Showing papers on "Engineering education published in 2012"

Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering.

Abstract: Engineering education research (EER) has been on the fast track since 2004 with an exponential rise in the number of Ph.D.s awarded and the establishment of new programs, even entire EER departments. The National Research Council’s Discipline-Based Education Research (DBER) report (National Research Council, 2012) captures the state-of-the-art advances in our understanding of engineering and science student learning and highlights commonalities with other science-based education research programs. The DBER report is the consensus analysis of experts in undergraduate education research in physics, chemistry, biology, geosciences, astronomy, and engineering. The study committee, chaired by Susan Singer, also included higher education researchers, learning scientists, and cognitive psychologists. A central aspect of the DBER report is the focus on and application of research in the education, learning, and social-behavioral sciences to science and engineering curricula design and teaching methods. Froyd, Wankat, and Smith (2012) identified five major shifts in engineering education in the past 100 years: 1. A shift from hands-on and practical emphasis to engineering science and analytical emphasis 2. A shift to outcomes-based education and accreditation 3. A shift to emphasizing engineering design 4. A shift to applying education, learning, and social-behavioral sciences research 5. A shift to integrating information, computational, and communications technology in education

Helping Parents to Motivate Adolescents in Mathematics and Science An Experimental Test of a Utility-Value Intervention

Abstract: The pipeline toward careers in science, technology, engineering, and mathematics (STEM) begins to leak in high school, when some students choose not to take advanced mathematics and science courses. We conducted a field experiment testing whether a theory-based intervention that was designed to help parents convey the importance of mathematics and science courses to their high school-aged children would lead them to take more mathematics and science courses in high school. The three-part intervention consisted of two brochures mailed to parents and a Web site, all highlighting the usefulness of STEM courses. This relatively simple intervention led students whose parents were in the experimental group to take, on average, nearly one semester more of science and mathematics in the last 2 years of high school, compared with the control group. Parents are an untapped resource for increasing STEM motivation in adolescents, and the results demonstrate that motivational theory can be applied to this important pipeline problem.

Leaving Engineering: A Multi‐Year Single Institution Study

Abstract: Background As estimates continue to indicate a growing demand for engineering professionals, retention in engineering remains an issue. Thus, the engineering education community remains concerned about students who leave engineering and must work to identify the factors that influence those students’ decisions. Purpose (Hypothesis) Our purpose was to identify a set of factors describing the experiences of students’ in a college of engineering that are strong influences on decisions to leave and study how those factors are related to both predictor variables (e.g., high school preparation) and future behaviors (e.g., new major chosen). Design/Method We solicited survey data from students who had recently transferred out of a large engineering college. We conducted exploratory factor analysis to determine the main factors for leaving engineering and then used these factors to answer the research questions. Results Results indicate that both academic (e.g., curriculum difficulty and poor teaching and advising) and a non-academic factor (lack of belonging in engineering) contribute to students’ decisions to leave engineering. We did find differences for some factors between majority and non-majority students; however, there were no gender differences. Conclusions Both academic and non-academic factors contribute to students’ decisions to leave engineering; however, our sample indicated the non-academic factors may be a stronger influence. Implications for educators focus on addressing both academic and the belonging factor and include examining pedagogical activities that may be less welcoming to a wide variety of student groups, providing opportunities for meaningful faculty interaction and other activities designed to support students pursuing engineering degrees.

Is Adding the E Enough? Investigating the Impact of K-12 Engineering Standards on the Implementation of STEM Integration

Abstract: The problems that we face in our ever-changing, increasingly global society are multidisciplinary, and many require the integration of multiple science, technology, engineering, and mathematics (STEM) concepts to solve them. National calls for improvement of STEM education in the United States are driving changes in policy, particularly in academic standards. Research on STEM integration in K-12 classrooms has not kept pace with the sweeping policy changes in STEM education. This study addresses the need for research to explore the translation of broad, national-level policy statements regarding STEM education and integration to state-level policies and implementation in K-12 classrooms. An interpretive multicase study design was employed to conduct an in-depth investigation of secondary STEM teachers' implementation of STEM integration in their classrooms during a yearlong professional development program. The interpretive approach was used because it provides holistic descriptions and explanations for the particular phenomenon, in this case STEM integration. The results of this study demonstrate the possibilities of policies that use state standards documents as a mechanism to integrate engineering into science standards. Our cases suggest that STEM integration can be implemented most successfully when mathematics and science teachers work together both in a single classroom (co-teaching) and in multiple classrooms (content teaching—common theme).

Five Major Shifts in 100 Years of Engineering Education The authors discuss what has reshaped, or is currently reshaping, engineering education over the past 100 years up until the current emphasis on design, learning, and social-behavioral sciences research and the role of technology.

Abstract: In this paper, five major shifts in engineering education are identified. During the engineering science revo- lution, curricula moved from hands-on practice to mathemat- ical modeling and scientific analyses. The first shift was initiated by engineering faculty members from Europe; accel- erated during World War II, when physicists contributed mul- tiple engineering breakthroughs; codified in the Grinter report; and kick-started by Sputnik. Did accreditation hinder curricular innovations? Were engineering graduates ready for practice? Spurred by these questions, the Accreditation Board for Engineering and Technology (ABET) required engineering programs to formulate outcomes, systematically assess achievement, and continuously improve student learning. The last three shifts are in progress. Since the engineering science revolution may have marginalized design, a distinctive feature of engineering, faculty members refocused attention on cap- stone and first-year engineering design courses. However, this third shift has not affected the two years in between. Fourth, research on learning and education continues to influence engineering education. Examples include learning outcomes and teaching approaches, such as cooperative learning and inquiry that increase student engagement. In shift five, tech- nologies (e.g., the Internet, intelligent tutors, personal compu- ters, and simulations) have been predicted to transform education for over 50 years; however, broad transformation has not yet been observed. Together, these five shifts characterize changes in engineering education over the past 100 years.

Five Major Shifts in 100 Years of Engineering Education

Abstract: In this paper, five major shifts in engineering education are identified. During the engineering science revolution, curricula moved from hands-on practice to mathematical modeling and scientific analyses. The first shift was initiated by engineering faculty members from Europe; accelerated during World War II, when physicists contributed multiple engineering breakthroughs; codified in the Grinter report; and kick-started by Sputnik. Did accreditation hinder curricular innovations? Were engineering graduates ready for practice? Spurred by these questions, the Accreditation Board for Engineering and Technology (ABET) required engineering programs to formulate outcomes, systematically assess achievement, and continuously improve student learning. The last three shifts are in progress. Since the engineering science revolution may have marginalized design, a distinctive feature of engineering, faculty members refocused attention on capstone and first-year engineering design courses. However, this third shift has not affected the two years in between. Fourth, research on learning and education continues to influence engineering education. Examples include learning outcomes and teaching approaches, such as cooperative learning and inquiry that increase student engagement. In shift five, technologies (e.g., the Internet, intelligent tutors, personal computers, and simulations) have been predicted to transform education for over 50 years; however, broad transformation has not yet been observed. Together, these five shifts characterize changes in engineering education over the past 100 years.

Engineering in the K-12 STEM Standards of the 50 U.S. States: An Analysis of Presence and Extent

Abstract: Background Federal initiatives promoting STEM education to bridge the achievement gap and maintain the nation's creative leadership inspired this study investigating engineering content in elementary education standards. The literature review concluded that common national P-12 engineering education standards are beneficial, particularly when amplified by the common core standards movement. Purpose (Hypothesis) Compilation and analysis of engineering present in states' academic standards was performed to determine if a consensus on the big ideas of engineering already exists and to organize and present those big ideas so that they can be infused into state or national standards. Design/Method Extensive examination and broad coding of mathematics, science, technology and vocational/career standards in all 50 states identified instances of engineering content in existing standards. Explicit coding categorized engineering-relevant standards by subject area. Manual and electronic content analysis identified key engineering skills and knowledge in existing standards. Inter-rater reliability verified consistency among five individuals through descriptive statistical measures. Results Engineering skills and knowledge were found in 41 states' standards. Most items rated as engineering through strict coding were found in either science or technology and vocational standards. Engineering was found in only one state's math standard. Some states explicitly mentioned engineering standards without any specifics. A consensus of big ideas found in standards is provided in the discussion. Conclusions While engineering standards do exist, uniform or systematically introduced engineering standards are less prevalent. Now is the time to move forward in the formation of national standards based on the state standards identified in this study.

How to Educate Engineers for/in Sustainable Development: Ten Years of Discussion, Remaining Challenges.

Abstract: Purpose – The purpose of this paper is to analyse the process of changing engineering universities towards sustainable development (SD) It outlines the types of changes needed, both in respect of approaches, visions, philosophies and cultural change, which are crucial for engineering universities which want to implement sustainable development as part of their progammesDesign/methodology/approach – The paper describes various experiences which show how SD education programmes can be implemented at universities, and some of the challenges faced in efforts towards achieving such a goal It considers the various processes involved and raises some questions which can help to understand how universities, as learning organisations, can engage in the implementation of SD programmesFindings – The paper has established that engineers have to learn to think long term and position their activities in a pathway towards long‐term sustainable solutions This requires insight into the social environment of engineerin

Middle-school teachers’ understanding and teaching of the engineering design process: a look at subject matter and pedagogical content knowledge

Abstract: This paper reports on research investigating six middle school teachers without engineering degrees as they taught an engineering unit on the engineering design process. Videotaped classroom sessions and teacher interviews were analyzed to understand the subject matter and pedagogical content knowledge the teachers used and developed as they introduced the eight steps of the engineering design process (from content standards for the state of Massachusetts, USA). The teachers demonstrated wide-ranging knowledge of the engineering design process, and this paper describes two of the steps the teachers showed a more sophisticated understanding—constructing a prototype and redesigning. Examples from the teachers illustrate strengths that can be built upon as well as some areas for further development.

Factors relating to engineering identity

Abstract: Engineering identity is believed to relate to educational and professional persistence. In particular, a student's sense of belonging to the engineering community is critical to that path. The primary research questions were: 1) which students self-identify as engineers?; and 2) what are the key factors that relate to self-identification? To address these research questions, a cross-sectional study of all undergraduate engineering students at a medium sized, Midwestern private university was conducted in the spring of 2009. The majority of engineering students did self- identify as engineers, with educational progression, gender and future career plans all being significant attributes. The factors that students most frequently identified as being necessary to be considered an engineer were intangible in nature and included: making competent design decisions, working with others to share ideas and accepting responsibility. Students' self-identification as engineers can be linked to a sense of belonging to the engineering college, as well as organisational recognition.

Engineering Students and Entrepreneurship Education: Involvement, Attitudes and Outcomes*

Abstract: Changes in the economy and workforce needs have driven many engineering schools to consider offering entrepreneurshipeducation to their students. Although entrepreneurship education is believed to be complementary to an engineering education,little is known about the degree to which it plays a role in contemporary students’ academic programs. The purpose of this studywas to explore a broad array of attitudes toward and outcomes of entrepreneurship education on engineering students in order tounderstand the characteristics of students participating in related courses and activities, the nature and extent of their involvement,entrepreneurship’s role in their career plans, and its impact on entrepreneurial self-efficacy. Survey data were collected from 501engineering students enrolled in senior-level capstone design courses at three institutions with established entrepreneurshipprograms. The study found that while two-thirds or more of engineering students intended to work for medium or large sizecompanies after graduation, a similar number felt that entrepreneurship education could broaden their career prospects andchoices. Less than one third of those surveyed felt that entrepreneurship was being addressed within their engineering programs orby engineering faculty. Students who had taken one or more entrepreneurship courses showed significantly higher levels ofentrepreneurial self-efficacy on a number of measures. Students in certain engineering disciplines such as electrical and mechanicalengineering were found to participate in entrepreneurship education at higher rates than others. The results of this study providevaluable baseline data that can be useful for program development and evaluation.

Problem-based and Project-based Learning in Engineering and Medicine: Determinants of Students' Engagement and Persistance

Abstract: This paper presents results of a study conducted with undergraduate students involved in either problemor project-based curricula (Medicine and Engineering, respectively) at the Université de Sherbrooke, Canada. The objective of the present research was to measure the impact of these innovative curricula on students’ engagement and persistence in higher education. Our research question was: What determinants better predict students’ engagement and persistence in innovative curricula such as PBL? Nine variables were examined as potential predictors of both factors (engagement and persistence). Results showed a variation in variables predicting engagement and persistence, with the most significant predictor being stress related.

An Assessment of Engineering Students' Curricular and Co-Curricular Experiences and Their Ethical Development

Abstract: BACKGROUND Ethics instruction is an important component of engineering undergraduate education, but little research has identified aspects of the undergraduate experience that contribute most to students' eth- ical development. Thus, an assessment of the impact of students' experiences on their ethical devel- opment is warranted. DESIGN/METHOD Using survey data collected from nearly 4,000 engineering undergraduates at 18 institutions across the U.S., we present descriptive statistics related to students' formal curricular experiences and their co-curricular experiences. Additionally, we present data for three constructs of ethical development (knowledge of ethics, ethical reasoning, and ethical behavior). RESULTS For our sample, the quantity and quality of students' formal curricular experiences and their co-cur- ricular experiences related to ethics was high. The levels of ethical knowledge and reasoning varied, as did ethical behavior. CONCLUSIONS Our data highlight opportunities for improving the engineering undergraduate/bachelor's level curri- cula in order to have a greater impact on students' ethical development. We suggest that institutions integrate ethics instruction throughout the formal curriculum, support use of varied approaches that foster high-quality experiences, and leverage both influences of co-curricular experiences and stu- dents' desires to engage in positive ethical behaviors.

The Organization of Higher Education: Managing Colleges for a New Era

Abstract: Colleges and universities are best understood as networks of departments working together to fulfill a mission of education, innovation, and community partnership. To better understand how these large and complex institutions function, scholars can apply organizational and strategic planning concepts made familiar by business management. This book follows that model and explores the new and emerging ways by which organizational theories address major contemporary concerns in higher education. The contributors to this volume are both influenced and inspired by the pioneering work of Marvin Peterson and his four-decade career researching higher education organization. Comprising a serious re-examination of the field, the essays review past and current thinking, address the field's core theoretical traditions, and pursue exciting new lines of inquiry, including the organizational dynamics of diversity and social movement organizations. Ideal for courses in administration and theory, this book reinvigorates the study of higher education as an organization and encourages scholars to rediscover the value of organizational principles in all areas of higher education research. Contributors include: Michael N. Bastedo, University of Michigan; Patricia J. Gumport, Stanford University; James C. Hearn, University of Georgia; Adrianna Kezar, University of Southern California; Jason Lane, State University of New York at Albany; Simon Marginson, University of Melbourne; Michael K. McLendon, Vanderbilt University; Anna Neumann, Columbia University; Brian Pusser, University of Virginia; Fabio Rojas, Indiana University; Daryl G. Smith, Claremont Graduate University; William G. Tierney, University of Southern California; and the late J. Douglas Toma, University of Georgia.

Meyerhoff Scholars Program: a strengths-based, institution-wide approach to increasing diversity in science, technology, engineering, and mathematics.

Abstract: The Meyerhoff Scholars Program at the University of Maryland, Baltimore County is widely viewed as a national model of a program that enhances the number of underrepresented minority students who pursue science, technology, engineering, and mathematics PhDs. The current article provides an overview of the program and the institution-wide change process that led to its development, as well as a summary of key outcome and process evaluation research findings. African American Meyerhoff students are 5× more likely than comparison students to pursue a science, technology, engineering, and mathematics PhD. Program components viewed by the students as most beneficial include financial scholarship, being a part of the Meyerhoff Program community, the Summer Bridge program, study groups, and summer research. Qualitative findings from interviews and focus groups demonstrate the importance of the Meyerhoff Program in creating a sense of belonging and a shared identity, encouraging professional development, and emphasizing the importance of academic skills. Among Meyerhoff students, several precollege and college factors have emerged as predictors of successful entrance into a PhD program in the science, technology, engineering, and mathematics fields, including precollege research excitement, precollege intrinsic math/science motivation, number of summer research experiences during college, and college grade point average. Limitations of the research to date are noted, and directions for future research are proposed.

Engineering education: A tale of two paradigms

Abstract: Engineering education is in a turbulent period. Chronic industry complaints about skill defi- ciencies in engineering graduates, high attrition rates of engineering students with good academic performance records, the worldwide adoption of outcomes-based engineering program accreditation, and findings from both cognitive science and thousands of educational research studies showing serious deficiencies in traditional teaching methods have all provoked calls for changes in how engineering curricula are structured, delivered, and assessed. As might be expected, many academic staff members and administrators are less than enthusiastic about the proposed changes, arguing that the traditional system functions well and needs no radical revision. The ongoing debate involves four focal issues: how engineering curricula should be structured, how engineer- ing courses should be taught and assessed, who should teach, and how the teachers should be prepared. This paper outlines two conflicting educational paradigms and the position on each of these four issues that each one reflects—the traditional paradigm, which has dominated engineering education since its inception, and the emerging alternative—and offers predictions about the eventual resolution.

What do EESD “experts” think sustainability is? Which pedagogy is suitable to learn it? Results from interviews and Cmaps analysis gathered at EESD 2008

Abstract: Purpose – The purpose of this paper is to study how experts on teaching sustainability in engineering education contextualize sustainability; also to evaluate the understanding of sustainability by engineering students. The final aim is to evaluate what pedagogy experts believe provides better opportunities for learning about sustainability in engineering education.Design/methodology/approach – The authors used conceptual maps (cmaps) analysis with two taxonomies of four and ten categories. The first taxonomy clusters the significance of sustainability in environmental, technological, social and institutional aspects and shows the main trends; the second (of ten categories) divides the previous categories into greater detail. To evaluate the experts' cmaps two indices were defined that provide information about what experts think sustainability is most related to and evaluate how complex they see the sustainability concept. In total, 500 students from five European engineering universities were then surve...

Empathy among Students in Engineering Programmes.

Abstract: Engineers face challenges when they are to manage project groups and be leaders for organisations becausesuch positions demand skills in social competence and empathy. Previous studies have shown that engineershave low degrees of social competence skills. In this study, the level of empathy as measured by the foursubscales of the Interpersonal Reactivity Index, perspective taking, fantasy, empathic distress and empathicconcern, among engineering students was compared to students in health care profession programmes.Participants were undergraduate students at Linkoping University, 365 students from four different healthcare profession programmes and 115 students from two different engineering programmes. When theempathy measures were corrected for effects of sex, engineering students from one of the programmes hadlower empathy than psychology and socialworker students on the fantasy and perspective-taking subscales.These results raise questions regarding opportunities for engineering students to develop their empathicabilities. It is important that engineering students acquire both theoretical and practical knowledge andskills regarding empathy.

Students’ views of assessment in project-led engineering education: findings from a case study in Portugal

Abstract: According to the demands of the Bologna process, new educational methods and strategies are needed in order to enhance student-centred learning. Project work is one of those approaches. This paper aims to evaluate the impact of project-led education (PLE) on students’ learning processes and outcomes, within the context of a first-year engineering programme. It explores students’ perceptions about assessment procedures and processes. Data collection was based on individual surveys at the end and the beginning of each PLE edition and through focus groups, after a period of six months. Findings are presented according to emerging themes from the data analysis, focusing mainly on students’ perspectives of learning and assessment, the role of formative and summative assessments in PLE and their impact on learning. Implications for improving assessment practices are discussed.

Integrating creativity training into Problem and Project-Based Learning curriculum in engineering education

Abstract: In order to foster creative engineers, a creativity training programme was carried out in medialogy education in a Problem and Project-Based Learning (PBL) environment at Aalborg University, Denmark. This paper focuses on the question of how engineering students perceive the strategy of integrating creativity training into a PBL curriculum. A total of 20 medialogy students in the training programme were interviewed. The data shows that the training programme was thought useful and students get benefits such as gaining project work skills, creative concepts and confidence of being creative. However, limitations of the programme show that only five days of training did not fit the requirements of learning skills in PBL. So the supervisors are suggested to offer more creativity techniques and process engagement to move projects forward.

An investigation of Science, Technology, Engineering and Mathematics (STEM) Focused High Schools in the U.S.

Abstract: This study examined the characteristics of 10 science, technology, engineering and mathematics (STEM) focused high schools that were selected from various regions across the United States. In an effort to better prepare students for careers in STEM fields, many schools have been designed and are currently operational while even more are in the design phase. Data collected, analyzed and documented in this report included websites, national statistics databases, standardized test scores, interviews, and published articles. A comparative case design was used to identify key components of STEM high school designs. Results from this study indicate that students who attend STEM-focused high schools outperformed their peers at similar institutions. Although programs varied, a common theme that emerged from these schools was a focus on more rigorous course requirements with electives centered on STEM content and application. Students who attended STEM schools were engaged in real world problem solving and completed internships and/or a capstone projects to fulfill graduation requirements. Most students attending STEM schools in this study were admitted based on a lottery system while two out of the ten schools admitted all applicants. The student population was comprised of a higher number of minority students compared to other schools in the United States. The findings in this study are significant because they indicate that many students, when given the opportunity and support, are able to successfully complete rigorous STEM academic programs that go beyond the basic graduation requirements.

Integrative Stem Education as “Best Practice”

Abstract: In accordance with the conference theme—“Exploring Best Practice in Technology Design & Engineering Education”— I make a case in this paper for investigating “integrative STEM education” as a prospective best practice in technology education I begin with an embellished operational definition of integrative STEM education and follow that with an extensive rationale for investigating the integrative STEM education pedagogical model as a technology education best practice In the latter part of the paper I discuss the “design experiment” research methodology (Brown, 1992; Collins, 1992) and make the case that technology education researchers employ this methodology in their investigations of integrative STEM education Design experiment methods are ideally suited to investigating innovative pedagogies and would benefit technology education by concurrently improving the integrative STEM education pedagogical model while generating new theories of technological learning, S, T, E, & M learning, and integrative STEM learning In accordance with the conference theme—“Exploring Best Practice in Technology Design & Engineering Education”— I make a case in this paper for investigating “integrative STEM education” as a prospective best practice in “technology education” (a term used throughout this paper to refer collectively to the field by that name in the United States as well as parallel fields elsewhere in the world, such as “Design & Technology,” Technology & Engineering Education,” etc) I begin with an embellished operational definition of “integrative STEM education” and follow that with an extensive rationale for investigating the integrative STEM education pedagogical model as a technology education best practice In the latter part of the paper I suggest a research methodology for investigating integrative STEM education and discuss issues relating to the thesis of this paper The very notion of best practice presents a dilemma, as we really cannot know an educational practice to be a best practice until we have investigated it to make that determination Moreover, the determination of best practice is socially constructed and thus subjective/political in nature In America, best practice is usually justified by declaring it “standards-based” But that, too, is a claim often made without evidence Moreover, standards may be dated and relatively vague in their attention to both content and instructional method For these reasons, it makes sense to go into further investigation of best practice candidates, as is suggested herein Why “Integrative STEM Education”? Though the term “STEM Education” has been worn out in the United States, there has never been agreement regarding its meaning Sanders (2008) labeled this phenomenon

A Problem and Project-Based Learning (PBL) Approach to Motivate Group Creativity in Engineering Education

Abstract: In this paper, we explore how engineering students are motivated to develop group creativity in a Problem and Project-BasedLearning (PBL) environment. Theoretically, we take a social cultural approach to group creativity and emphasize the influences ofa learning environment on student motivation in group creativity development. Empirically, a case study was carried out on astudent satellite project in the Department of Electronic System at Aalborg University in Denmark, by using qualitative methodsincluding interviews and observation. The findings show that student motivation is stimulated in multiple ways in a PBLenvironment, such as formal and informal group discussions, regular supervisor meetings and sharing leadership. Furthermore,factors such as common goals, support of peers and openness stimulate motivation. However, the students think that a timeschedule is a barrier to group creativity. Thus, the supervisors are encouraged to be more aware of the complex relationshipsbetween student, teacher and task and the student response.

Moving beyond formulas and fixations: solving open-ended engineering problems

Abstract: Open-ended problem solving is a central skill in engineering practice; consequently, it is imperative for engineering students to develop expertise in solving these types of problems. The complexity of open-ended problems requires a unique set of skills. The purpose of this qualitative study was to investigate the approaches used by engineering students when solving an open-ended engineering problem. A think-aloud method was used to collect data about the problem-solving approaches of eight materials engineering students. Through the use of script analysis three approaches to solving the problem were identified, which were consistent with the Reflective Judgment Model of epistemic development. Students who used a linear, systematic approach were most successful at solving the problem. Less successful students were overwhelmed by its open-endedness and/or became fixated on a single aspect of the problem. These results point to a need to develop open-ended problem-solving skills throughout the engineering c...

Supplemental instruction for improving first year results in engineering studies

Abstract: Many studies have been made on the impact of supplemental instruction in supported courses, with most showing significantly better examination results for students attending supplemental instruction in comparison to those who do not. However, remarkably little attention has been devoted to following up whether the benefits of supplemental instruction reach beyond the course it supports. The present study focuses on the influence of supplemental instruction on the overall academic performance during the first year, for undergraduate engineering students at a Swedish university. The results show that students with average and high supplemental instruction attendance do significantly better than students not attending in terms of overall first-year credit performance. Students with low, average and high prior academic achievement all benefit from attending supplemental instruction sessions. The data also suggests that the transferable effects of study strategies and skills to non-supplemental instruction cou...

Situation critical: critical theory and critical thinking in engineering education

Abstract: Over the last decade, there has been an increased focus on developing critical thinking (CT) skills within the engineering curriculum. Typically, the practice of CT occurs fragmentarily in a singular, limited context, within one of several ABET learning outcomes. Drawing on critical theory, theories of moral development, and pedagogies of liberation, we examine and challenge conceptions of CT presently used in engineering education. We develop a reflexive view of CT, leading to CT not only within but also about engineering. In this framework, CT can no longer be reduced to the application of skills, but is reconceived as creative action resulting from reflective engagement with epistemic assumptions. We implemented this integrative approach to CT across multiple course contexts and educational outcomes in engineering, finding that thinking critically about engineering can challenge power/knowledge relationships, critique engineering epistemologies, engage in reflective and reflexive practice, and work rel...

Framing Faculty and Student Discrepancies in Engineering Ethics Education Delivery

Abstract: PURPOSE (HYPOTHESIS) A long line of research has suggested that students and faculty often have different perceptions of educational efforts and practices. In this study, we consider this as a potential reason for the continued mixed results of engineering ethics education by examining differing perceptions of faculty and students about ethics education and identifying contributing factors to those differences. DESIGN/METHOD We conducted focus groups and interviews with engineering undergraduate students, faculty, and administrators on 18 campuses. Transcripts were analyzed using both deductive and inductive analyses and constant comparison. We identified both themes of discrepancies between faculty/administrator and student perceptions and factors in the educational environment that contributed to those discrepancies. RESULTS Discrepancies between the perceptions of faculty/administrators were seen in two forms. Faculty/ administrators believed that ethics education encompasses teaching about laws, ethical codes, and other black-and-white solutions while also addressing more nuanced ethical dilemmas; students reported only experiencing the laws-and-rules approach. Students also did not see faculty as the positive ethical role models that faculty believed they are. Factors that contribute to both types of discrepancies are identified and reported. CONCLUSIONS This approach can be effective in examining difficulties in teaching engineering ethics. Educators should take steps to understand the different ways faculty/administrators and students perceive ethics education, and how factors in the educational environment contribute to differences in those perceptions.

Enhancing Project-Based Learning in Software Engineering Lab Teaching Through an E-Portfolio Approach

Abstract: Project-based learning is one of the main successful student-centered pedagogies broadly used in computing science courses. However, this approach can be insufficient when dealing with practical subjects that implicitly require many deliverables and a great deal of feedback and organizational resources. In this paper, a worked e-portfolio is presented as an approach to improve the teaching/learning and evaluation processes in project-based learning environments needing considerable resources. To validate this approach, a practical project-based software engineering course supported by a Moodle-based e-portfolio was designed and taught. The results obtained corroborated the effectiveness of the e-portfolio in practical software engineering teaching; this approach can be extended to similar subjects in other studies and/or curricula.

A systematic approach to engineering ethics education.

Abstract: Engineering ethics education is a complex field characterized by dynamic topics and diverse students, which results in significant challenges for engineering ethics educators. The purpose of this paper is to introduce a systematic approach to determine what to teach and how to teach in an ethics curriculum. This is a topic that has not been adequately addressed in the engineering ethics literature. This systematic approach provides a method to: (1) develop a context-specific engineering ethics curriculum using the Delphi technique, a process-driven research method; and (2) identify appropriate delivery strategies and instructional strategies using an instructional design model. This approach considers the context-specific needs of different engineering disciplines in ethics education and leverages the collaboration of engineering professors, practicing engineers, engineering graduate students, ethics scholars, and instructional design experts. The proposed approach is most suitable for a department, a discipline/field or a professional society. The approach helps to enhance learning outcomes and to facilitate ethics education curriculum development as part of the regular engineering curriculum.