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

{"title":"Skills requirement by Industrial Engineering students during vacation work","authors":"O. Adetunji, Mikayla Pillay","doi":"10.1109/WEEF-GEDC54384.2022.9996242","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996242","url":null,"abstract":"Engineering training should prepare students for industry work; hence, it is expected that the academic curriculum should be structured after the requirements of the industry. The objective of this research was to understand what Industrial Engineering (IE) skills are used in the industry by the university students during their vacation work. This may help in determining the level of emphasis placed on some of the skills with which students are imbued, and how soon the exposure to these skills should be during the training period. It was found out that the mostly used skills are the soft skills, and not the technical engineering skills imparted into the students. Moreover, even among the engineering skills used, most students make more extensive use of the basic engineering skills acquired earlier in their study years than the more advanced skills taught later in the Universities. The study indicates that it is important that the training of engineering students should place sufficient emphasis on teaching students on team dynamics and relationship management as this may be more central to their career, especially as they transition from student to working life.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"1 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":"125367834","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}

{"title":"Level and drivers of students' satisfaction with their vacation work experience","authors":"O. Adetunji, Nandisa Nxumalo","doi":"10.1109/WEEF-GEDC54384.2022.9996227","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996227","url":null,"abstract":"Industrial work experience is an important part of the training of engineering students. Not only does it entrench learning, it may also give the students a window into what their professional life may be like, hence, the importance of students being satisfied with their training experience. There, however, isn't much reported on what the students feel about their experience during this training and what factors might be driving such experience. Using Atlas.ti, thematic coding and text analysis were done to analyse the reflection written by the students of Industrial Engineering about their vacation work. It was found that majority of the students reported being happy with their vacation work experience and would like to return where they did the training for future purposes. Factors contributing to this satisfaction were also explored and documented.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"57 6 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":"123300976","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}

{"title":"Ethics and Professional Role to the Society: A Proposal to Promote Ethical Attitudes in Engineering Students","authors":"Ricardo Barros-Castro, G. Suárez-Medina, L. Barrero","doi":"10.1109/WEEF-GEDC54384.2022.9996256","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996256","url":null,"abstract":"In the last decades, considerations regarding the role of engineers in their decision-making process have highlighted the importance of dealing with ethics in the teaching-learning process. Consequently, questions about how to design pedagogical strategies to promote an ethical and moral attitude and behavior in engineering students have emerged in a context where engineers must present the financial and ethical consequences of their projects' decisions. With this context in mind, this paper presents a brief review of the literature about ethics in engineering education. In particular, we want to describe some challenges that have been identified such as the frequent disconnection between ethics and engineering practice, the absence of positive measurable changes in students' ethical attitudes, the unsystematic implementation of ethics in engineering curricula, the low familiarity with the topic, among others. In addition, we intend to establish an “ought to” mode of engineering curricula related to ethics, considering some educational frameworks for curricular design such as CDIO (conceive, design, implement, operate) or international accreditation quality standards like ABET. Both frameworks make explicit reference to the promotion of ethics, social responsibility, equity and diversity, professional behavior, and making informed judgments in engineering decisions. These challenges introduce the proposal of a pedagogical strategy to promote ethical attitudes in engineering students in a School of Engineering in South America. This strategy is based on the developmental approach of moral conscience and the reflections on students' values and projects' implications related to engineering decisions and actions in global, economic, environmental, and societal contexts. It involves several landmarks: a systematic chart to approach ethics issues throughout the curriculum, in particular, in classes with a high practical component through projects, voluntary workshops to explore and identify students' values, exploratory tests to identify students' approaches to ethical dilemmas (with their correspondence reflections), among others. An interdisciplinary team of lecturers from different academic backgrounds in ethics, philosophy, and engineering designed the proposal. This strategy has been implemented, and some preliminary results with their corresponding reflections are also presented.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"24 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":"124299451","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}

{"title":"Enabling epistemic transitions by integrating virtual and physical laboratory experiences","authors":"K. Kruger, K. Wolff","doi":"10.1109/WEEF-GEDC54384.2022.9996233","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996233","url":null,"abstract":"As engineering students return to their faculties after the pandemic-induced disruption of conventional teaching, there are new opportunities - and a renewed impetus - to get maximum value out of expensive, yet essential, laboratory practicals (LPs). This paper considers the opportunities associated with the integration of virtual practicals (VPs), which were developed as critical supplements during the pandemic, and the traditional LPs typically part of engineering modules. Reflecting on an implementation in an engineering undergraduate control systems module, and through the lens of Legitimation Code Theory, the paper presents the proposed integration as enabling key epistemic transitions - encouraging conceptual and contextual navigation of different forms of knowledge. Drawing from student and lecturer feedback, the paper concludes that the integrated approach shows promise for effective teaching and learning in the post-pandemic era, but that it requires critical consideration and careful planning in the design and presentation of such initiatives, and continuous monitoring of student progress and understanding, to be successful.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"11 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":"125395092","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}

{"title":"Methodology of Teaching and Learning for Micro-and Nano-Electronics During the COVID-19 Pandemic Using Online Educational Tools","authors":"V. M. Moorthy, V. Srivastava","doi":"10.1109/WEEF-GEDC54384.2022.9996234","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996234","url":null,"abstract":"Worldwide students are having their education disrupted by the 2019 coronavirus disease (COVID-19) pandemic. Due to this, numerous contact courses have recently been moved to the online format in academic reforms. Microelectronics, Nanoelectronics, Nano-Electro-Mechanical Systems (NEMS) and Micro-Electro-Mechanical Systems (MEMS), in general, become challenging to educate and learn for both lecturers and students, respectively in this pandemic scenario. The epidemic has also offered a stimulus to increase the use of educational tools. The primary goal is to use Project-Based Learning (PBL) to explore conceptual online tools and generate attention in the field of MEMS and NEMS. This research describes a teaching style that combines PBL with NEMS and MEMS online courses for undergraduate students. This research work delves into the principles and ideas of Micro- and Nano-electronic models. Teaching styles develop understanding, skills, and values relative to the subject. The basics of MOSFETs, cantilever beams, biosensors, comb drive, piezoelectric devices, etc. are also examined clearly through assignments. The online platform is designed to develop creative concepts and model devices for future applications. Using the PBL technique, this research work fosters both academics and students' self-learning, resulting in more sophisticated studies on subjects such as NEMS, MEMS, and Bio-MEMS. This work displays its text description as well as numerical simulations. In a controlled experiment, two sets of pre- and post-evaluation analyses have been conducted to look at the impact of PBL utilizing numerical simulation tools on fundamental theory learning. The analytical assessment demonstrates that combining numerical simulation with PBL results in more efficient understanding of fundamental MEMS and NEMS ideas. It will be a potential teaching modality for the development of online courses in this area.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"10 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":"125527816","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}

{"title":"The Impact of Emergency Remote Teaching on Postgraduate Engineering Students","authors":"N. Korsten, R. Pott, N. Goosen, K. Wolff","doi":"10.1109/WEEF-GEDC54384.2022.9996203","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996203","url":null,"abstract":"Emergency Remote Teaching (ERT) resulted in postgraduate (PG) students moving from working closely within institutions, to working from home. The implicit assumption was that PG students would adapt more easily to ERT measures than undergraduate students, as a result of being more mature, academically experienced, and more resilient. This study sought to explore how ERT implemented during Covid-19 lockdowns impacted on the progress of PG students, and to provide a nuanced view on the factors that lead to student success. Through considering roads to success, enablers, as well as blocks and bottlenecks, the experience of ERT might provide insights into how to structure future (in person) PG experiences for improved productivity, self-efficacy and progress. A collation of three surveys, analysed using consideration of factors split into the cognitive, affective and systemic, highlighted factors that influence wellbeing and productivity and the relationship between the two. Respondents provide insights into how Higher Education institutions might improve support to their postgraduate cohorts. Within the systemic arena, PG students noted that success requires sufficient access to physical infrastructure, data, power and other physical enablers. In the cognitive space, respondents highlighted (amongst other points) that the blurring of work times and non-work times can result in unproductive (and stressful) time wasted; an idea which can be pulled through to future PG students: clearly delineate work and leisure times. The area which was reported to have the largest impact on PG student success was in the affective space. PG students require support (from peers, supervisors, friends and family) to thrive. The normal PG program evidently does well at supporting both systemic and cognitive needs in postgraduates, however, further attention might be paid to their affective needs.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"6 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":"127450848","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}

{"title":"Inclusive teaching practices: a comparative case study of integrated inclusion in different contexts","authors":"T. Machet, T. Boye, Jeremy Lindeck, S. Daniel, N. Brown, Leandra Rhodes-Dicker, T. Bhatia, E. Cheng, K. Whelan","doi":"10.1109/WEEF-GEDC54384.2022.9996255","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996255","url":null,"abstract":"There is both a compelling business case and social justice case for diversity in engineering (and other professions). Diverse teams make better decisions, and cohorts should be representative of the communities from which they are drawn (otherwise some groups are being excluded). However, in Australia the engineering profession continues to suffer from a significant lack of diversity. In this paper, we describe one attempt to address this in three Australian university contexts by seeking to create an inclusive learning environment and to cultivate students' inclusion competencies.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"99 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":"127330099","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}

{"title":"Simulation-Supported Engineering Curriculum","authors":"S. Sushanth Kumar, I. Milanović","doi":"10.1109/WEEF-GEDC54384.2022.9996267","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996267","url":null,"abstract":"This study outlines a systematic approach to simulation-supported teaching and learning across the undergraduate engineering curriculum. Simultaneous use of finite element analysis and computational fluid dynamics tools to visualize and teach mechanical engineering topics and simulation assignments to facilitate learning has been examined in five thermo-fluids courses in the past seven years. The outcomes of the same pedagogical and assessment approaches applied in different courses, using different simulation software, and led by different instructors, demonstrated increased engagement, study time, and ultimately, confidence. The significance of this educational method is in bringing the digital engineering process into the curriculum, increasing the time students invest in studying, ensuring access to real-world experiences for all learners, and creating a roadmap for curricular design and assessment easily transportable across science and engineering disciplines. Furthermore, a simulation-based approach to learning does not depend on access to laboratory facilities and funding that can reach a limited number of students. It encourages students' spirit of inquiry and ultimately leads to professional development opportunities beyond the classroom setting.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"333 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":"131656867","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}

{"title":"A collaborative autoethnography on cultivating innovative attitudes in undergraduate engineers through a co-curricular initiative","authors":"Nadia M. Trent, Lelanie Smith","doi":"10.1109/WEEF-GEDC54384.2022.9996235","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996235","url":null,"abstract":"Innovative attitudes are critical affective learning outcomes for engineering graduates. However, affective learning requires immersive environments and ill-defined problem contexts which are difficult to create in traditional curricula due to resource and time constraints. The Aircraft for Rhino and Environmental Defense (AREND) project is a long-term, co-curricular learning initiative that has succeeded in cultivating innovative attitudes in students. Through collaborative autoethnography, we identify that immersion in an authentic innovation process and a project-based learning environment foster attitudes of experimentation, risk-taking, adaptation, alternatives seeking, self-reliance, implementation, persistence, user-focus, being visionary, being passionate, leadership, being a team player and being persistent. The paper offers practical insights to educators wishing to create similar experiential learning environments.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"6 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":"115431929","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}

{"title":"African Diaspora Engineering Education Student Experiences in the US: A Collaborative Autoethnographic Study","authors":"B. Yashin, Babalola Ifeoluwa, Arigye Joreen, Olayemi Moses, Gamieldien Yasir, Asogwa Uchenna, Dansu Viyon, Ezika Ijeoma, Vaye Collins","doi":"10.1109/WEEF-GEDC54384.2022.9996261","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996261","url":null,"abstract":"The number of students of African origin traveling abroad for postgraduate engineering education has increased over the last 30 years. Studying abroad provides unique experiences and benefits for African students and the host country. These experiences place international scholars in an ideal position to reflect on the different experiences between the practices, attitudes, social diversity, and competency development they find in their new study destinations and hence can make suggestions for improvement in their home and host countries. This paper explores the experience, reflections, and adaptation of African scholars to their international educational context during the COVID pandemic, using a collaborative autoethnography methodology. Elements of the theoretical frameworks of acculturation theory and adaptability theory were used in the collection, analysis, and discussion of the paper to address the following research questions: 1) What are the experiences and perspectives of African Diaspora graduate scholars in undertaking engineering education studies in the US? 2) What improvements are suggested for the study environments in their home countries and in the US? The findings raise provocative thoughts about the culture of and the philosophies behind the present nature of instruction, assessment, student supervision, experiences, and workload in the US and African countries. We argue for a need to disrupt several realities that have become a norm for African diaspora students and suggest how this can be done drawing from our own experiences within these unique environments.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"71 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":"125280472","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}