Assessing Engineering And Technology Students' Abilities To "Communicate Effectively": Overcoming Obstacles

Australia appears to be lagging behind countries in North America and Europe regarding the participation of women in engineering, science and technology courses and careers. This chapter reports on a current project undertaken by a regional university to build a mentoring and support network among female Science, Engineering and Technology students, staff and industry professionals. As well as the context and history of the project, the chapter describes the activities undertaken and the challenges faced in making the project sustainable. Factors critical to the success of the project are identified and include securing funds and commitment from senior management, having a multi-disciplinary team with strong leadership and effective support, and using information technology to enhance personal networks and to promote activities.

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Insights from a Global Engineering Outreach Course

International Journal for Service Learning in Engineering Humanitarian Engineering and Social Entrepreneurship ◽

10.24908/ijsle.v0i0.5552 ◽

2014 ◽

pp. 256-268 ◽

Cited By ~ 2

Author(s):

Randy S Lewis

Keyword(s):

Learning Outcomes ◽

Small Scale ◽

Community Members ◽

Social Scientists ◽

Technology Students ◽

Global Engineering ◽

Engineering And Technology ◽

Developing Communities ◽

Engineering Outreach ◽

Key Aspects

A two-semester multi-disciplinary Global Engineering Outreach (GEO) course was initiated in 2007 to provide an opportunity for junior and senior-level engineering and technology students to design and implement humanitarian-based engineering projects in developing communities. Recently, the course was integrated with a sociology course to enhance the educational opportunities between social scientists and engineers. During the GEO course, students work on small-scale projects that are selected in conjunction with members of the developing communities. Students regularly interact with community members during project development. Following the GEO course, students participate in a two-week implementation trip. Learning outcomes associated with the course are described and assessment results show that many aspects of the learning outcomes are being met but there is room for improvement. In addition, following years of experience, several insights have been identified to help improve the course, community engagement, and implementation trip. Finally, several key aspects that are noteworthy for involving students in designing and implementing projects in developing communities are described.

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A Flipped First-Year Digital Circuits Course for Engineering and Technology Students

IEEE Transactions on Education ◽

10.1109/te.2014.2356174 ◽

2015 ◽

Vol 58 (3) ◽

pp. 179-186 ◽

Cited By ~ 22

Author(s):

Kumar Yelamarthi ◽

Eron Drake

Keyword(s):

Digital Circuits ◽

First Year ◽

Technology Students ◽

Engineering And Technology

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Using Computer Simulation To Teach Undergraduate Engineering And Technology Students Ergonomics

10.18260/1-2--1395 ◽

2020 ◽

Author(s):

Yi-hsiang Chang ◽

Craig Miller

Keyword(s):

Computer Simulation ◽

Undergraduate Engineering ◽

Technology Students ◽

Engineering And Technology

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Performance of Students in the Departmental Examination in Chemistry

International Letters of Social and Humanistic Sciences ◽

10.18052/www.scipress.com/ilshs.55.121 ◽

2015 ◽

Vol 55 ◽

pp. 121-125

Author(s):

Ryan Manuel D. Guido

Keyword(s):

Student Performance ◽

Engineering Students ◽

Technology Students ◽

Significant Difference ◽

Engineering And Technology ◽

The Subject ◽

Better Than

Departmental examination in chemistry assesses the students’ performance between the engineering and technology students and its corresponding departments. The results showed that engineering students marginally performed better than technology students and there are departments that exhibits highest mean score in the performance of both engineering and technology. It appears that students‘ performance has no significant difference because professors offered the same presentation of lessons, reinforcements, and evaluation whether it might be engineering or technology students. Furthermore, it showed that there is no significant difference in interdepartment performance because most of the professors were able to teach the different departments. The analyzation of this study showed that student performance in the departmental examination in chemistry depends on how the professors taught the subject.

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