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

{"title":"Evaluating innovations in teaching about engineering in society","authors":"S. Daniel","doi":"10.1109/WEEF-GEDC54384.2022.9996251","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996251","url":null,"abstract":"An understanding of the social and human dimensions of engineering are increasingly recognised as vital for the engineering graduates of the future. However, such skills are challenging to teach and assess. One subject at an Australian university has sought to address this, but in recent years has suffered from poor student feedback and declining enrolments. In early 2022, the subject underwent substantial revisions, with changes to the online content, assessment, and pedagogical design of the synchronous online classes. In this paper, these changes are briefly described, along with an evaluation. Although student feedback was very positive, there was no compelling evidence for attitudinal shifts in how students perceived the relationship between engineering and society.","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":"128558962","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 perspectives of new student enrollees regarding the vacation work program","authors":"S. Gqibani, Albert Maile","doi":"10.1109/WEEF-GEDC54384.2022.9996229","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996229","url":null,"abstract":"In South Africa, Universities of Technology and some Comprehensive Universities used to offer a three-year diploma, which was two years of theory and a year of Work Integrated Learning. Recently, a three-year degree was introduced that did not have the Work Integrated Learning component. Work Integrated Learning is defined as a form of workplace experience that incorporates both the formal and practical aspects of education within a structured work environment. The absence of Work Integrated Learning in the curriculum for the degree has created a gap because graduates were no more exposed to Industry. The Department of Mechanical and Industrial Engineering Technology facilitated negotiations with industry for students to spend time in the workplace during vacation. Vacation work is a program aimed at equipping students with some industry-relevant practical skills via exposure to the work environment. As a result of the intervention, a group of five students were placed in one of the Mining Companies for vacation work. The aim of this study is to investigate the perspectives of these students regarding the vacation work program. Using qualitative research methods, the participants were asked to share their perspectives. Data shows that vacation work is ideal for the integration of classroom theory with practical work. It can also be concluded that the perspectives of students regarding the vacation work, has an impact on how they adapt to the workplace, and therefore their performance and ability to acquire useful skills during their placement.","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":"126347142","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":"Positioning an integrated engineering education unit within a School of Engineering in the South African context","authors":"Curwyn Mapaling, A. Lourens","doi":"10.1109/WEEF-GEDC54384.2022.9996232","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996232","url":null,"abstract":"The coronavirus (COVID-19) pandemic has reemphasised the potential importance of having a unit or a formal structure that supports engineering students and faculty. Maintaining the integrity of teaching and learning during the pandemic necessitated collaboration, new skills, and new ways of thinking, for which many universities and faculties were unprepared. It is proposed that an Engineering Education Unit (EEU) would be able to facilitate new learning and thinking, an integrated view of collaboration and exploring new technologies. Therefore, this position paper provides a case for the establishment of an EEU and was aimed at answering the following research question: How can we position the integration of an Engineering Education Unit in South African universities which do not currently have such a formal structure? As a result, this paper aims to position how Engineering Education Research (EER) and engineering education practice can be integrated rather than separated. Furthermore, the scholarship of Engineering Education (EE) presents itself as an exciting space for collaborative thinking between engineering education scholars, engineering practitioners and engineering students. The researchers center their argument around three theoretically informed concepts in this position paper, namely (I) Community participation for skills development, (2) Crafting methodological relevance, (3) and Emerging economies such as the 4th Industrial Revolution (4thIR) / Industry 4. 0. Although several studies have examined clear distinctions between engineering education as practice-based and engineering education as research-focused, a strong focus on how an alignment of both fields could inform the agenda of an EEU has been lacking. As such, this position paper provides additional insights into the ways in which theory can inform the teaching and practice of engineering curriculum by establishing a Unit that is dedicated to the practical application of engineering education research. The Unit would be a place for engineering faculty to seek meaningful exploration in building community towards equitable, social participatory, engineering education learning experiences. The growing number of local and global institutions that have been engaging extensively with work in both the engineering education space and the education research space, support the justification for the establishment of such a Unit. It is envisaged that other universities can use the results of this position paper as motivation to establish their own EEU. Similarly, it can facilitate an understanding of the possible benefits of such a Unit. The anticipated benefits of such a Unit are: (i) furthering the engineering education research agenda, (ii) breaking down silos, (iii) interdisciplinary collaboration, and (iv) increasing student success.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"23 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":"126589843","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":"Reducing Cyber Crime in Africa through Education","authors":"R. Greenlaw, K. Mufeti","doi":"10.1109/WEEF-GEDC54384.2022.9996274","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996274","url":null,"abstract":"Technology needs and uses are expanding in Africa. Cybersecurity challenges faced daily are: child pornography, stolen money, data breaches, denial of service, online extortion, cred-it-card fraud, identify theft, network takeovers via botnets, fake news and emails, ransomware, and more. Since the Internet is ubiquitous, any security improvement in one location benefits all. This paper postulates that such security achievements can be attained through high-quality engineering education in cybersecurity. ABET is the recognized world leader in accrediting programmes in engineering and computing. In their 2022–23 Criteria for Accrediting Computing Programs, ABET published criteria for accrediting two-year programmes in cybersecurity. The novel research question we examine is what it would take to spawn an ABET-accreditable, two-year degree in cybersecurity from a typical African Bachelor of Science in Computer Science. As experts with a combined $mathbf{35+}$ years' experience with ABET accreditation, we use a systematic methodology to evaluate and analyse a programme in a de-tailed, step-by-step, easy-to-understand manner and show exactly what needs to be done to build a two-year cybersecurity programme. Our approach is straightforward, comprehensive, and replicable. Two-year programmes are a step toward developing a cybersecurity workforce in Africa, where there are few programmes dedicated to cybersecurity. It is our hope that this work inspires and shows educational institutions a way to spawn two-year programmes in cybersecurity from their existing programmes. The rationale and significance of this work is that it leads the way to develop educational pro-grammes in cybersecurity in Africa. The cadre of workers that could be added to Africa's workforce from this research is relevant and critical to Africa's development and online security. Without having the personnel and tools to fight cyber-crime properly, the continent falls behind on the international stage and is unable to compete successfully for international businesses. News reports of increasing incidents of cyber-crimes originating from particular regions and countries, badly damage their reputations as locations for healthy places to conduct business. This work combats cybercrime through engineering education.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"59 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":"128096874","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":"Latent Factors for Consistently Predicting Student Success","authors":"R. Rawatlal, M. Chetty, Andrew Kisten Naicker","doi":"10.1109/WEEF-GEDC54384.2022.9996209","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996209","url":null,"abstract":"Developing Machine Learning models to predict the likelihood of a student's graduation has received significant interest in recent times. One clear application is to identify students most in need of support before actual failure occurs. There is a growing concern, however, about the range of applicability of such models. Machine Learning models are often limited by the consistency of their performance across years or even by programme in other words, although a model may be developed for a given course/module in a given year, the model accuracy tends to degrade when small differences occur in the time or field of study. In this study, the focus is on the identification of so-called Latent Factors, which are more fundamental characteristics derived from the student and field of study meta-data. Basing Machine Learning models on these more fundamental characteristics tends to produce models which, although reduces in accuracy, tend to preserve the prediction capacity over a broader period of time and scale of study area. The study investigates latent factors that include a student's “credit load capacity”, level of activity in accessing course material (LMS access frequency), overall performance (measured as mean marks), the rate of change of performance (measured as the rate of change of mean) and consistency (measured as standard deviation). In addition, the modelling also considers the matric mean score of the students undertaking the coursework, historical consistency with peer modules (given by the Pearson R-Coefficient), course position in curriculum (given by the academic year of study when undertaken by students) and the mean number of attempts required to pass the course. It is shown that when these characteristics are integrated into a Machine Learning framework, the accuracy improves on the order of 24%","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"22 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":"128157060","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":"YouTube's Social Media Analytics as an Evaluation of Educational Teaching Videos","authors":"P. Baron","doi":"10.1109/WEEF-GEDC54384.2022.9996202","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996202","url":null,"abstract":"During the COVID-19 lockdowns in South Africa undergraduate laboratory sessions were forbidden, in turn, video-based tutorials were proposed as a tentative solution to address the lack of in-person practical demonstration sessions. Five videos were filmed on electrical engineering topics, uploaded, and then publicly shared on YouTube. An investigation was then conducted as to whether videos may be useful for the teaching of practical engineering content in the university context. This article is a report back on the findings of using YouTube as a platform for sharing and evaluating engineering educational practical tutorial videos. The gaol of this article is to introduce YouTube's social media analytics as a tool for educators to evaluate their educational videos. The findings suggest that educators may consider evaluating their videos using social media analytics, but these analytics should be reviewed critically and should comprise of several metrics measured temporally. Understanding YouTube's recommender system and its influence on the platform is also an important factor in evaluating one's video content.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"25 3 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":"133446966","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":"Disruptive Technologies in Engineering Education: A Case Study","authors":"K. Bello, R. Maladzhi, M. Kanakana-Katumba, Bukola Olalekan Bolaji","doi":"10.1109/WEEF-GEDC54384.2022.9996220","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996220","url":null,"abstract":"Post-COVID-19 has shaped the educational system in the world particularly in university engineering education by using a digital technology platform such as a learning management system (LMS) with an embedded virtual environment. However students and lecturers rarely adopt and use this technology but rather prefer other platforms such as WhatsApp, YouTube, Twitter, Facebook, etc. that are not owned or controlled by the University management because they are not originally intended for teaching and learning even though they have the educational capability. This paper seeks to verify the extent to which disruptive technologies influence engineering university education. Much literature has investigated the role of disruptive technologies in recent studies but none of them related it to the context of university engineering education in Nigeria. Activity Theory and Expansive Learning methods were used to analyse the data obtained through survey questions and interviews on the respondent's actual practices. Out of 450 respondents involved in the studies. The survey showed that respondents tend to endorse the Disruptive Innovation theory as the respondents justify the reasons for adopting their preferred choice of technologies rather than following the designer's original intentions for inventing them. The survey questions and interview results showed that WhatsApp,Zoom,Google form and Twitter are the five topmost learning and teaching disruptive technologies frequently used by students and lecturers instead of LMS because they are easily accessible and convenient. The survey revealed that learners use a narrow range of technologies to support learning rather than those provided by their university management. Students and lecturers are not adopting LMS to support learning and teaching usage. The use of other learning technologies outside LMS has hindered the monitoring and evaluation of online education effectively by the University management","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"4 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":"116927363","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":"Developing a sustainability culture in LATAM: a case study of a strategic inter-university alliance","authors":"M. Ruiz-Cantisani, Teresa Brandi, H. Romero, Agatha Clarice da Silva-Ovando, Denisse I. Lopez-Ruiz, Jocabed Becerra Soliz","doi":"10.1109/WEEF-GEDC54384.2022.9996226","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996226","url":null,"abstract":"The last two years the environment has shown us the strong connection between countries, companies and people, and has demonstrated the importance of the supply chain: as an impact on the environment, as well as its impact on economic, social and health stability. Developing a sustainability culture in the day-to-day practices of business, educational institutions, government and society has become global objectives, such as the Sustainable Development Goals. In particular, in higher education institutions, the commitment to develop a culture of sustainability plays a dual role: educational and sustainable practices as an internal community, and an external role in promoting this culture in society. The purpose is to share the case study of an alliance of universities in LATAM, which seeks to create awareness of a sustainable culture in the industry through an efficient supply chain using a survey that is applied annually in LATAM countries with its respective report of results, and how this initiative promotes a culture of sustainability in the professors and students involved in the project. The methodology has 3 phases: a) Description of the alliance between universities and the initiative that unites them, b) instruments such as surveys and reflections of students and professors participating in the project, and c) the analysis and reflections of the main learnings. The participation of students and professors from 13 universities in 10 countries, offers us a motivation in strengthening this culture of sustainability from a strategic collaborative work between universities, it is observed with hope the development of this culture, for the impact on the environment and the welfare of society, through these practices of linkage, research and development for the common well-being.","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":"121591666","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":"Change and future of engineering education in the field of transport, analyzed by the state of research in freight rail automation","authors":"O. Michler, J. Engelbrecht, Paul Schwarzbach, Albrecht Michler","doi":"10.1109/WEEF-GEDC54384.2022.9996224","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996224","url":null,"abstract":"Transportation systems are confronted with a variety of social, economic, ecological and technological challenges. Rail-bound freight transport provides low-emission transport capacities. However, a majority of rail-bound freight transport still relies on inefficient manual processing and lacks digitization, especially when it comes to shunting and train composition. In order to solve the engineering task of smart shunting automation, inter-disciplinary knowledge is required. This includes electrical and control engineering, radio communication, localization, smart infrastructure design as well as embedded system programming. The arising heterogeneity needs to also be reflected in modern engineering education. Therefore, this contribution aims at providing a structured overview of all involved and related education disciplines in designing and implementing Intelligent Transportation Systems and how they need to be considered in research oriented education. Furthermore, the shifted requirements for engineering students in the light of more complex and interdependent systems are outlined. Based on this, several tools and teaching approaches to compensate the shifted requirements are presented. Finally, the approach is illustrated by a current teaching example in the engineering education in the field of smart shunting,","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"9 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":"125712072","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":"Using Entrepreneurially-Minded Online Discussions to Drive Educator-Focused Community of Practice","authors":"L. Bosman, E. Soto","doi":"10.1109/WEEF-GEDC54384.2022.9996211","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996211","url":null,"abstract":"Study abroad experiences are a common way for university students to acquire knowledge and competence through the experiential learning associated with embedding oneself in another country. However, limited formal opportunities are available to faculty interested in benchmarking best teaching practices throughout the world. The purpose of this paper is to provide one approach to an educator-focused faculty professional development experience by showcasing how entrepreneurially-minded online discussions helped effectively prepare nine engineering and technology faculty participants for a 15-day NSF-funded renewable energy-focused “study abroad-like” experience in Germany. The short-term project goal was to improve curricula and pedagogy in the U.S. by soliciting best practices in content, teaching, certifications, articulation, and career pathways in renewable energy, energy management, and energy storage. The long-term project goal was to advance the American renewable energy workforce and to increase the technical competence of the U.S. in the energy storage sector.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"3 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":"126859884","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}