A comparison between CDIO and EAC engineering education learning outcomes

2016 ◽  
Author(s):  
M.H. Abdul Halim ◽  
N. Buniyamin
Keyword(s):  
Engineering Education ◽  
Learning Outcomes

A Framework for Engineering Dissection Exercise Creation and Implementation

2009 ◽  
Author(s):  
Kathleen M. Hart ◽  
Steven B. Shooter ◽  
Charles J. Kim
Keyword(s):  
Active Learning ◽  
Best Practices ◽  
Reverse Engineering ◽  
Engineering Education ◽  
Learning Outcomes ◽  
Positive Impact ◽  
Rigorous Approach ◽  
Engineering Activity ◽  
Hands On ◽  
Different Levels

Hands-on product dissection and reverse engineering exercises have been shown to have a positive impact on engineering education, and many universities have incorporated such exercises in their curriculum. The CIBER-U project seeks to examine the potential to utilize cyberinfrastructure to enhance these active-learning exercises. We have formulated a framework for product dissection and reverse engineering activity creation to support a more rigorous approach to assessing other exercises for satisfaction of the CIBER-U project goals and adapting the best practices. This framework is driven by the fulfillment of learning outcomes and considers the maturity of students at different levels. Prototype exercises developed with the framework are presented. The approach is sufficiently general that it can be applied to the consideration and adaption of other types of exercises while ensuring satisfaction of the established goals.

scholarly journals Studying the Effectiveness of Teaching Sustainability in Project-Based Multi-disciplinary Graduate Level Engineering Course

2013 ◽  
Author(s):  
Lotfi Belkhir
Keyword(s):  
Pilot Study ◽  
Engineering Education ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Graduate Level ◽  
Graduate Course ◽  
Sustainability Management ◽  
Management Level ◽  
Sustainability Learning ◽  
Framework For Teaching

Defining the relevant sustainability learning outcomes and how we could measure our success in teaching sustainability is a complex challenge. This paper introduces the design and findings of a pilot study on the effectiveness of a new Engineering graduate course, Total Sustainability Management, in teaching and learning sustainability, both at the cognitive and the management level. The design of the pre- and post-coursequestionnaires was driven by the course key objectives and adopted framework of sustainability competencies. The findings and questions raised from this pilot study inform the proposed design of further study and, more importantly, the development of a framework for teaching and learning – and thus measuring – sustainability in graduate, interdisciplinary Engineering education.

scholarly journals Assessing a potential Conceive-Design-Implement-Operate curricular change in an engineering degree

2017 ◽  
Vol 4 (1) ◽  
pp. 17
Author(s):  
Luiz Paulo Rodrigues Miranda
Keyword(s):  
Literature Review ◽  
Engineering Education ◽  
Learning Outcomes ◽  
Mechanical Engineering ◽  
Interpersonal Skills ◽  
Curricular Change ◽  
Technical Knowledge ◽  
Engineering Degree

The requirements of the Engineering Education are nowadays very broad and demand a set of skills which demands not only technical knowledge but also the ability to lead and innovate and Personal and Interpersonal skills. A framework for the assessment of a potential Curricular Change is necessary to guide the analysis of the program with respect to the stakeholders and the legislation of the country, in order to develop appropriate learning outcomes. A Conceive-Design-Implement-Operate (CDIO) approach was chosen for an evaluation conducted in a mechanical Engineering Degree in Brazil. The work consisted in the application of a survey with students and professors and a literature review of the legislation and studies that raised the required competences and skills for the modern Engineer. The results show a great potential for a CDIO set of skills in Engineering Degrees in Brazil and reveal the frequent demands of stakeholders before a Curricular Change.

scholarly journals Jobsheet Learning Media Development of Stone and Concrete Working Practice Courses Building Engineering Education Program of Padang State University

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Wahyu Hutria ◽  
Nurhasan Syah ◽  
Azwar Inra
Keyword(s):  
Engineering Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Education Student ◽  
State University ◽  
Study Program ◽  
A Value ◽  
Building Engineering ◽  
Improve Student Learning

Jobsheet learning media is designed to improve student learning outcomes so that students can understand the overall material provided and help learn independently. This research aims to develop a  Jobsheet learning medium in the course of Stone and Concrete Work Practices Building Engineering Education Study Program that is valid, practical, and effective. This research uses Research and Development (R&D)method with 4-D development model. The subject of the study was a building engineering education student who took a course in Working Practice of Stone and Concrete Semester January-June 2019. The results obtained in this study are as follows:(1) produce jobsheet learning media    (2) Validity of Jobsheet learning media,  declared valid on the content aspect with a value of   0.83 and valid on the aspect of media format with a value of 0.89,  (3) Practicality of  jobsheet learning media based on two responses lecturers expressed very practical with a percentage of 89.92% and based on  15 responses students expressed very practical with a percentage of 85.03%, (4)  Jobsheet learning media, otherwise effective can improve the knowledge aspect of students who use  Jobsheet seen from student learning outcomes and effectively improve aspects of student skills seen from results and practice reports. Based on the results of this study, it can be concluded that  jobsheet learning media has been valid, practical and effective as a teaching material in the course of Working Practice of Stone and Concrete.

scholarly journals APPLICATION OF HYBRID LEARNING MODEL IN FOUNDATION ENGINEERING SUBJECTS IN BUILDING ENGINEERING EDUCATION STUDY PROGRAM, PALANGKA RAYA UNIVERSITY ACADEMIC YEAR 2020/2021

2021 ◽  
Vol 9 (1) ◽  
pp. 18-26
Author(s):  
Lola Cassiophea ◽  
Ni Putu Diah P
Keyword(s):  
Engineering Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Hybrid Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Teaching Staff ◽  
Foundation Engineering ◽  
Building Engineering ◽  
Academic Year

There is now an assumption that “working from home” will become a normal work culture for most of us (teachers, and students). In Indonesia, some teachers have to do homework assignments (continuously and as a controlled routine) on an ongoing basis. This means that they have the opportunity to be unproductive to work in a completely new environment and without leadership supervision (intensively). However, there are a number of ways to get around this problem, especially preventing teachers from being confused in applying appropriate and effective learning models, as well as sustainable professional development, surely wanting to be productive in utilizing time during the Covid 19 pandemic. Thus time management must be carried out and controlled properly to improve the quality of professionalism of teachers as professional educators. The solution, the teaching staff is required to be able to design learning media as an innovation by utilizing online media. This research is motivated by the learning outcomes of Building Engineering Education students who program Foundation Engineering courses which are still relatively low under a score of 60 (C value). Hybrid learning is a hybrid learning concept that integrates traditional class sessions and e-learning elements in an effort to combine the benefits of the two forms of learning. The purpose of this study is to determine student learning outcomes after the application of the hybrid learning model. This type of research is descriptive research. Quantitative data in the form of numbers or scores obtained from student learning outcomes tests. This research was conducted from October 2020 to December 2020 at the Building Engineering Education FKIP, Palangka Raya University. The research subjects were students of the Building Engineering Education 2020/2021 Academic Year who program Foundation Engineering Courses. The instrument used in this study was the final test of student learning outcomes. There is a significant effect as evidenced by the analysis of the t-test with the results of t count> t table with a value of t = 22.4 while for t table = 2.04 with a confidence of 0.05%, there can be significant differences in learning using the hybrid learning model. . The output to be achieved is that this research will be published in the Journal of Technology and Vocational Education FKIP, Palangka Raya University, 'Balanga' not accredited in 2020.

Assessing learning outcomes in electrical engineering education: A case study from Saudi Arabia

2014 ◽  
Vol 51 (4) ◽  
pp. 354-367 ◽  
Author(s):  
Mohamed El-Kady ◽  
Abdullah Alsadaawi ◽  
Saeed Al-Zahrani ◽  
Abdelhamid Ajbar
Keyword(s):  
Saudi Arabia ◽  
Engineering Education ◽  
Learning Outcomes ◽  
Electrical Engineering ◽  
Engineering Practice ◽  
Exit Exam ◽  
Engineering Sciences ◽  
Electrical Engineering Education ◽  
Education Authority

This paper presents the main features of a study carried out by the higher education authority in the Kingdom of Saudi Arabia for developing a practical framework for formulating and assessing learning outcomes in electrical engineering education. The proposed learning outcomes were based on a compilation of different international accreditation frameworks. The formulated learning outcomes were grouped into four learning areas: (1) engineering sciences, (2) engineering analysis and investigation, (3) engineering design and (4) engineering practice. The paper also presents the main elements of a proposed standardized exit exam to test the developed learning outcomes. A table of specification was constructed that maps the developed learning outcomes with the test questions distributed over various learning levels. It allows the transformation of the developed learning outcomes into balanced questions to be used in an exit exam. The paper also discusses the implications of the proposed exit exam on electrical engineering education, and presents the results of a trial exam carried out recently.

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