International Journal on Alive Engineering Education最新文献

{"title":"The Extension Activities in The Process of Training University Students","authors":"Gislaine dos Santos, Jordan Henrique de Souza, Julia Righi de Almeida, Juliana Machado Rigolon, Mariana Silva Gomes, Marlilene Silva Gomes, Rafael Bellose dos Santos, R. Cruz","doi":"10.5216/IJAEEDU.V5I1.53764","DOIUrl":"https://doi.org/10.5216/IJAEEDU.V5I1.53764","url":null,"abstract":"Since colonial times, social inequality is the reality that insists on persisting in the country, even with the great economic advances obtained over the centuries. Faced with these problems, there are several responsible for acting on their resolutions and / or mitigations. The important role of government (federal, state, and municipal), justice, NGOs, and even religious institutions are the most popular forms of action outside the scientific community, but universities in extension actions to be an important vector for generating ideas and solutions so that we have a more egalitarian society. It was with this in mind that, in 2008 at the Federal University of Juiz de Fora (UFJF), the Nucleus of Social Attendance of the Faculty of Engineering (NASFE) was created to allow the generation of social projects of engineering and architecture, but also to enable the students to live practical experiences, acting in real cases and developing skills and competences essential for their academic formation. NASFE is currently an extension project that aims at good engineering practice in order to improve the quality of life of poor communities through the provision of free advisory services to engineering projects. With the guidance of teachers, students from the 2nd to 10th period of Engineering, Architecture, Arts and Design, and Social Service of the UFJF it is made possible to offer such services. Since November 2016 actions have been developing in partnership with the Center of Legal Practices of the Faculty of Law of the UFJF providing experience in multiprofessional and multidisciplinary activities. In addition to these services, students are organized into sectors to advance the practice of developing leadership skills so that they are able to assume leadership roles in the labor market and in public power. In this sense, NASFE is divided into three sectors: CIA (Communication, Infrastructure, and Service), Human Resources, and Quality and Projects, each of which is overseen by an academic member. Organization and opening of the requests, training, and management of the members and, finally, development, monitoring, and delivery of projects are the main activities of each sector, respectively. In 2016 and 2017, 71 consultations were carried out, divided into usucapian projects, proletarian projects, regularizations and architectural projects, mapping of risk areas, and technical surveys. Thus, even with the reduced number of students and professors facing the high demand of society for public engineering, a satisfactory productivity was obtained, as well as allowing members a practical vision of the social responsibility of their future professions. In addition, in view of the great problem of cities with natural disasters, the NASFE-EDUCATION sector was implemented in March 2018 with the aim of promoting prevention through the learning of elementary school children and the school community, regarding social and environmental risks, and to bring up","PeriodicalId":371510,"journal":{"name":"International Journal on Alive Engineering Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125758285","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":"Restructuring the Digital Systems Laboratory in Computer Engineering Course","authors":"K. G. Lima, M. Luppe","doi":"10.5216/IJAEEDU.V5I1.50482","DOIUrl":"https://doi.org/10.5216/IJAEEDU.V5I1.50482","url":null,"abstract":"It's not difficult to find students of Computer Engineering, at the University of São Paulo, in São Carlos School of Engineering, complaining about the way that practical classes are given during the graduation. What is said is that these classes only reproduce results already seen in theory classes, that they are limited by a laboratory script and, at the end, nothing new is added to their knowledge, making them a little bit frustrated about the classes. In this paper, it's shown how PBL (Problem-based Learning) was used in Digital Systems Laboratory, a 4-semester discipline, to start a change in this situation. The main purpose of the project was to use all the knowledge in digital logic, already seen in theory classes by the students, to build the main modules of a basic processor: arithmetic logic unit (ALU), for combinational logic studies; register bank, for sequential logic studies; and control unity, used to study finite state machines. This new way to teach each topic of the discipline brought new challenges to the students, now free to solve them the way they wanted to, once only the specification of inputs and outputs were given. Using FPGA boards and circuit simulators for development, the students succeeded in their task and the modules were built and tested in a test platform, developed to allow the simulation of the entire processor. This project had a positive feedback, either reflected in grades (in laboratory and in related theoretical disciplines) and also in the student's motivation (although some difficulties was found) helping them to understand how different concepts seen during the graduation course are related. This feedback is now helping the development of a new material for next classes, in order to make specifications clearer, correct bugs in the test platform and improve some features for debug.","PeriodicalId":371510,"journal":{"name":"International Journal on Alive Engineering Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122880218","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":"Can Bloom and Kolb’s Ideas Help Us Reproduce Positive Experiences in Using Teaching Practices to Promote the Development of Active Learning in the Classroom?","authors":"S. Tavares","doi":"10.5216/ijaeedu.v5i1.51084","DOIUrl":"https://doi.org/10.5216/ijaeedu.v5i1.51084","url":null,"abstract":"This paper sought to find out how teaching techniques and procedures can work synergically to promote the development of active learning in the classroom, aiming to contribute to the consolidation of a scientific basis, both in its concrete application and theoretical foundation, by examining the practices of 11 engineering teachers, from three Brazilian universities located in São Paulo, whose classes were drawing attention from their course coordinators, due to the positive impact on their students’ learning, and who agreed to talk about their ideas and actions. The main research question was \"Can Bloom and Kolb’s Ideas Help Us Reproduce Positive Experiences in Using Teaching Practices to Promote the Development of Active Learning in the Classroom? \". In face of the examined data, the answer to this question is “YES”, as shown in Figure 7.","PeriodicalId":371510,"journal":{"name":"International Journal on Alive Engineering Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123905255","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":"Motivational and Contextualization Actions in Initial Series (Freshmans) of the Undergraduate Biochemical Engineering Course","authors":"D. F. Prates, Gisele Medianeira Barbieri Moro, L. M. Prieto, Diovana Tais Franck, Michele Da Rosa Andrade Zimmermann De Souza, Jorge Alberto Vieira Costa","doi":"10.5216/IJAEEDU.V5I1.52929","DOIUrl":"https://doi.org/10.5216/IJAEEDU.V5I1.52929","url":null,"abstract":"The focus of this work was to present the activities carried out with the first and second semester students of the Biochemical Engineering (EB) undergraduate course of the Federal University of Rio Grande (FURG) through actions related to the Project \"Contextualization of Basic Disciplines and Motivation of the initial series of the courses of Food Engineering and Biochemical Engineering: meeting an old and a current demand\", of the Program of Support to Restructuring and Expansion Plans of Federal Universities. The following activities were carried out: Cycle of Lectures; Lectures of graduated of Engineers working in the field; Computer Tool Workshops; Scientific Research Workshops; Seminar Presentations, Application of study tutorials; Surveys, among others. These activities contributed to motivation and expansion on the knowledge about course, and also contextualized practices that are explored. throughout the academic activities. The actions developed in this work can be reproduced in other courses and educational institutions in the fight against demotivation, dropouts and retention.","PeriodicalId":371510,"journal":{"name":"International Journal on Alive Engineering Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115313689","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":"Case Study: Electrical Engineering Introduction Course Using An Integrated Approach Via Group Work Viability Projects","authors":"Renan Luis Prado, P. Ribeiro, Tiago Castelo","doi":"10.5216/IJAEEDU.V5I1.51786","DOIUrl":"https://doi.org/10.5216/IJAEEDU.V5I1.51786","url":null,"abstract":"This paper discuss an innovative teaching methodology applied in a university sited in Minas Gerais, Brazil. The main goal is to reduce the dropout rate in Engineering Courses. The Federal University of Itajubá (UNIFEI) offers freshmen students a new perspective about the Electrical Engineering course, showing them the vast possibilities it might lead them. For that, the university uses the course called Introduction to Electrical Engineering, based in the formation of groups focused in the study of the viability of Renewable Energy Sources projects. Differently from the traditional method, where the students are merely “recipients” meant to be filled by the teacher (LEWIS, 1939), the idea is to concede a chance for the pupils, allowing them to guide their researches and activities based on their needs. In this context, a group called Photovoltaic Application in Needy Communities (PANC), from the 2015 class, reached at the end of the period the implantation of the group’s objective: a solar system in a Basic Health Center in Itajubá (MG). The methods applied by the group are discussed in this paper.","PeriodicalId":371510,"journal":{"name":"International Journal on Alive Engineering Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121859670","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":"Social Electrical Engineering: A Pathway for Better Undergraduate Education","authors":"Amilton da Costa Lamas, Anderson Gomes Domingues","doi":"10.5216/IJAEEDU.V5I1.48146","DOIUrl":"https://doi.org/10.5216/IJAEEDU.V5I1.48146","url":null,"abstract":"As engineering skills becomes a commodity, electrical engineers’ programs are urged to adapt their pedagogical strategies do better prepared their graduates. The 21st century engineers are expected to have a strong technical background while being capable to work with people with different kinds of intellectual and social capitals, and to have a high level of cognitive flexibility. This article reports on the application of an information appropriation method, adopted by the Department of Electrical Engineering at PUC-Campinas, where activities on extension projects are simultaneously conducted along with the regularly schedule classes. The study case is related to the coplanning and cocreation of a technological white cane (proof of connect) between electrical engineering students, social technicians and the visually impaired. In the present case, the technicians were led to reinterpret, adapt and reinvent technology while contributing to the design and build of a low cost adaptive electronic sensing aid attachable to a white cane. The collaborative method, applied during conversation rounds, is based on a virtuous cyclic process which includes steps like information capture, validation, guidance and feedback. The engineering students, on the other hand, have the opportunity to develop their communication, analysis and interpretation skills in a way not available in the classroom. They also experience solving conflict situations and find creative uses and applications for they knowledge not otherwise foreseen. The participating students transformed information into knowledge through a dialogical experience with people having a contrasting technological background to its own. Through this experience the engineering graduates emerged with a greater sense of responsibility with the society and a better understanding of what means to be an engineer. Participation in the Extension Project also brought up several opportunities of professional recognition by the technicians and the visual impaired themselves, which stimulated the students do achieve better performance in the course.","PeriodicalId":371510,"journal":{"name":"International Journal on Alive Engineering Education","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127344142","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}