scholarly journals Board # 34 : Student Perceptions of Concept Mapping in a Foundational Undergraduate Engineering Course

2018 ◽  
Author(s):  
Ning Fang
Keyword(s):  
Student Perceptions ◽  
Concept Mapping ◽  
Undergraduate Engineering

Learning nanotechnology through experimentation: carbon nanotube manufacturing using an electric discharge machine

2012 ◽  
Vol 1 (3) ◽  
pp. 281-287 ◽  
Author(s):  
Nebojsa Jaksic
Keyword(s):  
Carbon Nanotubes ◽  
Carbon Nanotube ◽  
Student Perceptions ◽  
Electric Discharge ◽  
Arc Discharge ◽  
Removal Rate ◽  
Electric Discharge Machining ◽  
Undergraduate Engineering ◽  
The Cost ◽  
Lecture Experiment

AbstractA novel nanotechnology laboratory experiment for a required junior/senior undergraduate engineering course, Engineering of Manufacturing Processes, is described and implemented. The experiment demonstrates a process of manufacturing carbon nanotubes using a method representing a variation on arc discharge. Carbon nanotubes are synthesized in oil by electric discharge machining using two graphite electrodes. The results are compared to a known empirical formula for material removal rate in electric discharge machining. A cost analysis of the process, determining the cost of as produced carbon nanotubes is performed. This 2-h experiment is complemented with a single 2-h lecture on nanotechnology creating a lecture-experiment nanotechnology module. Student learning outcomes for the module are developed, assessed, and analyzed. The results show a significant improvement in students’ knowledge. Student perceptions about nanotechnology, carbon nanotube manufacturing, and the need for life-long learning are assessed. Pedagogical justifications and sustainability of the nanotechnology lecture-experiment module within an undergraduate engineering curriculum are addressed.

An Investigation on the Students’ Perception of Dissection Effectiveness in a Redesign Context

2008 ◽  
Author(s):  
Gu¨l E. Okudan ◽  
Susan Mohammed
Keyword(s):  
Engineering Design ◽  
Student Perceptions ◽  
Design Education ◽  
The United States ◽  
Undergraduate Engineering ◽  
Engineering Design Education ◽  
Hands On ◽  
Tolerance For Ambiguity ◽  
Task Team ◽  
Team Functioning

Disassemble/Analyze/Assemble (DAA) activities involve the disassembly, analysis, and assembly of an artifact. Such activities are frequently made a part of the undergraduate engineering curricula in the United States (and elsewhere) as they provide useful ‘hands-on’ active learning components that can be easily integrated into various courses. DAA activities are central to product dissection and reverse engineering, terms which have been used interchangeably in the engineering design education literature and course titles. In some cases these activities are coupled with redesign activities, paving the way for a good context and providing a background for a meaningful engineering design. Despite this fact, however, based on our review of the literature it is not clear how do these DAA activities help with the redesign activity, if at all. Accordingly, in this paper we present results of our data collection that aimed at uncovering students’ perception regarding if DAA activities help with redesign (e.g., is it easier to redesign after dissection?). Overall, students had positive perceptions toward dissection, specifically with regards to its impact on redesign. We also report on the relation of student perceptions to design task, team functioning, and tolerance for ambiguity.

scholarly journals Will that be on the exam? - Student perceptions of memorization and success in engineering

2018 ◽  
Author(s):  
Ryan Clemmer ◽  
Karen Gordon ◽  
Julie Vale
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Skill Development ◽  
Problem Analysis ◽  
Engineering Curriculum ◽  
Engineering Student ◽  
Undergraduate Engineering ◽  
Factor Study ◽  
Study Process ◽  
Similar Sample

In engineering, it is important for students to develop strong problem analysis skills; however, this skill development may be hindered by a reliance on memorization. In this study, a survey was used to investigate undergraduate engineering student perspectives towards their curriculum and memorization and their styles using Bigg’s revised two-factor Study Process Questionnaire (R-SPQ-2F).The majority of the participants are characterized as students having good study habits, a deep motivation, and deep strategies when approaching their education. They generally recognize the decreasing importance of memorization as they progress in the engineering curriculum. There is also a fairly large subset of students that are classified as deep motivation but surface strategy. Most students believe that at least 50% of an exam should contain questions similar sample problems or assignment questions and surface learners tend to perceive exams to be unfair if too many questions are dissimilar. There was no observed correlation between grades and the R-SPQ-2F results in the courses examined. These results tend to support the hypothesis that surface strategies, including memorization, are being employed by undergraduate students as a means of obtaining adequate performance in lieu of problem analysis skill development.

An Exploratory Pilot Study of Student Learning Experiences in Engineering Technology Courses Designed to Promote Creativity

2016 ◽  
Vol 15 (1) ◽  
pp. 55-79 ◽  
Author(s):  
Jen Katz-Buonincontro ◽  
Orin Davis ◽  
Abi Aghayere ◽  
Dave Rosen
Keyword(s):  
Instructional Design ◽  
Pilot Study ◽  
Student Perceptions ◽  
Group Work ◽  
Sampling Method ◽  
Engineering Industry ◽  
Positive Experience ◽  
Engineering Technology ◽  
Undergraduate Engineering ◽  
Creative Idea

We report on the findings from an exploratory pilot study using the experience-sampling method (ESM) and interviews to examine learning in two undergraduate engineering technology courses designed to promote creativity. Results of the ESM analysis showed that students’ positive experience decreased slightly in the first course and increased slightly in the latter course. Surprisingly, both instructors’ presence caused students to report lower levels of willingness to express a creative idea and feel like other students were really listening. Interviews revealed student perceptions about the importance of creativity as essential to the engineering industry and beliefs about being creative in the classroom during the stages of the design process, which relies heavily on group work. Discussion builds on these themes for facilitating creative classrooms emphasizing work with peers as an integral part of curricular and instructional design.

Interpersonal Variables and Their Impact on the Perceived Validity of Peer Assessment in Engineering PBL

2014 ◽  
Vol 3 (2) ◽  
pp. 1-11
Author(s):  
Mark Symes ◽  
Anna Carew ◽  
Dev Ranmuthugala
Keyword(s):  
Learning Outcomes ◽  
Student Perceptions ◽  
Engineering Students ◽  
Peer Assessment ◽  
Project Based Learning ◽  
Learning Activities ◽  
Assessment Practices ◽  
Undergraduate Engineering ◽  
Value Diversity ◽  
The Relationship

Intra-team peer assessments have become the norm for performance and attribute assessment in problem and project based learning activities. However, research on the effects of interpersonal variables on these assessment practices is limited. This study examined the relationship between interpersonal variables and student perceptions on the validity of peer assessment. In order to understand the relationship between social interaction and its effects on peer assessment, four interpersonal variables were identified in this study: psychological safety, value diversity, interdependence, and trust. Fifty five undergraduate engineering students working in teams of 5 to 6 participated in a survey after having completed their first formative peer assessment. Preliminary findings from this study and evidence from other studies support the view that interpersonal variables have the potential to affect peer assessment and influence the learning outcomes.

scholarly journals Concept mapping: student perceptions of using a teaching tool in a Pharmacy course

2020 ◽  
Vol 9 (9) ◽  
pp. e467997696
Author(s):  
Marcelo Gomes de Gomes ◽  
Natalia Tonn ◽  
Roberto Pires Porto ◽  
Jonatas Cristian Rodrigues ◽  
Camila Oliveira Pacheco ◽  
...  
Keyword(s):  
Student Perceptions ◽  
Concept Mapping ◽  
Undergraduate Students ◽  
Teaching Tool ◽  
General Manner ◽  
Before And After ◽  
Conceptual Maps

Concept mapping consist of diagrams that represent the relationships between concepts and words that describe them. The present study aimed to examination of student perceptions of using concept mapping in a pharmacy course. A group of undergraduate students from the sixth semester were the participants. Students received the concept mapping before and after the theoretical class, also could make their own map. In general manner, 97% of the students made use of concept mapping, 90% consider that their use may be useful for learning pharmacology. 50% of participants considered the help provided by concept mapping for their learning as satisfactory, 25% as very satisfactory and 25% as regular. Still, 63% of students intend to continue use of conceptual maps and 34% think about continuing to use concept mapping. Therefore, the study demonstrated that use of concept mapping as a teaching tool for pharmacology class, managed to arouse students interest in contents.

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