Emotional Indicators as a Way to Initiate Student Reflection in Engineering Programs

Most Canadian engineering students take a computing course in their first year that introduces them to digital computation. The Canadian Engineering Accreditation Board does not specify the language(s) that can or should be used for instruction. As a result, a variety of languages are used across Canada. This study examines which languages are used in degree-granting institutions, currently and in the recent past. It also examines why institutions have chosen the languages that they currently use. In addition to the language used in instruction, the types and hours of instruction are also analyzed. Methods of instruction and evaluation are compared, as well as the pedagogical philosophies of the different programs with respect to introductory computing. Finally, a comparison of the expected value of this course to graduates is also presented. We found a more diverse landscape for introductory computing courses than anticipated, in most respects. The guiding ethos at most institutions is skill and knowledge development, especially around problem solving in an engineering context. The methods to achieve this are quite varied, and so are the languages employed in such courses. Most programs currently use C/C++, Matlab, VB and/or Python.

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Integration of CAD/CAE/RP Environment for Developing a New Product in Medical Field

Engineering and Technology Journal ◽

10.30684/etj.v38i9a.982 ◽

2020 ◽

Vol 38 (9A) ◽

pp. 1276-1282

Author(s):

Nabeel I. Allawy ◽

Amjad B. Abdulghafour

Keyword(s):

Maxillofacial Surgery ◽

Essential Element ◽

Severe Trauma ◽

Simulation Software ◽

Oral And Maxillofacial Surgery ◽

Virtual Surgery ◽

Multiple Fractures ◽

Engineering Programs ◽

Mesh Model ◽

The Face

Reconstruction of the mandible after severe trauma is one of the most difficult challenges facing oral and maxillofacial surgery. The mandible is an essential element in the appearance of the human face that gives the distinctive shape of the face, holds. This paper aims to propose a methodology that allows the surgeon to perform virtual surgery by investing engineering programs to place the implant by default and with high accuracy within the mandible based on the patient's medical data. The current study involved a 35-year-old man suffering from a traffic accident in the mandible with multiple fractures of the facial bones. Basically, an identification of the steps required to perform virtual surgery and modeling images from the CBCT technology has been done by using the software proposed in the research. The implant model is designed as a mesh model, allowing the patient to return to a normal position. Moreover, an application of FEA procedures using the Solidworks simulation software to test and verify the mechanical properties of the final transplant.

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Transformative Learning in Mastery-Oriented CS0 Course

Higher Education for the Future ◽

10.1177/23476311211007255 ◽

2021 ◽

pp. 234763112110072

Author(s):

Srinivasan Lakshminarayanan ◽

N. J. Rao ◽

G. K. Meghana

Keyword(s):

Transformative Learning ◽

First Year ◽

Guided Discovery ◽

Engineering Programs ◽

Transformative Experiences ◽

Significant Difference ◽

Cognitive Levels ◽

Almost All ◽

Core Course

The introductory programming course, commonly known as CS1 and offered as a core course in the first year in all engineering programs in India, is unique because it can address higher cognitive levels, metacognition and some aspects of the affective domain. It can provide much needed transformative experiences to students coming from a system of school education that is dominantly performance-driven. Unfortunately, the CS1 course, as practiced in almost all engineering programs, is also performance-driven because of a variety of compulsions. This paper suggests that the inclusion of a course CS0 can bring about transformative learning that can potentially make a significant difference in the quality of learning in all subsequent engineering courses. The suggested instruction design of this course takes the advantage of the unique features of a course in programming. The proposed CS0 course uses “extreme apprenticeship” and “guided discovery” methods of instruction. The effectiveness of these instruction methods was established through the use of the thematic analysis, a well-known qualitative research method, and the associated coding of transformative learning experiences and instruction components.

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