice of individual engineers and other organizations outside the academic field, it is relatively new in academic engineering. While the definition of what truly merits being considered HEE remains debatable, many engineers believe that their work involves a humanitarian aspect. To streamline the development of HEE, there is a need for developing guidelines and frameworks for a comprehensive model. Ideally, that framework should integrate humanizing pedagogy in the new curriculum design. The objective of the paper is to share the experience of the authors in designing a new curriculum for a Materials Engineering Programme (MEP) that is embedded with Humanitarian Engineering (HE), which is among the main elements of HEE. Data collection was through interviews, qualitative surveys, reports from the stakeholders, accreditation bodies and benchmarking with other Higher Learning Institutions (HLI). An extensive scholarly literature review was executed to identify shortcomings in CEE and how it could be reformed by integrating it with HEE. The Sejahtera Academic Framework (SAF); a strategic framework for academic programmes developed by the university, was used as a reference to customize MEP to better meet students’ needs. Since the proposed model applies a new emerging concept, it inevitably raises challenges related to different levels of understanding among course implementers and perceptions of external stakeholders. Moreover, the developers had to consider the limitations imposed by the university's policies and structures while acknowledging the availability of finite resources (i.e. time, money, equipment, and expertise).

Structural Timber Design in Curricula of Canadian Universities: Current Status and Future Needs

Due to the efficiency, sustainability, and advances in firefighting technologies, the allowable height for wood buildings was increased from 4 to 6 storeys in 2015 and will be further increased to 12 storeys in the 2020 edition of the National Building Code of Canada, as a result of the advent and application of mass timber products. To match the development in the industry and the increasing need in the market for highly skilled timber engineers, structural timber design curricula at the university level must evolve to train the next generation of practitioners. At most Canadian universities, structural timber design courses are mainly provided in civil engineering departments. In this study, 31 accredited civil engineering programs in Canada were reviewed for structural wood design content at undergraduate and graduate levels based on two surveys conducted in 2018 and 2020. In the 2018 survey, the percentage of structural timber design content was estimated and compared with other engineering materials (e.g., steel, concrete, and masonry), and a similar survey was repeated in 2020 to determine if any significant changes had occurred. In early 2021, two complementary questionnaires were sent to the instructors of timber-related courses across the country to collect quantitative information, including enrollment statistics, percentage dedicated to timber design in combined material courses, and potential topics deemed critical to support the design of modern timber structures. Based on the responses provided, and also on the availability of resources and the research ongoing, the content for five advanced-level courses is proposed to address the needs of the timber design community. The findings presented in this paper will assist the timber industry, government agencies, and educational institutions in effecting potential changes to university curricula to educate the next generation of timber design professionals who will possess the necessary skills and knowledge to meet the challenges in designing modern mass timber structures.

STRATEGIC PLAN TO STRENGTHEN RESEARCH AS A MECHANISM TO INCREASE MEANINGFUL TRAINING BASED ON FORMATIVE RESEARCH

Background: The academic activity of students and professors constitutes the basis of professional training in engineering. Training in electrical engineering has always been of less interest to university students compared to other professional training programs. However, in recent years, this interest has decreased beyond previous trends, an effect detected in all engineering programs, which has been accelerated by the distance learning mechanisms adopted in the face of the spread of COVID-19. Therefore, among the incentive mechanisms for young people, the promotion of research activity has been included. This study describes the model proposed within the Electrical Technology and Engineering programs of the Universidad Distrital Francisco José de Caldas as a distinctive element of its research training strategy. Aims: To offer alternatives tending to promote the current research activities of the research groups of the electrical engineering area of the Universidad Distrital (Colombia) to increase the performance of the formative research processes, in particular with motivational aspects, development of critical awareness, and strengthening of resilience. Methods: A strategic plan was developed to increase the activity related to research processes within the academic program. It was based on the dynamics shown in the last seven years, and a set of strategies aimed at strengthening and encouraging this trend was projected for the next seven years. Results and Discussion: This strategic plan is expected to increase academic activity, particularly related to scientific production indicators. Projections for the next seven years indicate an increase in student participation related to scientific publications, the population in research groups, and project development. Conclusions: The proposed scheme corresponds to a model adjusted to higher education institutions with student populations of low academic strata and under national standards that prioritize quality in education from the point of view of both physical and human resources, particularly those that promote critical awareness of local and national reality. In this sense, the proposed plan is highly relevant and promotes one of the strengths identified in the academic program.

Embedding Bachelor of Engineering University Education with Enhanced Work-Integrated Learning

A study on the effectiveness of engineering education in the development of industry-ready graduate engineers was conducted among academics and industry experts of engineering disciplines who have relevant experience in work-integrated learning in Australia. The hypothesis was that embedding enhanced work-integrated learning into all study semesters has the increased possibility of developing industry-ready graduate engineers. This paper outlines the research outcomes and an enhanced work-integrated learning framework that might be helpful for improving the industry-readiness of graduating engineers. Based on the research results, the researchers propose the allocation of an appropriate level of work-integrated learning for each indicator of attainment component from the elements of Engineers Australia’s Stage I Competencies. The aim of this paper is to provide detailed recommendations for implementing an enhanced work-integrated model in Bachelor of Engineering programs in Australia. The authors also present the concept of curriculum development based on industry-integrated learning outcomes, as well as the campus and industry engagement model for enhanced work-integrated learning for the subjects of study in the Bachelor of Engineering program. This framework can be used globally as a reference for developing similar work-integrated learning models.

Flipped Learning in Engineering Modules Is More Than Watching Videos: The Development of Personal and Professional Skills

The Accreditation Board for Engineering and Technology (ABET) has highlighted two key outcomes for students of all accredited engineering programs: the ability to communicate effectively with a range of audiences and the capacity to acquire and apply new knowledge as needed, using appropriate learning strategies. Likewise, in recent years, written exams, assignments, and oral presentations show transmission-skill deficiencies among engineering students. Flipped teaching serves to boost students to meet these outcomes and other competencies: comprehension reading, communication skills, character building, collaborative work, critical thinking, or creativity. So, flipped learning is more than watching videos. This research proposes two evidence-based transferable learning strategies built on a flipped-teaching model and was applied by the authors in engineering courses during the second year of the global pandemic caused by COVID-19: problem-based learning and teamwork assignments. The study comprised two phases. First, a systematic review of reports, writings, and exams delivered by students. It included some video-watching analytics to detect misuse. In the second stage, the authors ascertained trends of these outcomes. Student perceptions and other achievement indicators illustrate the possibilities for encouraging learners to achieve transmission, communication, and literacy outcomes. Results indicate that these learner-centered approaches may help students learn better, comprehend, apply, and transmit knowledge. But they require an institutional commitment to implementing proactive instruction techniques that emphasize the importance of student communication skills.