first-year engineering student teams

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Student Experiences of Problem-Based Learning in Engineering: Learning Cultures of PBL Teams

Student Experiences of Problem-Based Learning in Engineering: Learning Cultures of PBL Teams

Cathy studied electronics at high school as an elective only because other electives like music and arts were already full but felt that she had made a good decision then because it helped her choose her career. Sasha and Damien had joined tertiary education to get better jobs and electrical engineering was their first preference course. Damien said he would have joined commerce otherwise. Of all the members in the team, Damien displayed expert research skills. He quickly located and evaluated information that he found on the Internet and discussed it with Claire. For each problem in the course, Claire motivated her team members to work on tasks that were of interest to them. After the team brainstormed all the tasks, she asked each member of the team to select a preferred task before she picked her own. She played the role of a mentor to Cathy, who had trouble organising references for her research. She also occasionally helped Sasha in selecting her tasks. Before the end of every meeting she explicitly reminded team members of the date and time of the next meeting and reconfirmed the tasks of each team member. Throughout the year, Claire’s management expertise was demonstrated in her handling of group tasks and team members. She led the work of her team, composed team reports for Problems 1, 2 and 3 and managed tasks throughout.
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Team based learning for first year engineering students

Team based learning for first year engineering students

Reports on the implementation of TBL in engineering education are still scarce, despite its potential to be used as an effective instructional strategy for teaching problem-solving skills in large class formats. Furthermore, working in teams is an essential skill for undergraduate engineers. Thus, Van der Loos et al. 2009 reported about the TBL approach in design elements module, evidencing increased in-class discussion, peer-learning and attendance, as well as an improved course effectiveness based on student evaluation. The same group described an enhancement in the students' perception of the mechanical module and student performance on exams (Ostafichuk et al. 2012). Also, Price et al. 2010 from Monash University carefully engineered team-based learning exercises to develop team work, collaboration, lateral thinking and problem solving as well as, the often necessary, conflict resolution.
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Transitions to first year engineering - diversity as an asset

Transitions to first year engineering - diversity as an asset

However, a remarkable major outcome was that distance team members reported more peer-assisted learning than did on-campus teams despite their distance and communication difficulties. This finding was validated by a thematic analysis of reflective portfolios. During the initial course delivery period, some success was noted in this area, but it was also a frequent observation by course facilitators that similar tasks were undertaken in each project by the same student: For example those that knew how to use and have access to a specialist CAD package would always elect to do the technical drawings. Of course, this is true of ‘real-life’ teams where a specialist does tend to stick to a particular area of expertise, but peer-assisted learning is a valuable asset in cooperative and collaborative learning and we did not want it to be inhibited by such specialisation. The problem has been minimised in more recent offers by a task schedule attached to the beginning of each project, which shows the teams that academics are monitoring participation and allotment of tasks in the team. Also, progress towards individual learning goals is evaluated through the reflective portfolios.
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The construction of undergraduate student engineering design teams using the MTBI and Belbin Test

The construction of undergraduate student engineering design teams using the MTBI and Belbin Test

The third survey was a simple scoring exercise where students were asked to rank; their team performance, how much they enjoyed the course and the work load for the course. Each was scored out of 10 with a high value being good. On average individual students ranked the course at 66% (with a standard deviation of 17%), their team performance at 88% (with a standard deviation of 9%) and the workload at 34% (with a standard deviation of 16%). The data was confirmed with written comments, which in general were concerned with; the high workload for a 1-hour course, how much they enjoyed the team work, and that they learnt a lot about civil engineering. It was obvious that a much higher satisfaction level could have been obtained by reducing team workload. However this approach would not have permitted the teams to gain an appreciation of the big-picture design aspects of civil engineering. The UTas data (unpublished) is from the 2006 first year class of about 70 students referred to earlier in Table 4.
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An investigation on the student performance in first year fundamental engineering course, Engineering Statics

An investigation on the student performance in first year fundamental engineering course, Engineering Statics

This paper details a quantitative investigation performed on the student performances in Engineering Statics, a fundamental engineering course. It is one of the highly numerical subjects that students encounter during early stage of their engineering pro- grams and students are expected to complete large numbers of practice problems in order to learn the relevant theories. Histori- cally, the success rate of the students enrolled in this subject was significantly below the average. The major cause for the higher failure rates was attributed to the lack of fundamental knowledge in mathematics. However, this study is intended to investigate the progressive performances of the students who satisfied the entry requirement and enrolled in the subject. The assessment marks were analysed against two categories such as delivery mode and the gender of the students to understand the critical causes of the outcome. Few statistical analyses were performed, and the results are presented in this paper.
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POPBL experience: a first attempt in first year electrical engineering students

POPBL experience: a first attempt in first year electrical engineering students

Course overview The POPBL approach was introduced to the first year student in the Faculty of Electrical and Electronic Engineering, UTHM through Electrical Circuit Theory BEE 1113 subje[r]

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Student Personalised Academic Road to Success (SPARS): Creating interconnections between student support, academic learning and technologies for students, for student success

Student Personalised Academic Road to Success (SPARS): Creating interconnections between student support, academic learning and technologies for students, for student success

Perkins, C. (2012, 29-31 October 2012). Diversifying Institutions - Diversifying Engagements. Paper presented at the Fourth National Student Engagement Conference: Enhancing Retention and Outcomes in a Competitive Environment, The Sebel & Citigate, Melbourne.

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Unit Publications   Bulletins (Course Catalogs)   General Announcement   2011 2012

Unit Publications Bulletins (Course Catalogs) General Announcement 2011 2012

Unless approved by the program advisor for first-year students, the Director of the Engineering Advising Center, the student may not elect courses or change elections for which the total[r]

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Unit Publications   Bulletins (Course Catalogs)   General Announcement   2012 2013

Unit Publications Bulletins (Course Catalogs) General Announcement 2012 2013

Unless approved by the program advisor for first-year students, the Director of the Engineering Advising Center, the student may not elect courses or change elections for which the total[r]

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Teams That Work:  Preparing Student Teams For The Workplace

Teams That Work: Preparing Student Teams For The Workplace

Unfortunately, in a classroom setting, the term 'teamwork' often elicits negative responses due to students' past experiences that have shaped their perspective and resulted in sub-optimal outcomes, including lower grades. Professors often do not teach teamwork prior to assigning activities that require students to function as teams. Including teamwork activities as part of a semester's coursework then may result in students who are frustrated, angered, overworked, etc., while they attempt to influence other group members to perform as a team with a common goal, delegating tasks and assigning roles. These assignments may be well-intentioned, although the assumption that all students understand the attributes of a high-performing team seems to be a false one.
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Quality enhancement themes : the first year experience : student expectations, experiences and reflections on the first year

Quality enhancement themes : the first year experience : student expectations, experiences and reflections on the first year

While this survey is useful in many ways, it has its limitations as the student's response is limited by the focus of the statements. For example, the statements on assessment and feedback imply a focus on written feedback, and the open comments section of the NSS and interviews with students would certainly appear to show that this is how these statements are interpreted by students. This may disadvantage courses and institutions which encourage active classroom-based feedback or group or online feedback and may be problematic in the long run as institutions use the NSS to guide interventions aimed at improving future practice and/or improving the institution's relative position. This underlines the need to support such surveys with richer qualitative accounts of the student experience.
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The benefits of good tutor student relationships in the first year

The benefits of good tutor student relationships in the first year

This study has contributed important knowledge on how students perceive their relationships with their tutors. However, as the framework of student engagement reminds us, there are multiple institutional and student factors interacting and influencing the student experience and it is not possible to clearly separate the impacts of each. As such, despite the importance of TSR for students, the relationship may not be sufficient to overcome barriers such as the student lacking interest in the course, or poor course design. However, this does not diminish the importance of TSR which can potentially offset such negative influences. The study had a relatively narrow sample and it would be useful to explore tutor-student relationships in other cohorts such as third year, Indigenous, international, and older students. It would also be of value to research the tutor side of the relationship. There is little work that specifically explores teaching from the perspective of tutors, as opposed to lecturers. What do they see as important in their relationships with students? In particular, do they feel a moral or ethical responsibility of care for their students? And what student qualities do tutors see as beneficial for forming effective tutor-student relationships?
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Bomb Detection By Hexapod Robot
K Bhaskar, B Bhaskar, Ms K L Deepthi & G Lokesh Kumar

Bomb Detection By Hexapod Robot K Bhaskar, B Bhaskar, Ms K L Deepthi & G Lokesh Kumar

D. M. Lyons ; Robotics & Comput. Vision Lab., Fordham Univ., Bronx, NY ; K. Pamnany. In this paper we presented a novel, agile robot mechanism, which we call a rotopod, which combines aspects of wheeled and legged locomotion. A general description of how a tripedal rotopod can be made to step, rotating the mechanism about one leg, and moving the center of the mechanism, is presented. The concept of a gait for this mechanism is defined, and is used to show how extremely agile the mechanism can be. Specific resistance is employed as a way to explore the relative efficiency of this mechanism versus a wheel. Finally, we describe our first prototype rotopod and report on experiments conducted to characterize stepping.
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A Comparative Study of First and Third Year Student Nurses' Knowledge and Attitudes on the Elderly and Ageing

A Comparative Study of First and Third Year Student Nurses' Knowledge and Attitudes on the Elderly and Ageing

A Comparative Study of First and Third Year Student Nurses' Knowledge and Attitudes on the Elderly and Ageing ORIGINAL ARTICLE A Comparative Study of First and Third Year Student Nurses' Knowledge and[.]

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Developing a learning community to support student learning in a first year statics course

Developing a learning community to support student learning in a first year statics course

During the second semester of 2010 we will attempt to address some of the issues discussed above by using peer assisted learning to begin the development of learning communities within engineering. Peer led programs (known in many universities as PASS)have been designed to assist with transitions to first year and student engagement issues and have been used to begin development of learning communities. These are generally well-regarded as they have been found to enhance the student experience and improve retention rates. (Rogan, 2008) A study of the impact of peer led study sessions by lecturers in the Business School at the University of Western Australia, revealed the following:
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Developing a learning community to support student learning in a first year statics course

Developing a learning community to support student learning in a first year statics course

During the second semester of 2010 we will attempt to address some of the issues discussed above by using peer assisted learning to begin the development of learning communities within engineering. Peer led programs (known in many universities as PASS)have been designed to assist with transitions to first year and student engagement issues and have been used to begin development of learning communities. These are generally well-regarded as they have been found to enhance the student experience and improve retention rates. (Rogan, 2008) A study of the impact of peer led study sessions by lecturers in the Business School at the University of Western Australia, revealed the following:
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Examining first year students' preparedness for studying engineering

Examining first year students' preparedness for studying engineering

engineering curricula (Kavanagh et al., 2009). These first year students therefore experience difficulty in mastering the content and other fundamental knowledge hurdles and quickly become dissatisfied with their first year engineering studies (Kavanagh et al., 2009). They then often withdraw from their engineering programs, thus contributing to the growing attrition rate. Similarly, research evidence indicates that students of all disciplines enter university with expectations about the learning experience which influence their approach to study (Krause, Hartley, James, & McInnis, 2005) but that these students are often poorly informed about the nature of their coursework (Krause et al., 2005). This project aims to redress this imbalance by building on earlier works in the field (e.g., Godfrey & King, 2011). The focus is not on selecting students for engineering courses based on their prior knowledge per se, but on the relationships between the interests, experiences, knowledge and skills of commencing students that influence their career decisions. Empowering first year students to identify their knowledge gaps, and giving them some idea of the learning experience at university, is an important first step in
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Enhancing critical thinking in first year engineering students

Enhancing critical thinking in first year engineering students

In the newly introduced unit, Experimental Methods, we have sought to be creators of a culture of critical thinking among students rather than just presenters of information. The unit uses a number of different presentation styles and learning environments. Weekly tutorial sessions combine short laboratory exercises, library sessions, computer lab programming and spreadsheet exercises, and traditional problem solving tutorials. There are also different environments within this structure, using a variety of laboratory equipment and settings (in an attempt to go beyond the ‘staged’ first year experiment), as well as a number of software environments. We hope that this exposes the students to the environments of a modern engineer, where not only the laboratory is important but the computer as well, and indeed the interface between computer and experimental apparatus (for instance, the computer as a data acquisition and control device).
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Designing an ideal assessment scheme for dual mode delivery

Designing an ideal assessment scheme for dual mode delivery

Does considerations for programme electronic engineering concepts in the first pre-feedback self reflection improve design year of an honours degree programme student engagement, learnin[r]

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University First Year Advisors: A network approach for first year student transition and retention. A Practice Report.

University First Year Advisors: A network approach for first year student transition and retention. A Practice Report.

At MU, a student is defined as “at-risk” if they show evidence of disengaging from their studies. Specific behaviours identified include missing a first class or laboratory; missing multiple classes or laboratories; failing a diagnostic test; failing to submit first assessment item; failing to submit an assessment item; failing an assessment item; not engaging in online tutorials; requiring additional academic support; and help needed with English as a second language (see also Nelson, Duncan & Clarke, 2009). At-risk student contact campaigns rely on reporting by academic staff in first year units (subjects). Reports are submitted via a webform on the existing interface used for class management. Once logged in, the reporting staff member can select multiple or single students, and report on one or more at-risk behaviours listed on the webform (as listed above). All first year students that are reported as at-risk are contacted; no cohort is specifically targeted or omitted. Data from at-risk reports are then uploaded to
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