European Journal of Engineering Education最新文献_第4页

The virtuous, the caring, and the free: ethical theory to understand the ethics of the teacher as a role model in engineering education 德性、爱心、自由:从伦理学的角度理解工程教育中教师的道德楷模作用

IF 2.3

European Journal of Engineering Education Pub Date : 2023-07-22 DOI: 10.1080/03043797.2023.2236959

Virginia Grande, T. Lennerfors, Anne-Kathrin Peters, Kristina von Hausswolff

引用次数: 0

Exploring the impact of feedback on student performance in undergraduate civil engineering 土木工程专业本科生反馈对学习成绩影响的探讨

IF 2.3

European Journal of Engineering Education Pub Date : 2023-07-22 DOI: 10.1080/03043797.2023.2238188

D. Das

{"title":"Exploring the impact of feedback on student performance in undergraduate civil engineering","authors":"D. Das","doi":"10.1080/03043797.2023.2238188","DOIUrl":"https://doi.org/10.1080/03043797.2023.2238188","url":null,"abstract":"ABSTRACT A major focus of teaching and learning in undergraduate civil engineering is the enhancement of student performance. Feedback is vital for the improvement of students’ performance. However, relatively few studies were conducted specifically to establish the relationship between feedback and student performance in engineering education, especially in civil engineering. Also, the impact of feedback on performance has not been explicitly measured in engineering education. The context of two undergraduate civil engineering subjects at a University of Technology (UoT) in South Africa was used in this study to examine whether feedback to students on their work enhances performance, to what extent it improves performance and what kinds of feedback are more influential. Case-study analyses of the performance of students were conducted and a perception survey was administered to the students, followed by relevant statistical analyses. Findings suggested that students’ performance is likely to improve with structured and constructive feedback. Although both oral and structured written feedback were found independently statistically significant with enhanced students’ performance, the combination of both oral and structured written feedback is most influential. This study contributes to establishing the relationship between feedback and student performance and the comparative impact of different types of feedback on student performance.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43619668","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

First-year engineering students’ learner agency sources in a systemic PBL environment: a Q study 系统PBL环境下工科一年级学生的学习代理来源:一项Q研究

IF 2.3

European Journal of Engineering Education Pub Date : 2023-07-10 DOI: 10.1080/03043797.2023.2233427

N. Lyngdorf, Xiangyun Du, A. Lundberg

{"title":"First-year engineering students’ learner agency sources in a systemic PBL environment: a Q study","authors":"N. Lyngdorf, Xiangyun Du, A. Lundberg","doi":"10.1080/03043797.2023.2233427","DOIUrl":"https://doi.org/10.1080/03043797.2023.2233427","url":null,"abstract":"ABSTRACT Problem-based learning (PBL) has been implemented with different levels of success in first-year engineering education in response to the rapidly growing requirements for a higher degree of learner agency in graduates. This study is contextualised in a systemic problem-based learning environment and explores the sources of first-year engineering students’ learner agency development in relation to the main features and skillsets of PBL, such as teamwork, student-centredness, problem orientation and project organisation. Q methodology was employed, including both qualitative and quantitative data collection and analysis based on a 39-statement Q sample and 102 valid Q sorts. The Q analysis identified four statistically distinct viewpoints on the key sources of learner agency for students: (1) Team dynamism and self-directed learning within the project team, (2) Trust and peer support within the project team, (3) Individual efforts at career readiness and (4) Team efforts at project management. The findings highlight the potential of PBL for offering more and better pedagogical support for first-year engineering students in developing learner agency.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43735686","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

Cross-institutional collaboration in engineering education – a systematic review study 工程教育的跨机构合作-系统回顾研究

IF 2.3

European Journal of Engineering Education Pub Date : 2023-06-30 DOI: 10.1080/03043797.2023.2228727

S. Christiansen, C. Juebei, D. Xiangyun

{"title":"Cross-institutional collaboration in engineering education – a systematic review study","authors":"S. Christiansen, C. Juebei, D. Xiangyun","doi":"10.1080/03043797.2023.2228727","DOIUrl":"https://doi.org/10.1080/03043797.2023.2228727","url":null,"abstract":"ABSTRACT To uncover and analyze conceptualizations of cross-institutional collaboration in engineering education, a systematic review study was conducted, identifying commonalities in frameworks, assessments and evaluations, and challenges across prior studies. 74 papers were reviewed, revealing study descriptors, theoretically applied frameworks, outcomes of assessments and evaluations, and common challenges. The findings indicate that the concept of cross-institutional collaboration in engineering education is region-specific, with papers most frequently originating from the US. The outcomes identified also highlight the difficulty in establishing clarity among outcomes based on assessments and evaluations, since the majority of the reviewed papers do not include empirical data gathered outside the collaborative activities. The structural and personal challenges and barriers found underline the need for more efforts to ensure successful collaboration with and across engineering education. Finally, designing, delivering, and sustaining collaboration require further attention from decision-makers in engineering education to address and facilitate collaboration between academic staff and students across institutions.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44165625","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 a boundary crossing learning trajectory: supporting engineering students to collaborate and co-create across disciplinary, cultural and professional practices 发展跨界学习轨迹:支持工程专业学生跨学科、跨文化和跨专业实践合作和共同创造

IF 2.3

European Journal of Engineering Education Pub Date : 2023-06-30 DOI: 10.1080/03043797.2023.2219234

K. Fortuin, J. Gulikers, Nynke C. Post Uiterweer, C. Oonk, Cassandra W. S. Tho

引用次数: 1

Course-level factors and undergraduate engineering students’ ratings of instruction 课程水平因素与工科本科生教学评分

IF 2.3

European Journal of Engineering Education Pub Date : 2023-06-21 DOI: 10.1080/03043797.2023.2224245

M. Klopfer, D. Knight, J. Grohs, S. Case

引用次数: 0

Investigating the impact of innovation competence instruction in higher engineering education 创新能力教学在高等工程教育中的作用探析

IF 2.3

European Journal of Engineering Education Pub Date : 2023-06-12 DOI: 10.1080/03043797.2023.2219216

A. R. Ovbiagbonhia, B. Kollöffel, P. Brok

{"title":"Investigating the impact of innovation competence instruction in higher engineering education","authors":"A. R. Ovbiagbonhia, B. Kollöffel, P. Brok","doi":"10.1080/03043797.2023.2219216","DOIUrl":"https://doi.org/10.1080/03043797.2023.2219216","url":null,"abstract":"ABSTRACT The competence to innovate is critical for engineering students, as work environments and society are constantly changing. However, innovation competence is often not (explicitly) part of teaching, and teachers struggle to teach students this competence. To address this problem, a course to train undergraduate engineering students’ innovation competence was designed, based on six design principles. The instruction was nested in a final-year undergraduate Built Environment course. A mixed-method study (pre- and post-training student survey (n = 46); student focus group interviews (n = 18); teacher individual interview (n = 2); and analysis of student (n = 46) products, as assessed by 12 teachers) was undertaken to understand the effectiveness of the design principles in supporting students’ development of innovation competence. Paired samples t-tests showed significant growth in students’ self-perceived innovation competence. Analysis of students’ innovative products showed that they met the course goals. Students, teachers, and other stakeholders also reported positive perceptions of the setup and design principles used in the innovation competence instruction. The results showed that the intervention as described is effective for improving students’ innovation competence in the domains of study. This study offers several starting points for fostering the development of students’ innovation competence in higher education organisations.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44835657","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

Interventions to support the mental health and wellbeing of engineering students: a scoping review 支持工科学生心理健康和幸福的干预措施：范围界定综述

IF 2.3

European Journal of Engineering Education Pub Date : 2023-06-10 DOI: 10.1080/03043797.2023.2217658

J. E. Tait, L. Alexander, E. Hancock, J. Bisset

引用次数: 1

The effect of the emergency shift to virtual instruction on student team dynamics 紧急转向虚拟教学对学生团队动态的影响

IF 2.3

European Journal of Engineering Education Pub Date : 2023-06-05 DOI: 10.1080/03043797.2023.2217422

Siqing Wei, L. Tan, Yiyao Zhang, M. Ohland

引用次数: 1

Fostering responsible anticipation in engineering ethics education: how a multi-disciplinary enrichment of the responsible innovation framework can help 在工程伦理教育中培养负责任的预期:负责任创新框架的多学科丰富如何提供帮助

European Journal of Engineering Education Pub Date : 2023-05-30 DOI: 10.1080/03043797.2023.2218275

Janna van Grunsven, Taylor Stone, Lavinia Marin

{"title":"Fostering responsible anticipation in engineering ethics education: how a multi-disciplinary enrichment of the responsible innovation framework can help","authors":"Janna van Grunsven, Taylor Stone, Lavinia Marin","doi":"10.1080/03043797.2023.2218275","DOIUrl":"https://doi.org/10.1080/03043797.2023.2218275","url":null,"abstract":"It is crucial for engineers to anticipate the socio-ethical impacts of emerging technologies. Such acts of anticipation are thoroughly normative and should be cultivated in engineering ethics education. In this paper we ask: ‘how do we anticipate the socio-ethical implications of emerging technologies responsibly?’ And ‘how can such responsible anticipation be taught?’ We offer a conceptual answer, building upon the framework of Responsible Innovation and its four core practices: anticipation, reflexivity, inclusion, and responsiveness. We forge a more explicit link between the practices of anticipation, reflexivity, and inclusion, while also enriching them with insights from disability studies, STS, design theory, and philosophy. On this basis we present responsible anticipation as an activity of reflective problem framing grounded in epistemic humility. Via the RI-practice of responsiveness we present responsible anticipation as a creative approach to engineering ethics, offering engineering students a critical yet productive perspective on how ethics may inform innovation.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135692195","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