2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)最新文献

Learning Styles of First-Year Undergraduate Engineering Majors at an Indian Technological University 印度理工大学工程专业一年级学生的学习方式

2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC) Pub Date : 2022-11-27 DOI: 10.1109/WEEF-GEDC54384.2022.9996222

Preeti B Patil, V. M., Basawaraj, Nandish Humbi

{"title":"Learning Styles of First-Year Undergraduate Engineering Majors at an Indian Technological University","authors":"Preeti B Patil, V. M., Basawaraj, Nandish Humbi","doi":"10.1109/WEEF-GEDC54384.2022.9996222","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996222","url":null,"abstract":"Education has been considered as the ladder for the socio-economic development of individuals and society. Thus, there exists a demand for educational institutions that provide quality education. Such an endeavor requires institutions to be adaptive, considering and incorporating appropriate teaching and learning techniques to address changing needs. While there exists considerable research on understanding and applying different approaches to enhance learning through teaching techniques, there is a relative lacuna in our understanding of the learning styles that students use to process information. This lacuna can limit the effectiveness of pedagogical approaches in improving student learning outcomes. Research has shown that students process information through varied means, for example, while some prefer theories/concepts others prefer facts/data or while some prefer visual media others prefer text or audio. Over the years researchers have proposed different theories and developed multiple models to study learning styles used by students. In this study, we attempt to identify the preferred learning styles used by students in the first year of an undergraduate engineering program using the Felder-Solomon ILS (Index of Learning Style) scale. A quantitative research approach was used to identify the learning dimensions preferred by this cohort of students. Based on the analysis visual, reflective, sequential, and sensing were the preferred learning styles for the population studied. The results of this study can be used by faculty to suitably adapt their pedagogical practices.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116784067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Problem-solving in an open-ended, peer assessed learning activity 在开放式、同伴评估的学习活动中解决问题

2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC) Pub Date : 2022-11-27 DOI: 10.1109/WEEF-GEDC54384.2022.9996221

N. Motang, Robert William McClell, K. Wolff

{"title":"Problem-solving in an open-ended, peer assessed learning activity","authors":"N. Motang, Robert William McClell, K. Wolff","doi":"10.1109/WEEF-GEDC54384.2022.9996221","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996221","url":null,"abstract":"Students need to be comfortable applying their (theoretical) knowledge contextually, to an array of open-ended problems, particularly once they transition to the world of work. However, they often battle with this - rather wanting to focus on ‘exam-type’ calculations (without complicating contexts). One route to encourage them to explore open-ended problems is through giving them the choice of topic or problem to solve or analyse. Further, peer learning activities can enhance student engagement and provide a wide array of problems or scenarios for the students to be exposed to. In this work, students were asked to describe the application of fluid mechanics principles in self-selected contextual scenarios. Presentations on their findings were presented to, and assessed by, peers. The students' approaches to the assignment were mapped onto Legitimation Code Theory's epistemic plane, and thereafter compared to problem-solving skills of established engineers. Students who comfortably engaged with knowledge from all four codes in a non-linear fashion, as is typical for engineers with good problem-solving skills, were more likely to have good academic performance. In general, the students found the assignment to be enjoyable - since they were able to pursue their own curiosity (albeit in the context of fluid mechanics!). Further, the peer assessment allowed for both exposure to others' work, but also facilitated a self-reflection on their own performance. The two key ideas presented here (curiosity-driven contextual problem solving, and peer assessment) show significant promise in enhancing students' abilities to face open-ended problems, and may have application in many courses.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"36 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120975884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evaluation of a holistic framework for leadership training of engineering students 工科学生领导力训练的整体框架评估

2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC) Pub Date : 2022-11-27 DOI: 10.1109/WEEF-GEDC54384.2022.9996228

L. Reddi, R. Boren, Germain Degardin, Sashidhar Chintalapati

{"title":"Evaluation of a holistic framework for leadership training of engineering students","authors":"L. Reddi, R. Boren, Germain Degardin, Sashidhar Chintalapati","doi":"10.1109/WEEF-GEDC54384.2022.9996228","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996228","url":null,"abstract":"Leadership training for engineering students is generally understood to be a compilation of several categories of skills and competencies. In this paper, a simple framework is presented to incorporate all of the skills under three categories - cognitive, interpersonal, and intrapersonal. This framework is demonstrated with the help of the newly-established Seidel Leadership Institute at New Mexico State University. With cohorts of students selected based on specific criteria, the Institute provides a set of opportunities for students to engage in outside their curricular requirements and schedules. Results from research-based surveys suggest that the Leadership Institute helps engineering majors improve in their self-assessments of relevant skills, and it can also impact their attitudes about the engineering profession and the role of service as a professional engineer. The data also suggest that it is important to have hands-on experiences for students so they can have opportunities to practice and apply what they learn, as this was greatly valued in the feedback. Findings show promise for smaller, cohort-based programs to positively impact engineering students as they develop important skills and attitudes outside of the classroom and prepare for the field.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116608359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Improvement of Student-centred Experiential Learning in Thermofluids Laboratory Practices 在热流体实验实践中以学生为中心的体验式学习的改进

2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC) Pub Date : 2022-11-27 DOI: 10.1109/WEEF-GEDC54384.2022.9996238

Fernando Jiménez-Villarejo Díaz, C. Bolu, G. Ihenacho, D. Agholor

{"title":"Improvement of Student-centred Experiential Learning in Thermofluids Laboratory Practices","authors":"Fernando Jiménez-Villarejo Díaz, C. Bolu, G. Ihenacho, D. Agholor","doi":"10.1109/WEEF-GEDC54384.2022.9996238","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996238","url":null,"abstract":"Thermodynamics and fluid mechanics are two of the most essential courses in the teaching of engineering, as they appear in every engineering degree programme. They also are complicated subjects for the students to understand without any practical or visual aids. This project aims to improve the experiential learning of engineering students by a safe student-centred design of thermo-fluids laboratory practices. Three different approaches were used in the practices to ascertain which one is the best to implement. A total of 48 students were divided in three groups depending on the background they are provided with before the experiment, namely, no background, explanatory videos, and hand-on computer simulations or programming. In addition to the simulations, C programming of a specific fluid mechanics theory was given, in another course, to the students prior to tests on the same theory in fluid mechanics. Results showed that letting the students start the practices without any visual aid was also really confusing for them. It is unclear if the ones that watched the videos before-hand had a better understanding of the experiments. However, the result showed that hands-on computer programming prior to the tests significantly improved the understanding of the theory as evidenced by the test scores.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127717077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Graduates′ views on the curriculum and the transition to the world of work: skills, knowledge, and generic engineering competencies 毕业生对课程和向工作世界过渡的看法:技能、知识和通用工程能力

2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC) Pub Date : 2022-11-27 DOI: 10.1109/WEEF-GEDC54384.2022.9996244

Mieke de Jager, Robert William McClell Pott

{"title":"Graduates′ views on the curriculum and the transition to the world of work: skills, knowledge, and generic engineering competencies","authors":"Mieke de Jager, Robert William McClell Pott","doi":"10.1109/WEEF-GEDC54384.2022.9996244","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996244","url":null,"abstract":"The aim of this work was to gather insights from our recent graduates (≤10 years since graduation) on what aspects of their undergraduate experience were useful, what skills could have been foregrounded more, what aspects could be considered for change or update, considering their experiences after graduation, as well as how their expectations met reality in the world of work. Graduates strongly indicated support for, and appreciation of, the strong technical content of the curriculum, especially process design. Core chemical engineering skills were discussed as strongly grounded in the current curriculum, along with the development of generic competencies. Further, problem solving and critical thinking, as well as personal development (working under pressure, work ethic, time management and grit) were valued. Suggestions for changes in curriculum included an emphasis on financial, economic, and business subject content, development of leadership, management and interpersonal skills, and stronger ties with, and integration of, industry into technical courses, calling for real-world practical application of knowledge and skills. However, it must be noted that insertion of additional content into an already full curriculum is inadvisable, and a more subtle approach to including the recommended ideas should be considered. In consideration of expectations, there were several cases where alumni expectations of either their relative skill level, or what the world of work is like mismatched with reality. An emerging theme from this research is that educators could do more to align expectations to smooth the transition to industry. Although large-scale recurriculation is not always possible (or feasible), existing programs can be modified to embed or integrate many of the suggestions put forward by graduates, diminishing the gap between the world of work and the curriculum, and enhancing the programme offering.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129389892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Developing technical talents as future engineers through humanoid robot as a learning tool in a participative approach 以参与式的方式，以人形机器人为学习工具，培养未来工程师的技术人才

2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC) Pub Date : 2022-11-27 DOI: 10.1109/WEEF-GEDC54384.2022.9996266

Andrea Dederichs-Koch, Ulrich Zwiers

{"title":"Developing technical talents as future engineers through humanoid robot as a learning tool in a participative approach","authors":"Andrea Dederichs-Koch, Ulrich Zwiers","doi":"10.1109/WEEF-GEDC54384.2022.9996266","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996266","url":null,"abstract":"Future engineers face fundamental challenges, such as digital transformation and the integration of sustainable goals into industrial processes, which require problem solving skills and deep knowledge applied to new context and constraints. This contribution introduces and discusses a project-oriented and scenario-based learning concept employing humanoid robots to motivate and develop technical talents as future engineers, focusing particularly on integrating gender and diverse perspectives into the technical field. Humanoid robotic platforms cannot only motivate to gain complex knowledge, but also provide multiple competence development including criteria such as sustainability and creativity. In this contribution these correlations are discussed and integrated into a study course design for human-machine interaction that is revised for better supporting the competence development of technical talents as future engineers by not only integrating gender and diversity aspects but also taking sustainable goals into account. The revised approach may lead to innovative and creative technical solutions for future challenges.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"278 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128826248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Theme and Topics 主题及专题

2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC) Pub Date : 2022-11-27 DOI: 10.1109/weef-gedc54384.2022.9996258

引用次数: 0

Engineering Student's Flexibility for Learning During Education Disruption 工科学生在教育中断期间学习的灵活性

2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC) Pub Date : 2022-11-27 DOI: 10.1109/WEEF-GEDC54384.2022.9996223

Jo Shah, Sherif Welsen

{"title":"Engineering Student's Flexibility for Learning During Education Disruption","authors":"Jo Shah, Sherif Welsen","doi":"10.1109/WEEF-GEDC54384.2022.9996223","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996223","url":null,"abstract":"Due to the recent education disruption, engineering-related module classes have to rapidly and effectively move online because of unpredictable changes. For design-related technical modules, not much literature focused on how students and tutors can adopt the latest technologies in a relatively short span. This paper is an effort to find students' experiences and preferences around various interactive educational tools used in online synchronous teaching, such as interactive live zoom lectures, slide annotations, breakout rooms, recorded videos, and many more, which have been used at the University of Glasgow, Singapore, for the module known as Design and Manufacture 1, during the 2021 COVID-19 crisis and beyond. From this work, we were able to find how an online synchronous learning approach affects design engineering students' learning experience. To understand students' perception of online learning tools to be effective in enhancing their learning during a sudden change in the arrangement of physical classes to online classes due to the pandemic situation. Survey results were collected using google forms at the end of the trimester, which was offered to 65 students enrolled in the module based on the student experience. The response rate is around 70%. The survey result showed that students engaged very well with the technologies and took little time to adjust to online learning. Students found learning very comfortable using the latest online teaching tools during their online learning journey in the design engineering module.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"178 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123212380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evaluation of E- Learning in Engineering Education in Higher and Tertiary Education Institutions in Zimbabwe. 津巴布韦高等和高等教育机构工程教育中电子学习的评估。

2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC) Pub Date : 2022-11-27 DOI: 10.1109/WEEF-GEDC54384.2022.9996200

C. Chihobo, Saibu Tambula, D. Musademba

{"title":"Evaluation of E- Learning in Engineering Education in Higher and Tertiary Education Institutions in Zimbabwe.","authors":"C. Chihobo, Saibu Tambula, D. Musademba","doi":"10.1109/WEEF-GEDC54384.2022.9996200","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996200","url":null,"abstract":"The adoption of ICTs and e-learning tools in institutions of higher education provides several benefits including enhancing engineering education. The Covid 19 global pandemic forced most institutions to adopt e-learning in order to improve access and quality of education. In order to evaluate the e-learning in higher and tertiary institutions, a cross sectional survey comprising of 32 instructors from the 5 departments in the faculty of engineering at Chinhoyi University of Technology (CUT) was carried out. Data collected using a survey questionnaire was analyzed using IBM SPSS Grad Pack version 28.0 premium. On average 23.34 % of the instructors never practiced e-learning, 18.96 % practiced e-learning rarely, 15.84 % practiced e-learning moderately, 12.48 %practiced e-learning substantially and 26.66 % practiced e-learning extensively in their teaching and learning. The usage of virtual laboratories and online assessment was found to be extremely low at 11.4 % respectively. The study revealed that CUT has an official e-learning strategy embedded in the ICT policy. About 63 % of the respondents were satisfied with the e-learning systems and affirmed that their productivity and performance improved through the use of the e-learning system. The existence of a sound e-learning policy has a direct impact on educational delivery. Although instructors had computers 88 % had no access to web cameras for online teaching and learning. The most prevalent challenge was power failure. The study recommended the development of e-learning quality assurance standards to ensure consistency and uniformity in the conveyance of e-learning in engineering education. The output of this will provide useful insights on the current usage of e-learning and recommendation to address the challenges affecting the adoption of ICTs and e-learning in higher and tertiary education institutions in Zimbabwe.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125997009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Continuous assessment in a large first-year engineering mechanics course: the effect of participation and performance in compulsory and voluntary assessments on final grades 一年级大型工程力学课程的持续评估:参与和表现对最终成绩的影响

2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC) Pub Date : 2022-11-27 DOI: 10.1109/WEEF-GEDC54384.2022.9996208

T. S. da Silva Burke

{"title":"Continuous assessment in a large first-year engineering mechanics course: the effect of participation and performance in compulsory and voluntary assessments on final grades","authors":"T. S. da Silva Burke","doi":"10.1109/WEEF-GEDC54384.2022.9996208","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996208","url":null,"abstract":"This paper presents a study on continuous assessment (CA) in a first-year engineering course at a South African University. CA is widely used to encourage active learning and keep students up to date with work. The use of CA has largely been shown to result in an improvement in student performance when compared to the use of final examinations only. This study showed that performance in low-stakes, formative automatically assessed online quizzes had a moderate positive correlation with the semester grade, and weak positive correlation with overall final results. This indicates that the assessments are performing well in keeping students up to date with work, and thus preparing them for higher stakes, summative assessments. The ability to use CA results to flag students early in the semester with a medium to high-risk of not achieving exam entrance or failing the module was noted. Students that participated in additional voluntary CA activities showed a significant improvement in success in the module. Student perceptions identified the CA quizzes as overall the most beneficial activity to improving performance; comments on reasons for this align to the instructive nature of this assessment technique.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129998571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1