scholarly journals Frequent mastery testing with second‐chance exams leads to enhanced student learning in undergraduate engineering

2019 ◽  
Vol 34 (1) ◽  
pp. 168-181 ◽  
Author(s):  
Jason W. Morphew ◽  
Mariana Silva ◽  
Geoffrey Herman ◽  
Matthew West
Keyword(s):  
Student Learning ◽  
Undergraduate Engineering ◽  
Mastery Testing ◽  
Second Chance

scholarly journals Aspects of Professional Engineering Practice, Ethics and Technical Writing in an Engineering Course

2011 ◽  
Author(s):  
John Shirokoff
Keyword(s):  
Student Learning ◽  
Technical Writing ◽  
Course Delivery ◽  
Engineering Practice ◽  
Course Performance ◽  
Final Exam ◽  
Undergraduate Engineering ◽  
Delivery Type

The topics of professional engineering practice, ethics, and technical writing in an undergraduate engineering course are reviewed. A method for offering an engineering course including these topics is presented. Several aspects on course delivery (type of final exam, assignment submissions, resubmissions, and grading) can have an affect on course performance and student learning which are discussed.

scholarly journals ENGINEERING INSTRUCTORS AND THEIR TEACHING GOALS, TEACHING PRACTICES AND CONCEPTIONS OF STUDENT LEARNING IN UNDERGRADUATE EDUCATION

2021 ◽  
Author(s):  
Lisa Romkey
Keyword(s):  
Student Learning ◽  
Situated Learning ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Learning Goals ◽  
Learning Theories ◽  
Undergraduate Engineering ◽  
Teaching Goals ◽  
Undergraduate Engineering Education

This paper shares the results of a multiinstitutional study examining the teaching goals andpractices of engineering instructors. Through both a survey and a set of interviews, engineering instructors at four institutions in Ontario were invited to share their key teaching and learning goals, teaching philosophy, and the use of teaching and learning activities in the teaching of undergraduate engineering students. Engineering instructors shared a surprising diversity of teaching goals and practices, and through a discussion of powerful teaching activities, a set of conceptualizations around student learning emerged, ordered in decreasingprominence: Students learn through: (1) making realworld connections; (2) application of concepts; (3) interaction with the instructor; (4) interaction between students; (5) independence and ownership and (6) listening to what the professor says and does. These views are all reflected in the diversity of learning theories available in the literature, and in particular situated learning theory, but an understanding of these specific conceptualizations, articulated by engineering instructors, can be used to better support engineering instructors in their teaching, and in the development of new curricular initiatives in undergraduate engineering education. This work expands on the existing literature on teaching in higher education and teaching practices in engineering.

Leveraging Symbolic Programming in Engineering Courses: An Example

2011 ◽  
Author(s):  
P. Venkataraman
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Academic Ability ◽  
Engineering Curriculum ◽  
Undergraduate Engineering ◽  
Symbolic Programming ◽  
Software Packages ◽  
Small Collection ◽  
Upper Level ◽  
Basic Course

Symbolic programming, available through software packages, is a useful resource for teaching and learning in upper level professional courses in the undergraduate engineering curriculum. It positively impacts both knowledge and comprehension. The knowledge of required mathematics, previously learnt but easily forgotten, is now available at the fingertips. Symbolic programming makes it accessible through a single line of code. The comprehension is encouraged by visually illustrating the mathematical results through simple graphic commands. Increased knowledge and comprehension improves student’s academic ability, confidence, and maturity. These are necessary drivers of innovation. It takes only a small collection of software commands to deliver these significant improvements in student learning. In this paper we showcase some examples that demonstrate how symbolic programming can be used to service the basic course in aerodynamics. We also highlight the small collection of commands. It is anticipated that every other course in the engineering curriculum that uses mathematics can be completely supported in a similar fashion.

scholarly journals Re-engineering an Engineering Course: Exploring the Affordance of Flipped Classrooms for Transformative Teaching, Learning, and Workplace Competency

2015 ◽  
Vol 1 (1) ◽  
pp. 71-76
Author(s):  
Elaine Khoo ◽  
Mira Peter ◽  
Bronwen Cowie
Keyword(s):  
New Zealand ◽  
Student Learning ◽  
Flipped Classroom ◽  
Theoretical Framework ◽  
Threshold Concepts ◽  
Undergraduate Engineering ◽  
Transformative Teaching ◽  
Flipped Classrooms ◽  
Teaching Learning

This research brief is investigating the extent to which a flipped classroom model enhances student learning of threshold concepts (TCs) in an undergraduate engineering course at a New Zealand university. This project extends the team’s previous research confirming the effectiveness of the TC theoretical framework across multiple disciplines including engineering.

Sign in / Sign up

Export Citation Format

Share Document