Graduate Students' Evolving Ideas on Engineering Education and Engineering Educators

2006 ◽  
Author(s):  
Euridice Oware ◽  
Brenda Capobianco ◽  
Heidi Diefes-Dux
Keyword(s):  
Graduate Students ◽  
Engineering Education

scholarly journals CHALLENGES IN ENGINEERING EDUCATION OF COGNITIVE DYNAMIC SYSTEMS

2012 ◽  
Author(s):  
Witold Kinsner ◽  
Simon Haykin ◽  
Yingxu Wang ◽  
Witold Pedrycz ◽  
Ivo Bukovsky ◽  
...  
Keyword(s):  
Graduate Students ◽  
Engineering Education ◽  
Dynamic Systems ◽  
Engineering Programs ◽  
Educational Challenges ◽  
Design Paradigm

Diverse attempts are being made to develop new computers, machines and systems that could act not only autonomously, but also in an increasingly intelligent, perceptual and cognitive manner. This paper discusses some of the educational challenges stemming from this emerging modelling and design paradigm, including teaching appropriate subjects to undergraduate and graduate students in university engineering programs.

scholarly journals CHARACTERIZING THE ENGINEERING EDUCATION GRADUATE STUDENT EXPERIENCE IN CANADA: DESCRIPTIVES

2018 ◽  
Author(s):  
Patricia Sheridan ◽  
Jillian Seniuk Cicek ◽  
Liz Kuley ◽  
Robyn Mae Paul
Keyword(s):  
Graduate Students ◽  
Engineering Education ◽  
Research Funding ◽  
Mixed Methods Research ◽  
Research Study ◽  
Graduate Studies ◽  
Quality Research ◽  
Academic Identities ◽  
Predominantly Female ◽  
Study Participants

 Abstract – Four Canadian Engineering Education graduate students from the Universities of Manitoba, Saskatchewan, Toronto, and Calgary are conducting a national mixed-methods research study to characterize the identity of graduate students studying engineering education in Canada. The first phase of this study comprised of the dissemination of a survey designed using McAlpine’s Identity-Trajectory framework to explore whom our engineering education graduate students are, how our graduate studies are manifest in this field, and how our academic identities are formed through the construction of our unique intellectual, institutional, and networking experiences. This paper presents select findings and descriptive analyses from these survey data. Findings show that participants in our study predominantly identify as female, come from engineering backgrounds, are over-stretched in terms of commitments, need better access to research funding and peer communities, actively present at conferences, and are sufficiently supported by their institutions and supervisors to feel that they can conduct quality research in engineering education. Noteworthy, is that the gender demographic in our study participants, which is predominantly female, is in contrast to the minority female demographic found in engineering graduate studies. Significantly, findings suggest that graduate students pursuing degrees in engineering education may be guided by a potentially unconscious positivistic approach to their research.

scholarly journals DISCIPLINE-BASED EDUCATION RESEARCH (DBER) – WHAT IS IT, AND WHY SHOULD ENGINEERING EDUCATION RESEARCH SCHOLARS BE TALKING ABOUT IT MORE?

2019 ◽  
Author(s):  
Robyn Paul ◽  
Robert Brennan
Keyword(s):  
Education Research ◽  
Graduate Students ◽  
Engineering Education ◽  
Knowledge Sharing ◽  
Support Systems ◽  
Post Graduate ◽  
Interdisciplinary Nature ◽  
Funding Support ◽  
Engineering Education Research

Engineering Education Research (EER) is a growing field in Canada. However the interdisciplinary nature of our field means we frequently face challenges, often in the form of deficits: funding, support from colleagues, sufficient interdisciplinary expertise, and recruitment of and support for post-graduate students. In order to continue growing the EER field, we need to provide academic scholars and students with the necessary interdisciplinary support systems. This paper provides an overview of the field of Discipline-Based Education Research (DBER) and makes recommendations on how EER scholars can more intentionally engage. Specifically, through knowledge sharing, communities of practices, and collaborative infrastructures and systems.

Interactive Learning in Engineering Education

2005 ◽  
pp. 289-305 ◽  
Author(s):  
Katia Tannous
Keyword(s):  
Graduate Students ◽  
Engineering Education ◽  
Teaching And Learning ◽  
Chemical Engineering ◽  
Interactive Learning ◽  
Object Oriented ◽  
Object Oriented Programming ◽  
Programming System ◽  
Specific Knowledge ◽  
Chemical Engineering Education

In the process of teaching and learning, computers as a tool help the students to develop their reasoning and intelligence. In engineering education, computational packages are usual but somewhat didactic and require specific knowledge on the part of the student. Motivation, creativity and autonomy are important for success in chemical engineering courses. This chapter presents novel experience of a chemical engineering education, including a technique and object-oriented programming system applied mainly to undergraduate and graduate students.

scholarly journals Effective Use of Graduate Students as Teaching Assistants in Undergraduate Engineering Education

2013 ◽  
Author(s):  
Janna Rosales ◽  
Darlene Spracklin-Reid, ◽  
Susan Caines
Keyword(s):  
Graduate Students ◽  
Engineering Education ◽  
Teaching Assistants ◽  
Teaching Experience ◽  
Teaching Assistant ◽  
Undergraduate Engineering ◽  
Undergraduate Engineering Education ◽  
Student Centred Learning ◽  
Effective Use

Undergraduate Engineering Education can be significantly enhanced through the effective use of Teaching Assistants. Traditionally, Teaching Assistants have been viewed as support for the instructor, but as student-centred learning models take more precedence, the role of the Teaching Assistant is changing to adapt. Recognizing the challenges presented by large class sizes and Teaching Assistants’ limited teaching experience, how can we effectively employ graduate students as Teaching Assistants to enhance undergraduate learning in engineering? This paper provides details on the approach taken by Memorial University to support Teaching Assistants as educators and to draw on their experience and enthusiasm for engineering education. It also examines the approach taken in one undergraduate engineering course to engage Teaching Assistants with the content, the students, and the professor.

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