The key purpose of this study was to examine the effectiveness of teaching NA techniques to firstyearengineeringstudents and how their engagement with this area affected their project output quality, where quality is viewed as the effectiveness, and relevance, of a conceptual design to meet a user’s requirements. This was achieved through investigating whether teaching NA techniques and instilling user-centred empathy into firstyearstudents led to more awareness of social and cultural aspects in their design. Formative information into how NA teaching implementation, early in engineering education, can improve the ability of an undergraduate to complete project based learning activities was also investigated. However, a full study into this area would require researching how a student interacts with multiple project based papers, throughout the degree, which was outside the scope of this study.
Educational institutions provide the learning foundation upon which competence for a professional engineering career is established; however, understanding how students position their learning in relation to their future careers is a neglected area of research. Working with firstyearengineeringstudents in their first semester of study, this study aimed to extend understanding of students’ thinking about competencies, identity, self-efficacy, motivation, career preview, and their aspirations and fears relating to engineering practice. We hoped that opening a career dialogue with students would prompt more career-oriented conversations and questions from students. Finally, we anticipated that by understanding our firstyear student cohort’s confidence level in relation to the Engineers Australia (EA) graduate competencies (Engineers Australia, 2011), we would be able to proactively bridge some of the gaps between education and graduate competencies. By working across a large student cohort, we hoped to compare responses from domestic and international students to see what, if any, differences emerged. If present, these differences would inform future research, pedagogical practice, and student support. The study extended previous research (Male, 2012; Male & Baillie, 2011; Male & Bennett, in press; Parkinson, 2011) that explored three troublesome and inter- linked threshold concepts critical to engineering student achievement: namely, students’ understanding of the roles of engineers; students’ perception of the value of learning new material; and the need for self-directed learning both as students and into professional life. Later, Male and Bennett’s (2013) investigation of students’
This paper presented a systematic way to design an introductory engineering course using the HPL framework as a basis for creating an effective learning environment prepare the students to become future engineer. The findings of this study showed that the ITE course has managed to enhance students’ understanding of engineering, professional skills and positive attitude. This study also shows that there is a gradual enhancement of knowledge and professional skills development as they go through the course, which starts off with difficulties in facing the new learning environment before finally accepting and attaining success levels. It is found that the students have attained the desired level of professional skills aligned with the requirements of the Engineering Accreditation Council (2012). Therefore, it is possible to prepare students with the attributes of engineers to enable them to face the challenges in 21 st century through ITE course, even among those who were accustomed to the teacher-centered approach. Hence, the design of ITE course using the HPL framework as a basis for design were successful to prepare the firstyearengineeringstudents with engineering knowledge, attitude and professional skills.
Attention to affective dimensions of student learning is likely to shed broader light on what it takes to spark interest, sustain attention, and foster passion toward engineering as a career. Furthermore, given that passion for learning may not be as much taught as it is exuded by the professor, a professor’s own self-reflection is both compelling for the individual who teaches 4 and critical to teaching excellence 5 . Students’ perception of passion level of a professor can greatly influence the overall learning process; students’ reflection of professor’s passion was found to be more relevant than professor’s self-reflection and presented in this paper. In the interest of advancing the engineering profession, attracting and retaining the best students, and creating a sustainable workforce of qualified individuals who bring a passion to the profession, this study explored the role of fostering passion among firstyearengineeringstudents in academic performance.
In conjunction with the education tool being constructed, we have decided to apply a practical-based pedagogical approach to promote retention of knowledge that could support further development of knowledge and contribute towards the subsequence of higher learning and a more complex level of learning. Most probably the approach can allow engineeringstudents are associating basic of the interrelationship between CAD and CNC production process as a whole. One of the challenges of teaching lab related course to engineer students is to prepare and distribute relevant practical knowledge at the level necessary to be obtained in line with the current trend of practices in the industry, not only until their proficient level but also most importantly educating them started from the beginning of the programme of study. At the university, the Engineering Drawing is part of the syllabus in some first-yearengineering courses and was included in the CVE10002 Professional Engineering, RME10001 Robotics & Mechatronics project 1 and TNE10003 Professional Skills – Electrical Engineering courses. Part of the present developed learning activities for the CVE10002, and RME10001 courses were consider conducted traditionally that teaching computer-aided engineering drawing based on the existing instructional materials and placed students in a passive role. Normally, most of the firstyearstudents especially newly enrolled students do not mature in their mentality with non- dedicated aim and ensure future direction, such cohesive knowledge arrangement could gain an overview of their subsequence learning and consistently develop means of learning. For TNE10003 course, the student obtains printed circuit board (PCB) generated from the schematic but apply a conventional approach
The above table shows about how long students read per day. It is found that 29.6% of male students and 15.4% female students are reading per day from five minutes to fifteen minutes. 18.5% of male students and 0% female students are reading per day from sixteen minutes to thirty minutes. 11.1% of male students and 23.1% female students are reading per day from thirty one minutes to sixty minutes. 37% of male students and 53.8% female students are reading per day for sixty minutes and more than sixty minutes. 3.7% of male students and 7.7% of female students are not reading per day for even one minute.
While critical thinking may be difficult to foster in undergraduates, it is even more difficult to evaluate. Essentially students can be evaluated against a number of different criteria. We can see how well the students can use each element of the toolbox. This can be performed in a simplistic manner by testing the student’s skills in each independently, or seeing how the toolbox is used to attack a particular problem. The students at the end of the LabVIEW and MATLAB sessions demonstrated competence in each of these areas. But are they aware that these tools can now be used for many different problems that they will see in their later studies? Firstyearstudents have been found to be using LabVIEW and MATLAB to check assignment problems, and to generate graphs with numerical analysis for laboratory reports for other subjects. Clearly some students had added MATLAB to their generic problem solving toolbox. The evidence that some students are using the software taught in Experimental Methods in other units, where its use is not expected, is encouraging. But the best way to ensure that the programming elements continue to be used is to reinforce their use throughout the degree program. Another important criteria is how the student’s themselves see the knowledge they have acquired. Students evaluated the unit, and its delivery through a questionnaire. The res- ponses were generally positive (there were no responses below the neutral point) and some responses in particular were encouraging. In particular students commented that they:
increase their skills in communication by learning by doing. The main goal of this learning situation was to motivate students in their engineering disciplines by helping them become acquainted with the engineering faculty, their fellow students while also providing variation to the daily teachings. The learning outcomes for this situation revolved around collecting and interpreting data, presenting on findings, and understanding and experiencing teamwork. This activity evolved to meet the learning outcomes of technical literacy while also meeting assessment requirements. Like Iceland, New Zealand is tectonically and volcanically active and a volcanic eruption can create many opportunities for engineers to communicate with each other and the public.
Given the importance of formative assessment in the context of the European Higher Education Area, it is necessary to explore new tools to implement innovative strategies for the formative assessment of students. Moodle’s quiz module represents an alternative to traditional tools, such as paper-and- pencil tests. In 2008, we carried out a project subsidised by the Institute of Education Sciences at the Universitat Politècnica de Catalunya - BarcelonaTech (UPC), the main aim of which was to elaborate a number of Moodle question pools and to design, implement and assess a series of quizzes from these pools. The project covered the compulsory undergraduate subjects in applied mathematics included in the first- and second-year syllabuses for all branches of Engineering. From the students’ results, it was then necessary to examine and revise the reliability of the quizzes as an assessment tool of the teaching and learning process. The analysis of the psychometric coefficients provided by Moodle proved to be a useful tool for assessing whether the questions had an appropriate level of difficulty and were suitable for discriminating between good and bad performers. Taking into account the psychometric analysis of this first project, in 2009 we initiated a new project, in which we planned to revise thoroughly the quizzes created in the former project, to improve their suitability as an assessment tool. This paper shows: i) the students’ results in the quizzes performed in the two academic years in the courses Mathematics 1 and Mathematics 2 – both taught in the firstyear of the four bachelor’s degree programmes in Biological Systems Engineering organised by the School of Agricultural Engineering of Barcelona at the UPC, as well as the students’ attitudes towards activities of this kind; and ii) the revision and fine-tuning of the quizzes from the psychometric analysis to improve their reliability. Finally, the analysis of the results reported leads to a discussion on the advisability of using this tool for the formative assessment of students.
Environmental sustainability is an issue that is not new but is rather complex to define. Quality teaching has been identified as the most effective lever to transform engineering education into delivering the related outcomes for students, who would be engineers of the future. The purpose of this study is to investigate the impact of Cooperative Problem-based Learning (CPBL) in instilling students’ knowledge and promoting behaviour changes associated with environmental sustainability. This study consists of two phases. In phase one, a quantitative study was conducted to investigate the level of students’ prior knowledge and practice on pro-environmental behaviour among 316 firstyearstudents from three engineering faculties, prior to admission to the university. These were measured using a set of questionnaire which was adapted from several environmental attitude inventories after it was statistically tested. In phase two, a mixed method research was carried out to investigate the implementation of CPBL towards students’ knowledge and behaviour changes associated with environmental sustainability, as featured in the syllabus of the first-year ‘Introduction to Engineering’ course at one of engineering faculties at Universiti Teknologi Malaysia. 63 firstyear chemical engineeringstudents participated in this phase. In the quantitative study, the questionnaire in phase one was administrated before and upon completion of the course. Descriptive and inferential analyses were conducted using Statistical Package for the Social Science (SPSS) software. The statistical results showed that most of the engineeringstudents had low to moderate level of knowledge and effort to practice sustainable lifestyles before the course and increased the level at the end of the course. Furthermore, a qualitative study was also performed to investigate how the use of problem and learning environment in CPBL enhanced students’ knowledge and behaviour using thematic analysis. The results showed the convergence of the four domains of knowledge (declarative, procedural, effectiveness and social) among the students. Supports from the CPBL learning environment had significantly changed students’ perceptions associated with environmental sustainability on knowledge, skills, responsibility and readiness to be engineers in the future. Finally, a framework for teaching environmental sustainability through formal education in engineering which is able to instil students’ knowledge and promote behaviour associated with environmental sustainability was recommended for educators.
The main aim of learning a second language is to be able to use the language accurately, fluently and confidently whether in its spoken or written forms. That is also the main aim of many English for Second Language (ESL) learners in Malaysia. Although results from many major examinations such as Penilaian Menengah Rendah (PMR) and Sijil Pelajaran Malaysia (SPM) show that many students can get good grades for the English language papers, their performance in oral communication is questionable. Numerous complaints from employers, for example, indicate that many Malaysian ESL users are poor communicators. Lack of communication skills especially in the English language has been cited as one of the reasons why there are so many unemployed graduates (Sibat, 2005; Jacob, Huui, and Ing, 2006).
concluded that there is a clear distinction in students’ contributions which is reflected in their individual scores, enhancing accountability and avoiding problems associated with social loafing. Therefore, peer assessment is an incentive for students to prepare for and participate in the group work (Cestone et al., 2008), assuring accountability which is vital to the TBL. Also, students may appreciate peer review process in order to avoid additional load by having to carry their group members. Although several studies have demonstrated positive correlations regarding peer evaluation, its drawbacks include fostering distrust and high competitiveness (Levine, 2008). The process may also reduce student motivation to participate unless its rules and purpose are clearly communicated and aligned with students’ expectations (Chen and Lou, 2004).
Attrition of firstyearengineering undergraduate students remains a major concern (Godfrey & King, 2011). Many research projects have sought to identify factors that affect student attrition, with a substantial focus on factors such as homesickness or financial pressures during university life (Long, Ferrier, & Heagney, 2006). However, recent American research indicates that many firstyearengineeringstudents become discouraged when they perceive their performance to be inferior to their peers; they switch majors or drop out of college entirely (Hutchison-Green, 2008). It is therefore important for educators to help firstyearstudents experience early success and gain confidence during their transition to university. Although some attention has been paid to career choice and its impact on academic success (Brown et al., 2008; Kahn, Nauta, Gailbreath, Tipps, & Chartrand, 2002), there is considerable scope to explore this relationship in specific discipline areas such as engineering. For example, one reported factor is that inappropriate discipline choice is an important determinant of student withdrawal (Yorke & Longden, 2008). This project aims to identify strategies to better support students academically and ensure that they make informed decisions regarding choice of study major.
Crozier (2004) found that the 60 on-campus psychology students (47 females) with a mean age of 22.95 years (SD = 11.10) showed a preference for reflective (63.33%) rather than active learning; verbal (66.67%) rather than visual learning; intuitive (53.33%) rather than sensing learning; and global (61.67%) rather than sequential learning (see Felder & Solomon, 2001). A comparison sample of firstyearengineeringstudents showed similar learning preferences with one exception: The engineeringstudents preferred to learn actively rather than reflectively, F(1, 90) = 5.29, p < .05. Although the psychology students preferred learning in multiple modes, they indicated the strongest preference for learning in the kinesthetic mode. This suggested that the students especially enjoy learning via hands-on interaction with course materials and through the practical application of knowledge. As expected, there was no relationship between learning preferences and academic achievement (see Busato, Prins, Elshout, & Hamaker, 2000). Nevertheless, it was anticipated that providing individual feedback may promote self- awareness of learning preferences among students and help to improve their meta-cognitive skills (Thomas, 2002). It provides them with the knowledge necessary to self-manage their learning processes to best suit their own preferences and strengths.
Abstract. The objective of this paper is to analyze if freshmen evolve throughout the year in the communication of a statement, result or mathematical text considering three semiotic registers of representation, the natural, the graphic and the symbolic ones. This paper presents a study carried out throughout the school year 2018 on the performance of students in the communication competence in Mathematics. The issues on calculus in one variable, on the specialties of Industrial Engineering and Electronic Engineering at the Facultad Regional San Nicolás, Universidad Tecnológica Nacional (FRSN-UTN) from Argentina, were considered. For the collection of data associated with the students' productions, four assessments were carried out. Among other skills, Engineeringstudents must be able to effectively use and articulate the external representations needed to communicate mathematical ideas: spoken language, written symbols, drawings or physical objects. Although during the first semester the results were alarming in the three registers of representation, mainly for Industrial Engineering, it can be seen that during the second semester the number of unsatisfactory starts to decrease, finishing both courses with small differences.
Most FYEEs involve hands-on design and manufacture of a product. Many universities use their FYEEs and the derived products as a resource for recruiting new cohorts of students. At the UCB, the ITLL holds a Design Expo at the end of the fall and spring semesters and participation is compulsory for students enrolled in GEEN1400. Teams must display a poster about their project and are judged by industry, academics and course instructors with respect to design robustness, creativity and innovation. The Expo is well advertised and the public is also provided with the opportunity to vote for the People's Choice Award. Thus, the FYEE indirectly helps increase the number of firstyearstudents entering the programme, resulting in increased income generation for both the University and its engineering departments.
Teams then have the opportunity to alter their submissions in light of the feedback from other teams and their facilitator and resubmit the final project report to a course assignment drop box in WebCT. This final submission must provide evidence of changes or actions taken subsequent to the feedback outlining how and why the initial report was improved as a result. This reflection, opportunity to respond to feedback (and to carry out informal assessment of other’s work by providing feedback), and collaboration within the team, are seen as critical to the learning process (Isaacs, n.d.). In this way, the assessment becomes an integral part of the learning process, and will encourage students to engage in the learning tasks associated with the problem solution, which is one of the most fundamental tasks of education (Biggs, 2002). All team final project reports are again formally assessed by their facilitators using an
The Get Set quiz was developed as a collaborative project by educators at five partner universities that cover the spectrum of Australian universities and engineering programs. This national project is funded through the Australian Government Office for Learning and Teaching. The University of Southern Queensland (USQ) is a regional university with 80% of its students studying part time by distance education; the University of Queensland (UQ) is a Group of Eight university whose students are predominantly school leavers who study full time, on campus; the University of Technology Sydney (UTS) is an Australian Technology Network university whose students study on campus, many in part time mode; the University of Newcastle (UoN) is part of the Innovative Research University group with more than half its students arriving via other higher education and TAFE pathways; and the University of New England (UNE) is a regional university with a small engineering school. Most of their students enter directly from high school with industry funded cadetships.
to their subject matter in a purposeful way, exercises aimed at giving students greater readiness and confidence to contribute to seminar discussions and to learn from each other. CMS1007 applies these understandings by engineering situations and opportunities where students are required to engage with their studies, their fellow students and university staff. This is generated through interaction, problem solving activities, reflective discussion points, group work and role plays; by posting issues for understanding, discussion and reflection; through the inclusion of on-line interactive learning experiences, including self-test exercises and structured discussion groups; by being accessible for consultation – through structured discussion groups, set consultation times, and flexibility in contact opportunities; by providing opportunities for feedback – for example awarding marks for article selection choice in assignment 1 and for a draft/plans for assignment 3; by incorporating referrals and encouraging students to seek out sources of help and information; and by encouraging re- submissions for failing assignments, as well as referrals as above. Respondents commented: