Showing papers on "Engineering education published in 2021"

Forms of implementation and challenges of PBL in engineering education: a review of literature

Abstract: During the last 40 years, problem- and project-based learning (PBL) has been widely adopted in engineering education because of its expected effectiveness in developing students’ professional knowl...

An observational study of engineering online education during the COVID-19 pandemic.

Abstract: The COVID-19 pandemic compelled the global and abrupt conversion of conventional face-to-face instruction to the online format in many educational institutions. Urgent and careful planning is needed to mitigate negative effects of pandemic on engineering education that has been traditionally content-centered, hands-on and design-oriented. To enhance engineering online education during the pandemic, we conducted an observational study at California State University, Long Beach (one of the largest and most diverse four-year university in the U.S.). A total of 110 faculty members and 627 students from six engineering departments participated in surveys and answered quantitative and qualitative questions to highlight the challenges they experienced during the online instruction in Spring 2020. Our results identified various issues that negatively influenced the online engineering education including logistical/technical problems, learning/teaching challenges, privacy and security concerns and lack of sufficient hands-on training. For example, more than half of the students indicated lack of engagement in class, difficulty in maintaining their focus and Zoom fatigue after attending multiple online sessions. A correlation analysis showed that while semi-online asynchronous exams were associated with an increase in the perceived cheating by the instructors, a fully online or open-book/open-note exams had an association with a decrease in instructor's perception of cheating. To address various identified challenges, we recommended strategies for educational stakeholders (students, faculty and administration) to fill the tools and technology gap and improve online engineering education. These recommendations are practical approaches for many similar institutions around the world and would help improve the learning outcomes of online educations in various engineering subfields. As the pandemic continues, sharing the results of this study with other educators can help with more effective planning and choice of best practices to enhance the efficacy of online engineering education during COVID-19 and post-pandemic.

Virtual Laboratory: A Boon to the Mechanical Engineering Education During Covid-19 Pandemic

Abstract: The engineering students understand the engineering concepts effectively when they conduct the experiments in the laboratory. Hence, laboratory is as important as theory; however, the ill-equipped ...

From Problem-Based Learning to Practice-Based Education: A Framework for Shaping Future Engineers.

Abstract: Problem-based learning (PBL) has a history of producing strong educational results in engineering; however, global society is challenged by highly complex environmental, socio-political and technic...

Academic and emotional effects of online learning during the COVID-19 pandemic on engineering students.

Abstract: The unprecedented situation of the COVID-19 pandemic has caused the closure of universities worldwide and has forced the transition to online learning. This exceptional context compels us to understand students' experience with online learning. Previous literature identifies relevant factors that intervene in the online education experience and can affect students' academic development. One of the main concerns is the students' mental health, given the lockdown restrictions under which classes have been conducted. Furthermore, the impact of the prolonged lockdown and the pandemic fatigue on university students and their academic experience is still unclear. This study delves into engineering undergraduate students' online education experience during the COVID-19 pandemic and its emotional impact across time. With this aim, a questionnaire was distributed to second, third, and fourth-year engineering undergraduate students at two time points, approximately six months apart. The results show significant differences in students' connection with other students and teachers, workspace conditions, and boredom between time points. Besides, the findings indicate significant correlations between academic development and quality of online classes, adaptation of the course, workspace conditions, and connection with other students and teachers, and also between students' emotions and connection with other students and teachers. Finally, the study identifies best practices carried out during online teaching that will be of value for future courses and engineering education beyond the pandemic situation, amongst which those related to effective communication with teachers stand out.

Challenges and Experiences of Online Evaluation in Courses of Civil Engineering during the Lockdown Learning Due to the COVID-19 Pandemic

Abstract: As a consequence of the global health emergency in early 2020, universities had to tackle a sudden shift in their teaching–learning strategies so that the preset competences could be fulfilled. This study presents the learning outcomes of the implemented tasks, student experiences, and feedback, as well as some reflections from the instructors with a holistic perspective of the courses due to the adopted measures and adaptations. Six courses taught at civil engineering degrees of three universities, two from Spain and one from Peru, were analyzed. The teaching and evaluation strategies are described, and some reflections are made by comparing the student’s performance with the previous course. Though the shift to online learning had to be made from day to day, with no time for preparation, the experience has proved that online learning can be beneficial in some aspects and has probably come to stay, although some other aspects are difficult to replace with respect to face-to-face learning, especially students’ engagement and motivation. The significance of this study relies on a description of the challenges that arose due to the global public health and an assessment of the results of the implemented strategies to account for both teaching and evaluation in modules of civil engineering. After the acquired experience, new questions have arisen, e.g., what type of content is (and what is not) adequate or suitable for online exams? What features have come to stay? Has higher education taken a step forward to tomorrow’s education?

Understanding coherence and integration in integrated STEM curriculum

Abstract: Few tools or rubrics exist to assess the quality of integrated STEM curricula, and existing tools focus on checklists of characteristics of integrated STEM. While such instruments provide important information about the presence and quality of certain curricular components, they do not assess the level and nature of integration of the curriculum as a whole. Thus, this study explores the development of a process focused to understand the nature of integration within a STEM curriculum unit. A conceptual flow graphic (CFG) was constructed for 50 integrated STEM curriculum units. Patterns in the nature of the interdisciplinary connections were used to categorize and understand the nature of integration and curricular coherence within each unit. The units formed four broad types of integrated STEM curricula: (i) coherent science unit with loosely connected engineering design challenge (EDC), (ii) engineering design-focused unit with limited connections to science content, (iii) engineering design unit with science content as context, and (iv) integrated and coherent STEM units. All physical science units were in the integrated and coherent category with strong conceptual integration between the main science concepts and the EDC. Curricula based in the Earth and life sciences generally lacked conceptual integration between the science content and the EDC and relied on the engineering design process to provide a coherent storyline for the unit. Our study shows that engineering practices can serve as a contextual integrator within a STEM unit. The utilization of an EDC also provides the potential for conceptual integration because engineering is grounded in the application of science and mathematics. Integrated STEM curricula that purposefully include science and mathematics concepts necessary to develop solutions to the EDC engage students in authentic engineering experiences and provide conceptual integration between the disciplines. However, the alignment of grade-level science standards with the EDC can be problematic, particularly in life science and Earth science. The CFG process provides a tool for determining the nature of integration between science and mathematics content and an EDC. These connections can be conceptual and/or contextual, as both forms of integration are appropriate depending on the instructional goals.

Virtual Laboratories in Undergraduate Science and Engineering Courses: a Systematic Review, 2009–2019

Abstract: Current technology has the capacity for affording a virtual experience that challenges the notion of a teaching laboratory for undergraduate science and engineering students. Though the potential of virtual laboratories (V-Labs) has been extolled and investigated in a number of areas, this research has not been synthesized for the context of undergraduate science and engineering education. This study involved a systematic review and synthesis of 25 peer-reviewed empirical research papers published between 2009 and 2019 that focused on V-Labs. The results reveal a dearth of varied theoretical and methodological approaches where studies have principally been evaluative and narrowly focused on individual changes in content knowledge. The majority of studies fell within the general domain of science and involved a single 2D experience using software that was acquired from a range of outside vendors. The perspective largely assumed V-Labs to be a teaching approach, providing instruction without any human-to-human interaction. Positive outcomes were attributed, based more on novelty than design, to improved student motivation. Studies exploring individual experiences, the role of personal characteristics or environments that afforded social learning, including interactions with faculty or teaching assistants were noticeably missing.

Faculty wide curriculum reform: the integrated engineering programme

Abstract: Many traditional engineering schools are struggling to balance the calls to provide an innovative engineering education that meet the demands of graduates and their employers with the constraints and momentum of their existing curriculum. In this paper we present the conceptual design behind a framework that integrates existing discipline-specific content with threads of professional skills and design through a backbone of problem-based learning experiences. This framework creates a student-centred pedagogy that has been implemented across eight departments of a large engineering school in a research-intensive university.

Virtual reality learning environment for enhancing electronics engineering laboratory experience

Abstract: Engineering laboratory courses have a significant role in building practical knowledge and enhancing the skills of the students. While working in electronics laboratories, students often operate complicated laboratory equipment and juggle through a set of multiple knobs and buttons to configure the equipment(s). It takes a lot of practice to master the skill of operating the laboratory equipment and it becomes difficult for students to operate the equipment without any prior experience. Virtual reality (VR) is the emerging technology and has the potential to provide a better learning experience to the students. In this paper, a VR‐based learning environment (VLE) is developed, which aims to give prior training to the engineering students about the electronics laboratory hardware. An experimental study was conducted to measure the effectiveness of VR on student knowledge development, learning motivation, and cognition. The study was conducted among the 65 engineering students and they were randomly divided into two groups: treatment group (N = 33) and control group (N = 32). The students of the treatment group were taught with the VR approach and students of the control group were taught with a conventional teaching approach. The outcomes of the experiment indicate that VR has a significant positive impact on student knowledge, learning motivation, and cognition. By interacting with the three‐dimensional virtual models of the laboratory instruments, students were able to demonstrate an improved understanding of the laboratory hardware. Also, the treatment group students mentioned that they were not worried about the equipment malfunction that has further enhanced their confidence and reduced the cognitive load.

Effects of infusing the engineering design process into STEM project-based learning to develop preservice technology teachers’ engineering design thinking

Abstract: This study focuses on probing preservice technology teachers’ cognitive structures and how they construct engineering design in technology-learning activities and explores the effects of infusing an engineering design process into science, technology, engineering, and mathematics (STEM) project-based learning to develop preservice technology teachers’ cognitive structures for engineering design thinking. The study employed a quasi-experimental design, and twenty-eight preservice technology teachers participated in the teaching experiment. The flow-map method and metalistening technique were utilized to enable preservice technology teachers to create flow maps of engineering design, and a chi-square test was employed to analyze the data. The results suggest that (1) applying the engineering design process to STEM project-based learning is beneficial for developing preservice technology teachers’ schema of design thinking, especially with respect to clarifying the problem, generating ideas, modeling, and feasibility analysis, and (2) it is important to encourage teachers to further explore the systematic concepts of engineering design thinking and expand their abilities by merging the engineering design process into STEM project-based learning. The findings of this study provide initial evidence on the effects of infusing the engineering design process into STEM project-based learning to develop preservice technology teachers’ engineering design thinking. However, further work should focus on exploring how to overcome the weaknesses of preservice technology teachers’ engineering design thinking by adding a few elements of engineering design thinking pedagogy, e.g., designing learning activities that are relevant to real life.

The rapid transition from campus to online teaching – how are students’ perception of learning experiences affected?

Abstract: The COVID-19 pandemic caused a global disruption to higher education, especially in engineering education, where many teaching and learning activities are difficult or impossible to conduct online. This study examines the changes in the students’ experiences of this disruption using a 26-item process-oriented course experience questionnaire (CEQ) that was already in use in the Faculty of Engineering at Lund University (LTH), rather than a newly created pandemic questionnaire. This allowed results from spring 2020 to be compared with corresponding data for 2017–2019. Overall, the students expressed lower satisfaction with their courses, indicated they received less feedback and fewer valuable comments, and found it harder to understand the expectations and standards of work. On the positive side, students reported that assessment was less about facts and more about in-depth understanding. By gender, male students were overall more negative to the experience of online learning, whereas female students appeared better able to benefit from the shift to online learning. Our results show the great advantage of using a robust course evaluation system that focuses on students’ learning experience rather than satisfaction, and suggest a way of being prepared to systematically study the effects of possible future disruptions to higher education. [ABSTRACT FROM AUTHOR] Copyright of European Journal of Engineering Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Application of Virtual Reality in Engineering Education

Abstract: The advancement of VR technology through the increase in its processing power and decrease in its cost and form factor induced the research and market interest away from the gaming industry and towards education and training. In this paper, we argue and present evidence from vast research that VR is an excellent tool in engineering education. Through our review, we deduced that VR has positive cognitive and pedagogical benefits in engineering education, which ultimately improves the students’ understanding of the subjects, performance and grades, and education experience. In addition, the benefits extend to the university/institution in terms of reduced liability, infrastructure, and cost through the use of VR as a replacement to physical laboratories. There are added benefits of equal educational experience for the students with special needs as well as distance learning students who have no access to physical labs. Furthermore, recent reviews identified that VR applications for education currently lack learning theories and objectives integration in their design. Hence, we have selected the constructivist and variation learning theories as they are currently successfully implemented in engineering education, and strong evidence shows suitability of implementation in VR for education.

Technology supported learning and pedagogy in times of crisis: the case of COVID-19 pandemic.

Abstract: Online teaching within disciplines such as Engineering require experiential learning that equip future graduates with highly intellectual and professional skills to meet the demands of employers and the industry. The outbreak of COVID-19 however, has shifted the academic community into new landscapes that require educators and students to adapt and manage their expectations. Although literature reports on research attempts to study the implications of Covid-19 on the Higher Education curricular, little has been reported on its impact on Engineering Education. This paper therefore uses the theory of Emergency Management Life Cycle (mitigation, preparedness, response, and recover) as a lens to examine the challenges faced by students and academics and coping mechanism during the COVID period. This study adopts a mixed method approach using a case study from the College of Engineering at a Higher Education Institution in the UAE due to the sudden migration to online teaching amid COVID-19. Data is collected through interviews and surveys with both students and instructors on challenges, strategies and online delivery good practices that enhanced students' learning experience. The results show that, Technology Supported Learning tools are capable of enhancing students' experiential learning and associated competencies, however there were a number of pedagogical, technological and psychological challenges that faced students and instructors as a result of the sudden migration online, which are likely to play a role in the impediment of the students' learning cycle, due to the lack of preparedness in response to the state of emergency created by Covid-19. Despite these challenges, the study found that instructors with effective communication skills and teaching style, competent use of technology, flexible, friendly and supportive attitude towards teaching, played a positive role in mitigating for the lack of preparedness in response to sudden migration online. The study also reveals that by overcoming some of the technical challenges such as slow internet connection and interruptions, lessons learnt from the sudden migration to online delivery amid COVID-19, will help create new opportunities for the use of blended learning approaches to meet the needs of the on-going COVID and future online deliveries.

Engineering education amid a global pandemic

Abstract: To investigate the impact of the sudden shift to online education triggered by the COVID-19 pandemic, a survey was conducted among international mechanical engineering students, specializing in manufacturing technology, at the TU Dortmund University. The surveyed students, were exposed to differently structured online courses from different institutes, as well as dynamic developments in each online course, over the semester and thus were able to effectively assess the pros and cons of the different teaching styles. To get the viewpoints of both the involved parties on how a successful online education course needs to be structured, a similar survey was also conducted among manufacturing engineering professors involved in Germany. The survey, a combination of Likert-scale and free-text questions, tackled the aspects of motivation to teach and learn, ensuring effective teaching and learning, and proper assessment of the learning outcomes in an online education system. The results show that both parties initially struggled with the transition, but later adapted quickly to the new style of online teaching that was inspired by the conventional flipped classroom concept. Certain structures and approaches to online teaching, such as pre-recorded lectures; interactive QA quizzes for self-assessment, are preferred by students and teachers alike. Aspects where the viewpoints differed could be explained by the difference in age and the experience in using digital equipment. A challenge specific to online engineering education is on offering laboratory experiences to students. Possible solutions such as virtual labs, remote labs and digital-live labs that aid in overcoming this challenge are presented. Finally, based on the survey results and the author experiences on digital laboratories, best practice guidelines are presented that will help the readers in the design and deployment of online engineering courses.

Computational thinking development through physical computing activities in STEAM education

Abstract: The importance of computational thinking (CT) development has increased during the last decade. There is a need to understand what to teach from computational thinking perspectives, as well as what types of activities and learning content topics to use in the classroom. Current students' generation is looking for engaging, motivating learning activities with immediate results and feedback. The paper presents the design process of the strategy for CT abilities development. The proposed strategy has been implemented in practice to identify its suitability for successful CT development within Science, Technology, Engineering, Arts, and Mathematics (STEAM) education. The strategy is accompanied by teaching materials for computational making activities with Arduino. The proposed strategy contributes to Engineering education as an essential part of STEAM and usually not included in the basic and secondary school curriculum as a separate subject. Pre‐ and postsurvey were conducted with basic school students to identify the effect of the strategy implementation on the development of CT abilities. The findings of this study showed a statistically significant increase in CT literacy in 14 abilities from seven dimensions: computing artifact, decomposition, abstraction, algorithm, communication and collaboration, computing and society, and evaluation. The implications of this study include the practical usage of the strategy in plan class activities for STEAM subjects in basic school to develop particular CT abilities.

Online Engineering Education Under COVID-19 Pandemic Environment

Abstract: This essay considers the significance of students’ emotional experiences during online engineering instruction by reviewing the evidence of factors that make for more efficient and effective online instructional practices during the pandemic period. The engineering courses, particularly those with labs and activities, were especially disrupted when they were re-designed for online context. The continuation of these instructional changes may cause substantially increased stress levels for students that ultimately may impact enrollment. Therefore, the success of engineering education for both the near and long-term future depends on providing students positive learning experiences which are associated with academic emotions during the establishment of this new normal of online technical engineering education.

Towards a New Learning Experience through a Mobile Application with Augmented Reality in Engineering Education

Abstract: With the rise of information technology and digitization, education has been faced with the need to adopt new learning models using technology to create innovative educational methodologies. In addition, due to pandemic restrictions and in order to help contain the spread of the virus (COVID-19), all educational institutions have been forced to switch immediately to online education. The application of augmented reality (AR) in education provides important benefits, such as increased engagement and interactivity, and can help to minimize the negative effects of the disruption of face-to-face education. Therefore, this paper focuses on describing the effect of an augmented reality mobile application (NetAR) that was developed for engineering students as a complement to traditional education. To achieve this objective, an experimental group and a control group were established to work with the application for three weeks for three hours a day. Moreover, there are a number of usability issues with AR that may impact learning effectiveness and motivation. Therefore, the usability of the application was evaluated with the IBM Computer System Usability Questionnaire (CSUQ) tool. The usability results show that users are satisfied with NetAR, and the statistical data from the control group indicate that the application positively affects learning.

Knowledge mapping of computer applications in education using CiteSpace

Abstract: The education field plays a vital role in the growth and progress of society. In recent years, with the evolution of technology, a significant development has been observed in the publication of this field. Henceforth, a scientific review is required to explore computer applications in education using internet communication and technology (ICT) technologies. This paper analyzes the scientometric features of documents published from 2011 to 2020 in the education field using ICT. The research literature is retrieved from Scopus and CiteSpace is used to visualize network analysis of country collaboration, co‐citation, and keyword co‐occurrence. Here, the field of higher education is identified as an important area with increasing research trends. Higher education, such as engineering education with the application of ICT, has experienced the latest research trend, and it involves designing of frameworks for improving student performance and the teaching–learning process. The outcome of this paper is the identification of the research frontiers, hotspots, and the latest areas in the field of education, which will help to understand the overall development and future research directions.

Skill levels and gains in university STEM education in China, India, Russia and the United States.

Abstract: Universities contribute to economic growth and national competitiveness by equipping students with higher-order thinking and academic skills. Despite large investments in university science, technology, engineering and mathematics (STEM) education, little is known about how the skills of STEM undergraduates compare across countries and by institutional selectivity. Here, we provide direct evidence on these issues by collecting and analysing longitudinal data on tens of thousands of computer science and electrical engineering students in China, India, Russia and the United States. We find stark differences in skill levels and gains among countries and by institutional selectivity. Compared with the United States, students in China, India and Russia do not gain critical thinking skills over four years. Furthermore, while students in India and Russia gain academic skills during the first two years, students in China do not. These gaps in skill levels and gains provide insights into the global competitiveness of STEM university students across nations and institutional types. This large-scale study tracing tens of thousands of university students in China, India, Russia and the United States finds significant differences in skill levels and gains among countries.

Positionality Statements in Engineering Education Research: A Look at the Hand that Guides the Methodological Tools

Abstract: Background: Positionality captures how the researcher is positioned, personally, socially, and politically, in relation to the study’s context. A researcher’s positionality influences each step of the project, which makes it a critical component to make visible in publications. Purpose: The purpose of this research article is to explore current considerations of positionality in engineering education research by highlighting example statements across journals and modes of inquiry. We considered qualitative, quantitative, and mixed methods approaches to engaging with questions of interest to the field. Design/Method: We surveyed three journals in the field of engineering education: The Journal of Engineering Education (JEE), the International Journal of Engineering Education (IJEE), and the European Journal of Engineering Education (EJEE) in the timeframe of 2008–2020. We used search terms from the Engineering Education Research Taxonomy as a starting point for searching each journal and pulling abstracts to begin parsing relevant articles, including a direct search for positionality. The direct search results were narrowed down by appending personal pronouns to positionality-oriented language, such as “lens,” “perspective,” and “experience.” We found 15 examples of positionality statements, which we categorized based upon their content in relation to their study’s context and where the statement appeared in the manuscript. Results: Explicit positionality statements were sparse across the reviewed journals. The few positionality statements we could locate exhibited three main approaches: disclosing identities, disclosing experience and opportunities, and disclosing journeys. We draw particular attention to the language used in the positionality statements to highlight differences in writing style and the relative space dedicated to discussing issues of positionality in the example publications. Conclusions: A degree of vulnerability is needed for a researcher to construct positionality statements for their work, which is shared publicly with a research community. Reflection, accountability, and admission of lessons learned are not readily discussed across engineering education research. Accordingly, we offer suggestions and raise questions for the broader community to engage with their—often unstated or underemphasized—influences in the research process, especially with quantitative approaches.

Training for smart manufacturing using a mobile robot-based production line

Abstract: Practice experimentation that integrates the manufacturing processes and cutting-edge technologies of smart manufacturing (SM) is essential for future academic and applied engineering personnel. The broadening efficacy of hands-on experience in SM engineering education has been manifested. In this regard, a reference practical system is proposed in this study for hands-on training in SM crucial advancements. The system constructs a mobile robot-based production line (MRPL) to increase participants’ interest in theoretical learning and professional skills. The MRPL-based reference system includes the comprehensive principles and processes involved in modern SM factories from warehousing to logistics, processing, and testing. With key features of modularity, integrability, customizability, and open architecture, this system has a threefold objective. First, it is an interdisciplinary subject that enables students to translate classroom learning into authentic practices, thus facilitating knowledge synthesis and training involvements. Second, it offers effective support to cultivate the attributions and behavioral competencies of SM talents, such as perseverance, adaptability, and cooperation. Third, it promotes students’ capacities for critical thinking and problem solving so that they can deal with the difficulties that physical systems have and motivates them to pursue careers with new syllabi, functions, and process technologies. The received positive evaluations and assessments confirm that this MRPL-based reference system is beneficial for modern SM talent training in higher engineering education.

Benefits and Challenges of a Virtual Laboratory in Chemical and Biochemical Engineering: Students' Experiences in Fermentation

Abstract: Engineering education is facing major challenges as it seeks to provide necessary and robust practical experience for all its undergraduate students. The limitation of resources (capital and operational), the increasing number of engineering students and the need to provide safe, up-to-date laboratory experiences have become global issues. Although the use of virtual laboratories (VLs) can provide some relief, within the engineering curriculum further pedagogical research is still needed. In this article, we investigate student perceptions of their learning experience that occurred using a commercial VL (Labster) for fermentation to replace the usual physical laboratory. We use Kolb‘s experiential learning cycle for the theoretical framework to examine the different stages of active learning and Bloom’s taxonomy to illustrate the levels of learning that occurred. Using a mixed-methods methodology, multiple sources were used to analyze the students’ experiences. In general, the simulation experience conducted as a VL was well-received by undergraduate students and they appreciated the use of technology to shorten the required time for the experiment. However, there were limitations of the commercial model, related to the learning framework and learning objectives. Nevertheless, our findings suggest the VL is well-suited to be used as a supplement or as a preparatory tool but also has merit when the laboratory is unable to be accessed, for example, with the global pandemic COVID-19, which has had a devastating influence on educational institutions worldwide, closing many of them down and requiring students and staff to self-isolate.

Funds of Knowledge in STEM Education: A Scoping Review

Abstract: Background: Assets-based research is becoming more widespread and may be particularly important as we continue to work towards equity within engineering education. It is important to understand how assets-based theoretical frameworks have been taken up in STEM education research in recent years. Purpose: We examine how funds of knowledge (Moll et al., 1992), an assets-based framework, is applied in STEM education and can be used to advance engineering education research. Funds of knowledge was created to help K–12 teachers adapt their classroom teaching and curriculum to better serve their students. Scope/Method: Scoping review procedures resulted in 42 qualifying studies. We analyzed characteristics of the qualifying studies and qualitatively coded the use of the funds of knowledge framework. Codes included the following categories: identification, curriculum, teaching, and learning. Conclusions: Funds of knowledge is prevalent in the STEM education literature. Studies tended to be qualitative, with observations and interviews as the most common research methods. Research often took place both in the classroom and at after-school programs. Most studies centered on K–12 students and teachers, often focusing on how to improve teaching, curriculum and lesson plans, or the connection between the community and schools. Funds of knowledge may assist curriculum change in K–16 if used more widely in engineering education, which could have important implications for equity in engineering. Gaps and opportunities in the application of funds of knowledge in STEM education include assessing the efficacy of funds of knowledge interventions on students by connecting to student learning outcomes or theories of identity, self-efficacy, and belonging.

Remote Laboratory for Online Engineering Education: The RLAB-UOC-FPGA Case Study

Abstract: Practical experiments are essential for engineering studies. Regarding the acquisition of practical and professional competences in a completely online scenario, the use of technology that allows students to carry out practical experiments is important. This paper presents a remote laboratory designed and developed by the Open University of Catalonia (RLAB-UOC), which allows engineering students studying online to carry out practical experiments anywhere and anytime with real electronic and communications equipment. The features of the remote laboratory and students’ satisfaction with its use are analyzed in real subjects across six semesters using a self-administered questionnaire in an FPGA-based case study. The results for the FPGA-based case study present the perception and satisfaction of students using the proposed remote laboratory in the acquisition of subject competences and content.

A Scoping Literature Review of Engineering Thriving to Redefine Student Success

Abstract: Background: The importance of thriving is well-established, but little is known about thriving for undergraduate engineering students. We introduce engineering thriving as the process by which engineering students develop optimal functioning in undergraduate engineering programs. Since thriving is currently underexplored in the engineering education literature, we investigated the larger body of literature on engineering student success. Purpose: We introduce the concept of engineering thriving to synthesize the largely discrete existing bodies of literature on engineering student success to bring together many different perspectives, methodological approaches, and findings that shape our understanding of engineering thriving. Our work on thriving unites disparate lines of research on engineering student success, challenges the assumption that addressing barriers automatically leads to success, and strives to change the way engineering education views student success. Scope/Method: We used the scoping literature review method to investigate papers on undergraduate engineering student success. Four databases were searched, yielding 726 initial papers that studied separate dimensions of engineering student success, such as academic, personal, cognitive, and behavioral. We integrated the relationships among these dimensions to develop an understanding of engineering thriving. Our final analysis included 68 papers after removing duplicates and applying selection criteria. Conclusions: Our findings indicate that an engineering student thriving includes multiple dimensions of success, involves cyclical processes of growth and adaptation, and consists of synergistic competencies that should ideally be studied together with as many other competencies as possible. These findings support the conclusion that engineering thriving can be understood as helping students manage constantly changing internal and external factors within the broader engineering education system.

Automatic Assessment of Students' Engineering Design Performance Using a Bayesian Network Model.

Abstract: Integrating engineering design into K-12 curricula is increasingly important as engineering has been incorporated into many STEM education standards. However, the ill-structured and open-ended natu...