Showing papers on "Engineering education published in 2020"

Compassionate Flexibility and Self-Discipline: Student Adaptation to Emergency Remote Teaching in an Integrated Engineering Energy Course during COVID-19

Abstract: The global pandemic of COVID-19 brought about the transition to Emergency Remote Teaching (ERT) at higher education institutions across the United States, prompting both students and the faculty to rapidly adjust to a different modality of teaching and learning. Other crises have induced disruptions to academic continuity (e.g., earthquakes, hurricanes), but not to the same extent as COVID-19, which has affected universities on a global scale. In this paper, we describe a qualitative case study where we interviewed 11 second-year Integrated Engineering students during the Spring 2020 semester to explore how they adapted to the transition to remote learning. Our results revealed several student challenges, how they used self-discipline strategies to overcome them, and how the faculty supported students in the classroom through a compassionate and flexible pedagogy. Faculty members showed compassion and flexibility by adjusting the curriculum and assessment and effectively communicating with students. This was especially important for the women participants in this study, who more frequently expressed utilizing pass/fail grading and the personal and gendered challenges they faced due to the pandemic. During this unprecedented crisis, we found that a key element for supporting students’ well-being and success is the faculty members communicating care and incorporating flexibility into their courses.

Emerging learning environments in engineering education

Abstract: Three major challenges, sustainability, the fourth industrial revolution, and employability, will require new types of engineering programs, to help students develop skills in cross-disciplinarity,...

Closing the Gap Between Software Engineering Education and Industrial Needs

Abstract: Many recent software engineering graduates often face difficulties when beginning their professional careers, due to misalignment of the skills learned in their university education with what is needed in industry. In this article, we report a literature review of the studies that have been done to make improvements on this issue.

Interdisciplinary engineering education : A review of vision, teaching, and support

Abstract: Background: Societal challenges that call for a new type of engineer suggest the need for the implementation of interdisciplinary engineering education (IEE). The aim of IEE is to train engineering students to bring together expertise from different disciplines in a single context. This review synthesizes IEE research with a focus on characterizing vision, teaching practices, and support. Purpose: We aim to show how IEE is conceptualized, implemented, and facilitated in higher engineering education at the levels of curricula and courses. This aim leads to two research questions:. What aspects of vision, teaching, and support have emerged as topics of interest in empirical studies of IEE?. What points of attention regarding vision, teaching, and support can be identified in empirical studies of IEE as supporting or challenging IEE?. Scope/Method: Ninety-nine studies published between 2005 and 2016 were included in a qualitative analysis across studies. The procedure included formulation of research questions, searching and screening of studies according to inclusion/exclusion criteria, description of study characteristics, appraisal, and synthesis of results. Conclusions: Challenges exist for identifying clear learning goals and assessments for interdisciplinary education in engineering (vision). Most pedagogy for interdisciplinary learning is designed to promote collaborative teamwork requiring organization and team management. Our review suggests that developing interdisciplinary skills, knowledge, and values needs sound pedagogy and teaming experiences that provide students with authentic ways of engaging in interdisciplinary practice (teaching). Furthermore, there is a limited understanding of what resources hinder the development of engineering programs designed to support interdisciplinarity (support).

Modified Blended Learning in Engineering Higher Education during the COVID-19 Lockdown—Building Automation Courses Case Study

Abstract: The blended learning method with its supporting electronic tools is a very well-known approach in academic education. In most of its practical applications, direct face to face contacts between students and the teacher as well as students with each other in groups are important elements in the organization of lectures and classes. This is of particular importance in conducting laboratory classes in teaching process for engineers. However, the COVID-19 lockdown in the spring of 2020 closed schools, universities and completely eliminated the possibility of direct interpersonal contacts. These extraordinary circumstances forced changes in the organization of the teaching process, in particular the introduction of distance learning. Therefore, this paper proposes a modified blended learning method as well as describes a case study on its introduction in the education of building automation engineers at a technical university. A new organizational structure of this modified method is presented, with discussion of tools and methods of active distance learning, introduced during the COVID-19 lockdown period. Finally, some experiences, general reflections along with the identification of the preferred forms of distance learning by students are presented. The future works are briefly described as well.

Developing Employability in Engineering Education: A Systematic Review of the Literature.

Abstract: In this systematic review of the research literature on engineering employability, curricular and pedagogical arrangements that prepare graduates for work in the twenty-first century were identified. The research question guiding the review was: Which curricular and pedagogical arrangements promote engineering students’ employability? The particular focus of the study was on how authors prioritised engineering knowledge and professional skills. The review drew on a theoretical framework that differentiated between engineering knowledge and professional skills to explain how employability could be included in engineering programmes. Data was obtained from research studies over the period 2007–2017. We found an interdependent relationship between engineering knowledge and professional skills that enabled engineering graduates to attain employability. The com of engineering problems require students to master engineering knowledge, while the ability to work with others across contexts requires professional skills. Both are necessary for deep understanding of engineering principles and a focus on real world problems

Design And Development E-Learning System By Learning Management System (LMS) In Vocational Education

Abstract: The unpreparedness of educators and students in the learning process becomes weakness in traditional learning. Moreover, teac hing material that has been delivered cannot be repeated while the small notes and educator explanations have limitations in knowledge transfer. This method is ineffective and also have limited learning space and time that cannot be accessed anytime and anywhere. In the current development, students have tendency and dependence on digital content or ICT. The condition is of positive value for online or virtual learning activities, teaching materials can be accessed, stored and shared through the internet. The research and development objective are to produce an LMS-based E-Learning system that is tested on Microteaching in the Mechanical Engineering Education class. The research method adopts the Hannafin and Peck approach model with specific phases (needs analysis, design, development and implementation). The developed LMS is then validated by media experts and material experts according to their capabilities. The research subjects were 15 undergraduate students aged ± 22-25 years old (adults). Data collection techniques are using questionnaires and direct observation. The results of LMS-based E-Learning development research is \"very feasible\" to be used. The assessment is based on the LMS usability, LMS functions, visual communication, learning design, material contents, as well as language and communication. The findings in this study are that using LMS increases satisfaction and quality of learning.

Engineering education for smart 4.0 technology: a review

Abstract: Industry 4.0 (I4), defined as the integration of information and communication technology with industrial advances to develop digital factories, will transform production processes by making them more efficient, green, and flexible. Manufacturers must overcome barriers to implement this approach; one of them is the lack of qualified talent to manage I4 systems. This paper is a review of the state-of-art of I4. The goal of this research is to describe the technologies that are enablers of I4, analyze the human talent needed and the qualifications (competencies/skills) required to manage I4 systems, describe the courses and practices that leading universities in engineering and technology are teaching for developing the I4 workforce, and provide a look to the future by presenting trends related to education in I4. Autonomous robots, simulation, horizontal and vertical integration, the Industrial Internet of Things, additive manufacturing, augmented reality, cybersecurity, the cloud, and Big Data and analytics are technologies considered pillars of the I4 approach. Nowadays, there are universities already offering programs related to I4. These range from those aimed at presenting the concepts of I4 to those in which students learn how to handle related technologies in real work in global enterprises. I4 is still evolving, and we present only a glimpse of what is required based on its current state. Continuous review of the I4 environment is necessary to determine opportunely the path that it will follow and, in consequence, the needs that will emerge in areas such as curricula content, competency requirements, and technologies.

Technologies for the future of learning: state of the art

Abstract: Students need to acquire competencies that allow them to learn by themselves and be equipped to face an uncertain and changing world. Technology can be useful to help learners deal with the current and future needs of society. In this review of state of the art, we report on technologies that are transforming engineering education, specifically, Virtual and Augmented Reality, 3D Printing, Drones, the Internet of Things, Robots, Artificial Intelligence, Holograms, Wearable Devices, Virtual Laboratories, and Blockchain. We present their descriptions, examples of currently available tools, case studies, benefits, challenges, time to adoption, results, future development, and suggestions for their implementation in education. Attention is directed to the use of these technologies for assisting students in their acquisition of technical knowledge and development of competencies in Engineering and Science education. The advantages of these technologies are numerous. The common denominator underlying all of them is education that is exciting and flexible, letting students acquire knowledge and practice their skills at convenient times. The competencies fostered by these technological advances are the essential ones demanded in the workforces of the future, and they include spatial visualization, innovative thinking, problem-solving, creativity, and analytical and critical thinking. Therefore, the objective of this review is to provide a guide to educators and interested parties about the advantages and disadvantages of using these technologies in the teaching/learning process.

Scaffolding interdisciplinary project-based learning: a case study

Abstract: Can you ask students from three different bachelor programmes to help solve planning and routeing problems for hospitals? In the presented case an interdisciplinary approach was shown to be success...

A review of the uses of virtual reality in engineering education

Abstract: The use of virtual environments as pedagogical tools within the domain of education has become an increasingly popular phenomenon over the last few decades especially. However, the uses and effects of virtual environments as pedagogical tools within the specific domain of engineering education have not been explored in extensive detail. The limited body of current research regarding the uses of virtual environments in engineering education affords a unique opportunity. This review provides an overview and synthesis of the uses of virtual reality within the domain of engineering education through the systematic analysis of journal articles and conference proceedings published across two databases (IEEE Xplore and Scopus) between 2015 and 2019. In summary, 17 studies were analysed utilising a systematic approach and using a coding scheme including four main categories and 12 binary items. The findings indicate an escalation in the use of virtual classroom environments as supplementary to traditional teaching environments, as well as reported substantial benefits to cognitive and skill-based learning outcomes. The findings suggest that evaluation metrics and processes that lack clarity, together with unrealistic virtual scenarios and small evaluation sample sizes, may confound comparison and, hence, the reported substantive and beneficial use of virtual reality environments in engineering education. Scholars and educators within the domain of engineering education should continue investigating the uses and merits of virtual reality environments as pedagogical tools, taking these issues into consideration.

Simulation-based education involving online and on-campus models in different European universities

Abstract: Simulation-based education (SE) refers to the use of simulation software, tools, and serious games to enrich the teaching and learning processes. Advances in both computer hardware and software allow for employing innovative methodologies that make use of SE tools to enhance the learning experience. Moreover, thanks to the globalisation of e-learning practices, these educational experiences can be made available to students from different geographical regions and universities, which promotes the development of international and inter-university cooperation in education. This paper provides a review of recent works in the SE subject, with a focus on the areas of engineering, science, and management. It also discusses some experiences in SE involving different European universities and learning models. Finally, it also points out open challenges as well as noticeable trends.

Using Digital Twin Technology in Engineering Education - Course Concept to Explore Benefits and Barriers

Abstract: Abstract Digital Twin (DT) technology is an essential technology related to the Industry 4.0. In engineering education, it is important that the curricula are kept up-to-date. By adopting new digital technologies, such as DT, we can provide new knowledge for students, teachers, and companies. The main aim of this research was to create a course concept to research benefits and barriers of DT technology in engineering education. The research confirmed earlier findings concerning digitalization in engineering education. DT technology can increase motivation for studying and improve learning when applied correctly.

Student Internship Experiences: Learning about the Workplace.

Abstract: The purpose of this study was to explore the experiences of engineering student interns, as well as the perceptions of internship supervisors.,The study was designed to investigate internships as a complex social phenomenon in the field, through the use of an inductive qualitative design grounded in a naturalistic paradigm guided by theories of learning and socialisation. The researchers used semistructured interviews of 24 engineering student interns and 10 internship supervisors at various organisations.,Students reported varying levels of learning about how a company works and how to work with others in a professional environment as the results of their internships. The researchers found that students did not look for connections between the classroom and the workplace, making it difficult to apply skills from one setting to the other. Supervisors received very little training, if any, prior to supervising interns. They were unsure how much work students could handle during an internship and perceived that making sure students had a positive experience was part of their role. In addition, internship goals for companies and educational institutions did not necessarily align.,Both students and supervisors would benefit from more formal preparation or training prior to the start of an internship. Educational institutions and companies would also benefit by collaborating to better understand each other's goals and coordinating student experiences to foster learning and positive outcomes.,This paper emphasises the importance of helping students understand the nature of work and the importance of developing relationships in the workplace.

Engineering Education, Moving into 2020s : Essential Competencies for Effective 21st Century Electrical & Computer Engineers

Abstract: As we move into the third decade of the 21st century, the 2020s, the unprecedented rate of technological disruption and the short-lived nature of the specifics of engineering state-of-the-art require us to carefully evaluate what it takes to be an effective engineer and what this entails for engineering education and their lifelong learning. While it is true that certain basics of engineering will not change, there will be an increased premium for some skills (such as lifelong learning, meta-learning, collaboration, creativity, critical thinking, communication skills, and cultural/global literacy). 21st-century skills are, as such, timeless skills: it is paradoxically the volatile nature of the modern world that has forced us from ephemeral vocational fads back to these permanently valuable skills. In this full research-to-practice paper, after reporting on the skills that policy think tanks and thought leaders deem necessary for the 21st century, we provide a synthesis in which we describe the pulls and pushes that learners and educators will face in the turbulent times of 2020 and beyond, and how they can thrive in the uncertain future through holistic well-rounded engineering education.

Educating Engineering Students in Egypt: Recommendations for Improvement

Abstract: Egyptian schools of engineering (government faculties, private faculties and private higher engineering institutes) award degrees to 35000 graduates annually. There have been concerns from the Egyptian Engineers Syndicate, experienced engineers, local & international employers, parents and other society stakeholders about the knowledge and skills gained by engineering graduates. In this article, first the institutions were analyzed from a fresh business perspective. The analysis highlighted several constraints that hinder radical reforms. In part two of this article the aspirations of stakeholders were collected and identified. In part three, recommendations were made based on the experiences of engineering education providers worldwide.

A Flipped Classroom Approach to Teaching Empirical Software Engineering

Abstract: Contribution: A flipped classroom approach to teaching empirical software engineering increases student learning by providing more time for active learning in class. Background: There is a need for longitudinal studies of the flipped classroom approach in general. Although a few cross-sectional studies show that a flipped classroom approach can increase student learning by providing more time for other in-class activities, such as active learning, such studies are also rare in the context of teaching software engineering. Intended Outcomes: To assess the usefulness of a flipped classroom approach in teaching software engineering. Application Design: The study was conducted at an international master’s program in Sweden, given in English, and partially replicated at a university in Africa. Findings: The results suggest that students’ academic success, as measured by their exam grades, can be improved by introducing a flipped classroom to teach software engineering topics, but this may not extend to their subjective liking of the material, as measured by student evaluations. Furthermore, the effect of the change in the teaching methodology was not replicated when changing the teaching team.

A Student Primer on How to Thrive in Engineering Education during and beyond COVID-19

Abstract: In this paper, we strive to provide a primer for students on how to thrive and learn effectively in engineering education in the volatile, uncertain, complex, and ambiguous (VUCA) times following the onset of the COVID-19 global pandemic, which has disrupted the educational enterprise massively with universities physically closing in many parts of the world and students and faculty transitioning to remote learning. Although the immediate audience assumed in this paper comprises engineering students (such as those enrolled in electrical, electronics, or computer engineering programs) studying in an outcome-based education (OBE) environment—the global educational paradigm mandated by the Washington Accord that aims to standardize engineering competencies in terms of the attained student learning outcomes—the presented ideas are more general and broadly useful for learners of all types. We will describe seven evidence-based steps that the students can adopt to thrive in OBE settings in these challenging times. The main contribution of this paper is practical: we present a synthesis of the vast research literature on effective student learning in normal, online, and disrupted settings to present practical insights that students can leverage to substantially improve their learning. At the end of the paper, we also present a discussion of important issues related to remote teaching and online education such as ensuring equity and the handling of lab work for engineers in such settings (e.g., through simulators and virtual labs).

Transitioning From Face-to-Face to Blended and Full Online Learning Engineering Master’s Program

Abstract: Contribution: A demonstration of a move from face-to-face to blended learning in an engineering Master’s program by adding a parallel online group, which showed the synergy between blended and online approaches in terms of level of interaction, enrollment, student satisfaction, dropout rate, and final grades. Background: Education’s transition from traditional face-to-face learning to blended and full online learning can be confronted in different ways. Extensive research has demonstrated that the incorporation of online resources has a positive effect on learning outcomes and can help to assure the continuity of a Master’s program. Intended Outcomes: To increase enrollment and student satisfaction, and reduce the dropout rate. Application Design: New equipment and online resources and additional support material allowed students to choose their preferred manner of studying: asynchronous (lecture capture) or synchronous (face-to-face or live broadcast lecture). Findings: The changes increased enrollment and student satisfaction, and lowered the dropout rate. The new methodology significantly improved students’ average grades, with no significant differences being found between the blended and online groups. This case study could guide other institutions in the successful implementation of blended and online learning in an engineering Master’s degree program.

Review of humanitarian action and development engineering education programmes

Abstract: Numerous engineering education programmes internationally actively incorporate principles of humanitarian action and development, particularly aligned to the UN Sustainable Development Goals. To as...

Remote Controlled Laboratory Experiments for Engineering Education in the Post-COVID-19 Era: Concept and Example

Abstract: The worldwide outbreak due to COVID-19 pandemic lead to a major change in the life style in general and in the education system in specific. To help contain the impacts of COVID-19, universities and schools need to strongly shift to various electronic education models such as online learning, distance learning and blended learning. One of the crucial models that support the success of distance learning especially in engineering education is the remote-controlled experimentations, which allow students to execute the required practical work in a similar way as it conducted in the physical laboratories if it is appropriately designed. This paper introduces an integrated solution for improving the remotely controlled working on the educational laboratory experiments for electrical engineering sector. The proposed solution consists of four main components: Internet of remote-controlled things that represent the required experimentation devices, cloud platform, TCP/IP Internet communication connection, and finally the control and monitoring application. A complete experiment for phasor measurement unit (PMU) system as an example is deployed in the university laboratory with its all components which is completely controlled and managed remotely from the home through Internet. PMU is installed in a prototype of electrical substation with different types of loads. All required experimental data and results are successfully obtained and controlled through the developed system with the required accuracy and performance.

Systematic Review of How Engineering Schools around the World Are Deploying the 2030 Agenda

Abstract: At the UN Summit in New York 2015 it was agreed that a sustainable development of the planet is essential to strengthen universal peace in a broader capacity. On that basis, a call was made to all nations to achieve this through the 2030 Agenda. The issue is a complex one, as is evident from its 17 Sustainable Development Goals (SDGs) and their interwoven interaction. Engineering plays a leading role in achieving the great majority of the SDGs. For this reason, engineering education should focus its efforts on training engineers to be active agents of sustainability in the world. Our research question is, in fact, how the engineering higher education institutions around the world are deploying the 2030 Agenda. To answer it, we carried out a systematic review of the literature regarding SDGs and engineering schools in the Scopus and Web of Science (WOS) databases. We applied PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) methodology and, as a result, 22 papers were thoroughly studied. The results showed a consensus on the need for collaboration among the different stakeholders to achieve the desired degree profile of responsible engineers. Proposals to ensure this are diverse. They range from changes in curricula and competencies to a variety of teaching–learning strategies. Finally, future lines of research are identified from this study.

Comparing students' engineering and science aspirations from age 10 to 16: Investigating the role of gender, ethnicity, cultural capital, and attitudinal factors

Abstract: Background: Women (along with minority ethnic and low‐income communities) remain underrepresented in engineering, despite a 30‐year history of research and equality legislation. Compared with the United States and other European Union countries, this underrepresentation is particularly pronounced in the United Kingdom. While existing literature gives insights into factors shaping retention and progression in university engineering students, comparatively less is known about the development of primary and secondary school students' engineering aspirations. Purpose: This paper contrasts science and engineering analyses to explore how relationships between background and attitudinal factors and aspirations change across primary and secondary schools. We examine the relative influence of gender on aspirations in both science and engineering. Design/Method: We drew on survey data from more than 20,000 English students from the ASPIRES projects. A multilevel regression approach is implemented to test for the effects of gender, ethnicity, and cultural capital on science and engineering aspirations. Results: Gender is the main factor related to engineering aspirations, while science aspirations are influenced by a broader range of factors. School‐level factors become increasingly important for engineering aspirations. We also report evidence of the early distinctiveness of young women who aspire to engineering in terms of their relatively high self‐concept and motivations. Conclusions: The association of engineering with masculinity is evident in aspirations from age 10, and students aspiring to engineering are distinctive in several respects. Efforts aimed at improving participation in engineering might more usefully focus on challenging the elitist culture and practices, which may influence student perceptions, rather than focusing on changing student aspirations directly.

Engineering Education for Sustainable Development: The European Project Semester Approach

Abstract: Contribution: An analysis of the extent to which sustainability is present in the syllabi, project briefs, report templates, and student final reports of the three Iberian European project semester (EPS) providers, over a five-year period. Background: EPS is a one-semester capstone project framework that adopts project-based learning and multicultural, multidisciplinary teamwork. Educating engineers for sustainable development requires fostering critical and ethical thinking and a desire for equity, solidarity and preservation of natural resources, and cultural and genetic diversity. Existing engineering capstone design programs emphasize solving real world problems, hands-on training, and soft skills, but few focus on sustainability aspects of engineering design. The three Iberian EPS providers adopt project-based learning and teamwork methodologies, promoting the development of transversal skills and addressing sustainability in a multicultural and multidisciplinary background. Intended Outcomes: To show that the three Iberian EPS providers follow these recommendations and contribute to raising students’ awareness of sustainable development. Application Design: The proposed sustainability learning assessment method collects evidence from syllabi, project briefs, report templates, and final reports to extract faculty and student perspectives. The sustainability-related terms collected were processed into word cloud format, allowing a simple and intuitive interpretation of students’ understanding of sustainability, and in co-occurrence network format, to understand if sustainability has a pervasive or confined presence within the reports. Findings: Iberian EPS faculty and students are aware of the social, economic, and environmental impact of their projects, in terms of quality of life, social responsibility, the use of resources, and environmentally friendly technology.