scholarly journals Improving Conceptual Understanding of Signals and Systems in Undergraduate Engineering Students Using Collaborative In-Class Laboratory Exercises

2020 ◽  
Author(s):  
Anusha Sathyanarayanan Rao ◽  
Jing Fan ◽  
Cynthia Brame ◽  
Bennett Landman
Keyword(s):  
Conceptual Understanding ◽  
Engineering Students ◽  
Undergraduate Engineering

Evaluation of Haptic Modules for Training in Undergraduate Mechanics

2015 ◽  
Author(s):  
Ernur Karadogan ◽  
Robert L. Williams ◽  
Figen Karadogan
Keyword(s):  
Conceptual Understanding ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Force Feedback ◽  
Target Population ◽  
Problem Solving Skills ◽  
Undergraduate Engineering ◽  
Significant Difference ◽  
Software Modules ◽  
Visual Learners

This article reports the evaluation results of the software modules we are developing to augment teaching and learning in standard required undergraduate engineering mechanics courses. Using these modules, students can change parameters, predict answers, compare outcomes, interact with animations, and “feel” the results using a force feedback joystick. The overall system aims to increase teaching and learning effectiveness by rendering the concepts compelling, fun, and engaging. Three software modules in Dynamics were evaluated by a sample of the target population, 40 undergraduate engineering students who were enrolled in a sophomore-level Dynamics course during the evaluation. Students showed significant preference in that the modules would increase their interest in Dynamics subject and their engagement in the Dynamics course that they were enrolled at the time of the evaluation. Evaluation results also showed significant difference in preference in that the modules would improve students’ both conceptual understanding of the Dynamics subjects and problem-solving skills. Tactile learners believed that the modules would improve their conceptual understanding of Dynamics subjects more than the visual learners. 97.5% of the students were willing to use the software again in the future. 92.5% of the students believed that the incorporation of this software to the instruction of Dynamics would be beneficial to their learning.

The effect of peer-led team learning on undergraduate engineering students’ conceptual understanding, state anxiety, and social anxiety

2018 ◽  
Vol 19 (3) ◽  
pp. 694-710 ◽  
Author(s):  
E. N. Eren-Sisman ◽  
C. Cigdemoglu ◽  
O. Geban
Keyword(s):  
General Chemistry ◽  
Social Anxiety ◽  
Conceptual Understanding ◽  
Trait Anxiety ◽  
State Anxiety ◽  
Engineering Students ◽  
Control Group ◽  
College Instruction ◽  
Undergraduate Engineering ◽  
Experimental Group

This study aims to compare the effectiveness of a Peer-Led Team Learning (PLTL) model with that of traditional college instruction (TCI) in enhancing the conceptual understanding and reducing both the state anxiety and social anxiety of undergraduate engineering students in a general chemistry course in a quasi-experimental design. 128 engineering students taking the course participated in the study. One of the course sections was randomly assigned to the experimental group and the other section was assigned to the control group. Both sections were taught by the same instructor. The control group was instructed using traditional college instruction, while the experimental group was instructed using the PLTL model. Throughout this study, six peer-led chemistry workshops and leader training sessions were performed simultaneously. The General Chemistry Concept Test, the State–Trait Anxiety Inventory, and the Social Anxiety Questionnaire for Adults were administered before and after the treatment to both groups. One-way Multivariate Analysis of Covariance (MANCOVA) indicated that after controlling students’ university entrance scores, trait anxiety scores and pre-test scores of both the General Chemistry Concept Test and state anxiety, the PLTL model was more effective in improving the conceptual understanding and reducing the situational anxiety of engineering students in undergraduate general chemistry. However, it was not so effective in lessening their social anxiety when compared to traditional college instruction.

HOW STUDENTS DEFINE THEIR SUCCESS: A RESEARCH STUDY

2020 ◽  
Author(s):  
Max Ullrich ◽  
David S. Strong
Keyword(s):  
Pilot Study ◽  
Engineering Students ◽  
Research Study ◽  
Survey Instrument ◽  
Undergraduate Engineering ◽  
Diversity And Inclusion ◽  
Full Study ◽  
Definition Of Success ◽  
Definition Of ◽  
Diverse Groups

How undergraduate engineering students define their success and plan for their future differs notably amongst students. With a push for greater diversity and inclusion in engineering schools, it is valuable to also better understand the differences in these areas among different students to allow institutions to better serve the needs of these diverse groups.  The purpose of this research study is to explore students’ definition of success both in the present and projecting forward 5 to 10 years, as well as to understand to what level students reflect on, and plan for, the future. The proposed survey instrument for the pilot stage of this research includes 56 closed-ended questions and 3 open-ended questions. Evidence for the validity of the research instrument is established through a mixed-method pilot study. This paper will discuss the survey instrument, the pilot study, and outline plans for the full study.

Human-Centered and Psychological Concepts in Undergraduate Engineering Project Documentation

2020 ◽  
Vol 64 (1) ◽  
pp. 505-509
Author(s):  
Rod D. Roscoe ◽  
Samuel T. Arnold ◽  
Chelsea K. Johnson
Keyword(s):  
Engineering Students ◽  
Engineering Project ◽  
Design Processes ◽  
Undergraduate Engineering ◽  
Project Documentation ◽  
And Behaviors ◽  
Psychological Concepts

The success of engineering and design is facilitated by a working understanding of human thoughts, feelings, and behaviors. In this study, we explored how undergraduate engineering students included such human-centered and psychological concepts in their project documentation. Although, we observed a range of concepts related to design processes, teams, cognition, and motivation, these concepts appeared infrequently and superficially. We discuss how this analysis and approach may help to identify topics that could be leveraged for future human-centered engineering instruction.

scholarly journals Developing students’ aptitudes through University-Industry collaboration

2015 ◽  
Vol 35 (3) ◽  
pp. 121-128 ◽  
Author(s):  
Miguel Aizpun ◽  
Diego Sandino ◽  
Inaki Merideno
Keyword(s):  
Engineering Students ◽  
Technical Knowledge ◽  
Collaborative Approach ◽  
Engineering Knowledge ◽  
Undergraduate Engineering ◽  
Student Community ◽  
Novel Approach ◽  
Industry Collaboration ◽  
The University ◽  
University Industry

<p>In addition to the engineering knowledge base that has been traditionally taught, today’s undergraduate engineering students need to be given the opportunity to practice a set of skills that will be demanded to them by future employers, namely: creativity, teamwork, problem solving, leadership and the ability to generate innovative ideas. In order to achieve this and educate engineers with both in-depth technical knowledge and professional skills, universities must carry out their own innovating and find suitable approaches that serve their students. This article presents a novel approach that involves university-industry collaboration. It is based on creating a student community for a particular company, allowing students to deal with real industry projects and apply what they are learning in the classroom. A sample project for the German sports brand adidas is presented, along with the project results and evaluation by students and teachers. The university-industry collaborative approach is shown to be beneficial for both students and industry.</p>

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