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

{"title":"Engaging the social in engineering","authors":"Bruce Kloot, C. Shaw, N. Ahmed","doi":"10.1109/WEEF-GEDC54384.2022.9996218","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996218","url":null,"abstract":"The inclusion of complementary studies courses in undergraduate engineering curricula was advocated and promoted by accreditation bodies worldwide to 'augment and broaden’ engineering education [1]. This can be understood in terms of ongoing efforts to graduate holistic engineers and has resulted in innovations in curricula globally [2]. In South Africa, complementary studies courses are often seen as providing 'soft skills'-although discussion about the value of these courses seems to result in polarised views from staff and students [3], [4]. Given that engineering science persists as the dominant discourse in engineering education [5], this conceptual paper draws on various theoretical tools to explore the development of a more inclusive approach to complementary studies. Starting from the notion of discourse, we draw on the concepts of structure and the hidden curriculum to provide a more substantive way to think about what constrains student engagement with complementary studies courses. We conclude with proposed engagements to extend a positive hidden curriculum emphasising the socio-technical engineering discourse.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"114 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":"125983034","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":"Training beyond the classroom: Case Study of the Impact of a Undergraduate Teaching Assistantship program","authors":"Jamie Gurganus, Mr. Richard Blorstad, M. M. Headley","doi":"10.1109/WEEF-GEDC54384.2022.9996214","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996214","url":null,"abstract":"In an effort to continue to help provide various and thriving experiences to engineering undergraduates and help increase retention, a mid-size university uses a high impact practice of using peer teachers in the classroom. It is a standard practice to use graduate teaching assistants in most areas of higher education, especially in engineering classes, discussions, labs or just to hold office hours and grade. However, an increasing number of universities have adopted and leveraged undergraduate teaching assistants as it demonstrates to effectively improve students' grades, retention, student self-efficacy, and provide some financial relief to academic institutions [1]. The impact of using peer teachers is especially evident in the first and second years in engineering. Students who participate in the role are third year or above demonstrate expertise, leadership, and an interest in teaching as part of their development. At a mid-size minority serving institution, an undergraduate teaching assistant (termed as teaching fellow) was developed informally in 2005 in the mechanical and chemical engineering department and expanded in 2017 to the entire College of Engineering and Informational Technology. In this case study, alumni and current teaching fellows were interviewed to assess the impact of their experiences and how it influenced their educational experience in their major and current career. Several themes were discovered to include increased professional and personal skill sets, self-efficacy in engineering, motivation to participate in the program, impact on career, creation of community and improvements needed to the program. A few teaching fellows decided to continue to be a p12 teacher.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"2 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":"126545118","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":"Investigating and evaluating factors influencing undergraduate engineering students' choice of university","authors":"Mathabo Innocentia Mohobelo, P. M. Mashinini, B.N. Mushwana","doi":"10.1109/WEEF-GEDC54384.2022.9996213","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996213","url":null,"abstract":"There is a need to have a better understanding of the quality of education at higher learning institutions (HEI). Good quality education strives to help students obtain the knowledge and skills so that they can be responsible and productive citizens. Quality is the most competitive weapon for HEI to attract and gain loyalty from students. Student enrolment is the most imperative outset for the success of any HEI. Thus, it is crucial to investigate the factors influencing students' choice of university to allow effective planning for student recruitment strategies. This study sought to critically analyse the success factors that influenced students' choice of university. The study adapted a descriptive survey design which employed a structured questionnaire to collect data. The targeted population of this study was the undergraduate students in the department of Mechanical and Industrial Engineering Technology (MIET) from various levels of study. A sample of 135 was selected through a convenience sampling from a population of 625. Data was analysed using a statistical software named Statistical Package for the Social Sciences (SPSS) with the assistance of a statistician from Statistical Consultation Services (STATKON). Findings of the study revealed that university reputation, variety of courses to choose from as well as safety and security were the top factors influencing students' choice of university. Factors such as the cost of the course and location and logistics did not have a high influence on students' choice of university.","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":"131474153","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":"Role of Digital Literacy and Tools in Teacher Persistence in an Online Hands-On Science Training in Ghana","authors":"Mawuena Asem Hanson, H. Beem","doi":"10.1109/WEEF-GEDC54384.2022.9996262","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996262","url":null,"abstract":"Persistence in online education is a challenge globally. One may presume the depth of this challenge to be even higher in the context of African teacher training, due to low access to laptops, poor connectivity, and minimal digital literacy training. This paper presents results from the maiden attempt by Practical Education Network, a Ghanaian NGO, at offering its hands-on STEM teacher training in an online format. 35% of the 237 teachers targeted for the training persisted through the program- a similar or slightly higher percent than those often cited for online courses in the West. The highest drop-off rate occurred after Enrollment, at the Onboarding stage. This appeared to be less a result of poor connectivity and more a result of insufficient sensitization towards the concept of online training, in general. Most teachers who completed Onboarding persisted through to the end. They exhibited resilience and resourcefulness in overcoming digital infrastructure challenges to complete the 10 assignments and 4–5 live sessions. Strategies included uploading files to the LMS at dawn and moving to locations with stronger connectivity solely for the live session times. Lessons from this intervention can be extended to other African training organizations seeking to offer online modalities of their program.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"31 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":"132116449","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":"Self-efficacy in engineering design through peer review, self-review, and interactive online tutorials","authors":"K. Wolff, K. Coetzer, M. Booysen","doi":"10.1109/WEEF-GEDC54384.2022.9996215","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996215","url":null,"abstract":"Self-regulated learning is a key attribute in tertiary engineering education, and forms the basis of engineering judgement. The experience of remote learning during the COVID-19 era revealed particular challenges in self-regulated student learning practices, but also resulted in a number of systemic, technology-based interventions to enable improved student learning. Drawing on a 3rd-year electronic design course case study at a contact-based engineering faculty in South Africa, this paper presents an approach to bridging the gap between student perceptions and their actual assessment performance during independent, remote learning. Using scaffolded reflective and peer learning strategies, the research team sought to answer the question: What is the impact on self-efficacy of frequent self- and peer-assessment opportunities across a range of project-based learning tasks? Results were analysed using Bandura's four self-efficacy 'mastery’ and experiential domains, and indicate an improvement in alignment between perceptions and actual performance. We suggest that a well-designed, scaffolded set of assignments with reflective and peer-learning opportunities can contribute significantly to the development of student confidence and mastery.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"44 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":"133407015","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":"Integrating game-based learning in an industrial engineering module at a South African University","authors":"W. Maisiri, T. Hattingh","doi":"10.1109/WEEF-GEDC54384.2022.9996240","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996240","url":null,"abstract":"The development of non-technical skills prepares engineering students to adapt to the volatile, uncertain, complex, and ambiguous world we are currently experiencing. Learning strategies that involve learning by doing could enhance the development of such skills. This study explores the impact of game-based learning on improving a deep understanding of technical knowledge and acquiring non-technical skills in a third-year industrial engineering module at a South African University. The paper employs a qualitative research approach using self-reflective inquiry that describes the practical application of game-based learning and the perceived impact on student learning. The study revealed that game-based learning enhances higher-order thinking skills and strengthens teamwork, providing a platform for the social construction of knowledge. This study highlights the value of integrating game-based learning into engineering education. Future studies include conducting a scholarship of teaching and learning project to investigate students' views on game-based learning's impact on their overall experience.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"97 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":"127617594","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":"Learning from failure - Development of a Culture of Failure Scale for Higher Education","authors":"Michael Malschützky, Ph.D. Jamie R. Gurganus","doi":"10.1109/WEEF-GEDC54384.2022.9996271","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996271","url":null,"abstract":"Benefits of a failure friendly culture, e.g., learning from failure, are widely known in occupational settings. Validated scales have been developed to measure organizational failure culture and individuals' mind-sets on failure. While research on learning from failure exists in secondary education, scales for higher education are lacking. To support both higher education engineering instructors and students, this contribution aims to develop a Culture of Failure Scale to assess students' and lecturers' handling of failures in engineering higher education settings. This data-driven approach helps inform instructors about aspects of educational settings that are safe and conducive to learning and supports their students to develop a mind-set where failures are seen as a source for improvements and learning. Exemplary application of the developed scale is shown by assessing the failure culture in different groupings, e.g., gender, between two participating German and US institutions.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"70 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":"127760849","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":"Students' Performance Prediction Using Multimodal Machine Learning","authors":"Yamini Joshi, Kaushik Mallibhat, V. M.","doi":"10.1109/WEEF-GEDC54384.2022.9996212","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996212","url":null,"abstract":"Technological intervention in the field of education has gained significant relevance, especially during the post-pandemic era. The three dimensions of interaction that influence learning are the student's interaction with the content, peers, and instructors. Learning ecosystems are expected to ensure these interactions in a seamless way. Technological interventions have provided us with provisions to establish the interactions. The data that we obtain while the student is interacting with content, peers, and instructors can serve as feedback to students and instructors. The motivation of the current study lies in the direction of investigating ‘what’ and ‘how’ current practices of establishing the interaction with content, peers, and instructor are influencing students' performance. The other dimension includes how demographic factors like gender influence the performance of students when technological interventions are made.The sample considered in the study included 140 first-year engineering students in a private university. The outcome of the study helped to do early prediction of student failures and identification of factors that influences the student's success. The data for the study was collected from multiple modalities. Clickstream data was collected from a learning management system to understand the interaction of students with the course content. Student collaboration data was collected from GitHub to understand the interaction of students with peers. Demographic data was collected from student academic performance to understand how past performance and demographic factors influence future performance.The findings reveal that the student interaction with the content and the student performance have a positive relationship with a correlation coefficient of 0.68. The algorithms including random forest, naive Bayes, decision tree, support-vector Machine, and extreme gradient boosting were used to perform multiclass classification to predict the performance. The students were grouped into four classes including ‘Excellent’, ‘Good’, ‘Average’, and ‘Poor’ using decision tree with a classification accuracy of 96%.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"98 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120884615","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":"Nature Connectedness and Discursive Spaces; Understanding Student Responses to Sustainability Education","authors":"D. Walwyn","doi":"10.1109/WEEF-GEDC54384.2022.9996201","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996201","url":null,"abstract":"Considering the significant impact of engineering on the environment, educational curricula for engineers should, as a minimum, include courses on sustainability transitions. The Deep Transitions (DT) framework, however, argues that transitions will only be achieved if education is accompanied by the reshaping of students' ideological assemblages, through which sustainability becomes normative. The DT perspective raises two fundamental questions for engineering educators; is the student/lecturer interface appropriate for attempting such changes and if it were to be suitable, how could its extent be articulated and assessed? In this study, the concept of nature connectedness, already described in the field of environmental psychology, is explored as a means of understanding directionality and transition. Students completed a class exercise relating to choices on energy technology, and then participated in a qualitative study to understand their responses. Although the students acknowledge that the classroom is a discursive space, in which new bodies of meaning can be created, the intervention had little impact on their extent of nature connectedness. Changing the latter remains a challenging, if impractical, task for engineering educators.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"174 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":"115886909","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":"Evaluating the usefulness of an online participative modelling tool when post-graduate engineers co-model enterprise operations","authors":"Petra Opperman, M. de Vries","doi":"10.1109/WEEF-GEDC54384.2022.9996269","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996269","url":null,"abstract":"Digital participatory enterprise modelling (PEM) is an emerging knowledge area that may increase collaboration and understanding amongst team members in modelling enterprise operations, especially when team members are geographically dispersed. The COVID-19 pandemic emphasised the need to use participatory design practices when in-person face-to-face participation is not possible. Within a tertiary post-graduate engineering education context, this study uses an online approach to demonstrate the use of PEM to students. The main objective is to investigate whether an interactive modelling tool is useful to post-graduate engineering students when they also apply digital PEM within the context of their own enterprise. Using design science research to further evolve an existing story card method (SCM), we address a key concern that was identified during a previous design iteration of the SCM, namely that the previous modelling tool did not encourage active participation during modelling due to the latency of the tool. Although multiple participative modelling tools are available, we used a list of entry requirements to short-list two tools. We provide a comparative analysis of the two tools, motivating selection of a single tool that was used in combination with the SCM. We involved 36 participants in applying the SCM, of which 25 completed a survey to evaluate whether the tooling encouraged participative design. Using a demonstration case to illustrate the notion of participative design to the post-graduate participants, using the selected tool in combination with the SCM, we obtained positive feedback about the participative enterprise modelling tool that was used by post-graduate engineering students. The feedback also provides guidance towards our future teaching practices, encouraging participative online co-modelling, especially when post-graduate students conduct their studies remotely.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"65 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":"115044531","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}