Showing papers on "Engineering education published in 2018"

A systematic review of research on the flipped learning method in engineering education

Abstract: The purpose of this article is to describe the current state of knowledge and practice in the flipped learning approach in engineering education and to provide guidance for practitioners by critically appraising and summarizing existing research. This article is a qualitative synthesis of quantitative and qualitative research investigating the flipped learning approach in engineering education. Systematic review was adopted as the research methodology and article selection and screening process are described. Articles published between 2000 and May 2015 were reviewed, and 62 articles were included for a detailed analysis and synthesis. The results indicated that flipped learning gained popularity amongst engineering educators after 2012. The review revealed that research in engineering education focused on documenting the design and development process and sharing preliminary findings and student feedback. Future research examining different facets of a flipped learning implementation, framed around sound theoretical frameworks and evaluation methods, is still needed to establish the pedagogy of flipped learning in teaching engineering. [ABSTRACT FROM AUTHOR]

(Un)Hidden Figures: A Synthesis of Research Examining the Intersectional Experiences of Black Women and Girls in STEM Education:

Abstract: In this chapter, we argue that intersectionality is a theoretical and methodological framework by which education researchers can critically examine why and how students in STEM fields who are memb...

Improving programming skills in engineering education through problem-based game projects with Scratch

Abstract: Nowadays, programming skills are receiving widespread attention for different age groups alongside occupational education programs to better prepare individuals for their future careers. However, introducing programming concepts in an appropriate manner is a challenge in higher education. The main assumption of this study is that enhancing the classical introduction to programming courses through real-life problem-based game development with Scratch programming environment potentially improves the learners' programming skills and motivation. Accordingly, in this study, during one academic semester period, the Introduction to Programming course for engineering students is enriched up to a certain level through real-life game development projects with Scratch. The students are followed within a four-year period starting from freshman until their graduation. The progress of the students who have taken the Introduction to Programming course in enriched or classical form in the fourth year Senior-project course are evaluated. The results show that by slightly improving the course curriculum through real-life game development projects in the Scratch environment, students’ performance on the graduation projects improved significantly. As a conclusion, game-based learning, problem-based learning, visual programming and projects are technologies that can potentially help learners to perform better in the introduction to programming course, in turn affecting their performances in projects.

Interdisciplinary education: a case study

Abstract: Today, interdisciplinary education is a hot topic. Gaining an insight into the nature of interdisciplinary education may help when making design decisions for interdisciplinary education. In this s...

Into the Storm: Ecological and Sociological Impediments to Black Males’ Persistence in Engineering Graduate Programs:

Abstract: While much is known about how Black students negotiate and navigate undergraduate studies, there is a dearth of research on what happens when these students enter graduate school. This article presents the results of a study of 21 Black male graduate students in engineering from one highly ranked research-intensive institution. This article provides evidence of structurally racialized policies within the engineering college (e.g., admissions) and racialized and gendered interactions with peers and advisors that threaten Black males’ persistence in engineering. We argue for taking an anti-deficit approach to understanding Black males’ persistence in engineering. We conclude with implications for policy, practice, and research that could further improve the scholarship and experiences of Black males in engineering graduate programs.

Integration of 3D printing and Industry 4.0 into engineering teaching

Abstract: The rapid emergence of Industry 4.0 implies that our engineering graduates need to acquire new competences to adapt to the digital transformation. This paper evaluates the benefits of integrating 3D printing and Industry 4.0 into engineering undergraduate programs. Surveys were conducted to gather the feedbacks and views from academics and students. 75% and 86% of the participating students and lecturers, respectively, have heard about Industry 4.0. 63% of the students were exposed to modules with such elements. Tangible 3D-printed models enable visualization of fundamental theories and concepts. Enhanced 3D drawing skills and rapid 3D-printed prototypes can greatly help students study common processing equipment, manufacturing, maintenance, logistics, and operations. Some limitations were identified such as budgeting, lack of knowledge, and difficulty in changing from traditional pedagogy. This paper thus proposes a blended learning model for integrating Industry 4.0 into engineering teaching, which consists of traditional, online learning, and flipped classroom approaches. Implementation of the model can be started off with cross-multidisciplinary collaborations or expert-led training for the instructors, followed by traditional face-to-face teaching and online learning. Flipped classroom is one of the essential components of the model which encourages learning-by-making approaches such as ‘bring your own device’ and ‘do it yourself’. Integrating Industry 4.0 into engineering teaching can create a student-based learning environment, where students are gradually trained to become proactive and lifelong learners who are more conscious of the environment and economy.

The Impact of Project-Based Learning on Improving Student Learning Outcomes of Sustainability Concepts in Transportation Engineering Courses.

Abstract: This paper describes an intervention to enhance students’ learning by involving students in brainstorming activities about sustainability concepts and their implications in transportation engineering. The paper discusses the process of incorporating the intervention into a transportation course, as well as the impact of this intervention on students’ learning outcomes. To evaluate and compare students’ learning as a result of the intervention, the Laboratory for Innovative Technology and Engineering Education survey instrument was used. The survey instrument includes five constructs: higher-order cognitive skills, self-efficacy, ease of learning subject matter, teamwork, and communication skills. Pre- and post-intervention surveys of student learning outcomes were conducted to determine the effectiveness of the intervention on enhancing students’ learning outcomes. The results show that the implementation of the intervention significantly improved higher-order cognitive skills, self-efficacy, team...

Design theory: a foundation of a new paradigm for design science and engineering

Abstract: In recent years, the works on Design Theory (and particularly the works of the Design Theory SIG of the Design Society) have contributed to reconstruct the science of design, comparable in its structure, foundations and impact to Decision Theory, Optimization or Game Theory in their time. These works have reconstructed historical roots and the evolution of design theory, conceptualized the field at a high level of generality and uncovered theoretical foundations, in particular the logic of generativity, the " design-oriented " structures of knowledge, and the logic of design spaces. These results give the academic field of engineering design an ecology of scientific objects and models, which allows for expanding the scope of engineering education and design courses. They have contributed to a paradigm shift in the organization of R&D departments, supporting the development of new methods and processes in innovation departments, and to establishing new models for development projects. Emerging from the field of engineering design, design theory development has now a growing impact in many disciplines and academic communities. The research community may play significant role in addressing contemporary challenges if it brings the insights and applicability of Design Theory to open new ways of thinking in the developing and developed world.

CogInfoCom Supported Education : A review of CogInfoCom based conference papers

Abstract: The cognitive infocommunication based IT tools can support the education abilities from the point of view of mathability, edu-coaching, 3D/VR etc. In the modern mathematical and engineering education the contemporary tools of cognitive infocommunication, coaching in computer assisted education can be a valuable method for discovering and applying engineering knowledge using problem solving abilities. The edu-coaching offers an alternative way to improve the efficiency of education based on the support of disruptive technologies, cooperative 3D VR learning environments, which fits properly to the digital life of new generation of students. The cognitive infocommunication based ICT can improve the effectiveness of learning because of the effect on motivation and creativity.

Aspiring to become an engineer in Hong Kong: effects of engineering education and demographic background on secondary students’ expectation to become an engineer

Abstract: Many post-industrial societies have seen a decline in secondary school students’ aspirations to become an engineer. Hong Kong (HK) is a post-industrial region within a larger industrialising societ...

Engineering Education 4.0: — proposal for a new Curricula

Abstract: The paper describes a new curriculum for Engineering Education 4.0 based on the analysis of different references and essential relevant documents that explain the necessity to well-formed a new generation of professionals. Considering the technological change that world is going through, our current social environments and generational differences in a society focus on the extraneous and declares itself as the savior of the world. The university rises as a relevant and essential agent to ensure knowledge and development of competencies in this fourth industrial revolution, which has been called Industry 4.0 (I4.0). A series of digital technologies converge in applications transform the industrial processes so that they become more connected, reliable, predictable, resilient, and a high degree of certainty. All of this is due to the articulation of several capabilities of information technologies. Several efforts have been detonated in the world trying to better understand this evolution and in particular for Engineering Education towards the I4.0.

The Higher Education Sustainability through Virtual Laboratories: The Spanish University as Case of Study

Abstract: Education has been integrated into the globalization process supported by technological advances such as e-learning. The sustainability of the universities is one of the key points of the university survival, and they strongly depend on the number of students that can enroll in them. Thus, many of the educational institutions have had to develop their curricula based on the use new technologies. Without a doubt, virtual laboratories are the latest technology in this regard. The objective of this work is to determine which are the main institutions and research trends in relation to virtual laboratories. The methodology followed in this research was to perform a bibliometric analysis of the whole scientific production indexed in Scopus. The world’s scientific production has been analysed in the following domains: first the trend over time, types of publications and countries, second the main subjects and keywords, third main institutions and their main topics, and fourth the main journals and proceedings that publish on this topic. After that, a case study was analysed in detailed as a representative country (Spain). The most productive institution in this field, Universidad de Educacion a Distancia (UNED). If the ranking is established by average citations per published paper, the first three institutions are from the USA: Massachusetts Institute of Technology (MIT), University of Washington (Seattle), and Carnegie Mellon University. The scientific categories at world level and in the case of study are similar. First, there is the field of engineering followed by computer science and above all it highlights the wide spectrum of branches of knowledge in which this topic is published, which indicates the great acceptance of this teaching methodology in all fields of education. Finally, community detection has been applied to the case study and six clusters have been found: Virtual Reality, Users, E-learning, Programming, Automatic-robotics, Computer Simulation and Engineering Education. As a main conclusion, bibliographic analysis confirms that research in virtual laboratories is a very active field, where scientific productivity has exponentially increased over recent years in tandem with universities growth. Therefore, expectations are high in this field for the near future. The possibility of virtual laboratories opens up new perspectives for higher education sustainability, where the educational policies of countries could be reoriented.

On the effectiveness of virtual reality in the education of software engineering

Abstract: The popularity of virtual reality headsets have been rapidly increasing. With this technology, students can efficiently interact with the course content and learn the material faster than the traditional methodologies. In addition to this benefit, virtual reality devices also draw the attention of young generation and this helps to the widespread use of this technology among students. In this study, we investigate the use of virtual reality on the performance of computer engineering bachelor science (BS) students within the scope of Data Structures course and develop a software-intensive system called "Virtual Reality Enhanced Interactive Teaching Environment" (VR-ENITE). Specifically, we focus on the sorting algorithms such as selection sort, bubble sort, insertions sort, and merge sort which are relatively hard to be understood by the BS students at first glance. For the evaluation of VR-ENITE, students were divided into two groups: a group which uses VR-ENITE in addition to the traditional teaching material and the control group which utilizes from only the traditional material. In order to evaluate the performance of these two groups having 36 students in total, a multiple choice exam was delivered to all of them. According to the test results, students who used the VR-ENITE system got 12% more successful results in average than the students who are in the control group. This study experimentally shows that VR-ENITE which is based on virtual reality technology is effective for teaching software engineering courses and it has assistive capabilities for traditional teaching approaches.

A survey of good practice in control education

Abstract: This paper gives a focussed summary of good practice taken primarily from engineers who are responsible for teaching topics related to systems and control This engineering specialisation allows th

Competency Maps: an Effective Model to Integrate Professional Competencies Across a STEM Curriculum

Abstract: Curricula designed in the context of the European Higher Education Area need to be based on both domain-specific and professional competencies. Whereas universities have had extensive experience in developing students’ domain-specific competencies, fostering professional competencies poses a new challenge we need to face. This paper presents a model to globally develop professional competencies in a STEM (science, technology, engineering, and mathematics) degree program, and assesses the results of its implementation after 4 years. The model is based on the use of competency maps, in which each competency is defined in terms of competency units. Each competency unit is described by a set of expected learning outcomes at three domain levels. This model allows careful analysis, revision, and iteration for an effective integration of professional competencies in domain-specific subjects. A global competency map is also designed, including all the professional competency learning outcomes to be achieved throughout the degree. This map becomes a useful tool for curriculum designers and coordinators. The results were obtained from four sources: (1) students’ grades (classes graduated from 2013 to 2016, the first 4 years of the new Bachelor’s Degree in Informatics Engineering at the Barcelona School of Informatics); (2) students’ surveys (answered by students when they finished the degree); (3) the government employment survey, where former students evaluate their satisfaction of the received training in the light of their work experience; and (4) the Everis Foundation University-Enterprise Ranking, answered by over 2000 employers evaluating their satisfaction regarding their employees’ university training, where the Barcelona School of Informatics scores first in the national ranking. The results show that competency maps are a good tool for developing professional competencies in a STEM degree.

Collaborative learning at engineering universities: Benefits and challenges

Abstract: This paper concerns the cutting edge educational approaches incorporated into syllabuses of the most progressive Russian higher technical schools. The authors discuss one of the active methods in teaching foreign languages – collaborative learning implemented in e-courses. Theoretical and historical aspects of this approach are addressed, as are its suitability for engineering education and possible ways of introducing collaborative learning into e-courses. Collaborative learning technology offers wide prospects for teachers of foreign languages as it enables the use of various patterns of interaction, promotes discussion, opinion exchange, peer assessment and building an e-learning community, fosters the development of e-culture and netiquette, and prepares future specialists for work in their professional sphere under the new conditions imposed by society’s technological and cultural development. This paper describes real pedagogical experience of teaching English to students using the platform Moodle, focusing on the capacity of different Moodle instruments for designing group work tasks. Recommendations are given for their usage and the results of implementing a collaborative learning approach into certain e-courses offered at Tomsk Polytechnic University (TPU) are presented.

Students' and Instructor's Perspective on the Use of Blackboard Platform for Delivering an Engineering Course.

Abstract: The use of Information Technology (IT) has been growing over the years in various human endeavours. It has also been adopted in education sector for teaching and learning. Various studies have been conducted to assess the effectiveness and acceptance of e-learning strategy by students. In particular, the current research is an attempt to obtain students’ and instructor’s perspective on the use of Blackboard software. The technology is a course management system used in a blended learning mode to deliver a third year mechanical engineering course at the University of Botswana (UB). In terms of students’ views, the study covered a period of nine years and the questionnaire survey was administered to each succeeding cohort of students. Whereas in terms of the instructor’s perspective the motivation and the challenges faced during the years of use of the platform were described. Results indicate that students were generally comfortable with the use of Blackboard as they highly embraced it. Students indicate that their performance improved and communication with instructor was enhanced significantly. The respondents also recommended that Blackboard should be used in other courses in their programme of study. The instructor considered the time factor the most vital challenge related to the use of the platform. However, despite the challenges the application of the learning platform and the development of its material was a positive experience for the instructor and well received by the students.

Correlation between sustainability education and engineering students’ attitudes towards sustainability

Abstract: The purpose of this study is to investigate the impacts of a sustainable development course on the beliefs, attitudes and intentions of a cohort of engineering students in a university in Miri, Malaysia, towards sustainability.,Questionnaire survey was conducted among the cohort of students encompassing the three facets mentioned.,The respondents expressed low to medium agreement towards all the survey items related to beliefs, attitudes and intentions. A sense of moral obligation towards sustainability is linked to higher sustainability awareness, willingness to safeguard sustainability and a sense of responsibility towards sustainable development. The respondents were generally perceived to have fundamental knowledge of sustainable development.,This study shows that a sustainable development course called Engineering Sustainable Development offered in a university in Miri, produced positive impacts on the beliefs, attitudes and intentions of the engineering students towards sustainable development. Sustainable development courses are generally instrumental to impart the value and practices of sustainability among university students.,As limited correlational studies on whether sustainable development courses effectively shape the beliefs and attitudes of students have been previously conducted, this study provides insight into the effectiveness of one of such courses and how the course can be further improved to enhance its effectiveness.

A Multidisciplinary PBL Approach for Teaching Industrial Informatics and Robotics in Engineering

Abstract: This paper describes the design of an industrial informatics course, following the project-based learning methodology, and reports the experience of four academic years (from 2012–13 to 2015–16). Industrial Informatics is a compulsory course taught in the third year of the B.Sc. degree in industrial electronics and automation engineering at the University of the Basque Country (UPV/EHU), Spain. The course had students develop an embedded controller for a 2DoF SCARA robot that drew a specific trajectory. The robot was built with the LEGO Mindstorms kit and the controller was implemented with NXC, a C-like programming language for the NXT brick. In this activity, students became aware of their learning needs and had to work proactively, both autonomously and in teams. The course design achieved several objectives: 1) students learned the course material; 2) soft skills demanded by employers were reinforced; and 3) the material was structured into project tasks for students to perform. The article analyses two indicators: 1) qualification marks and 2) student satisfaction.