scholarly journals Cultivating the Entrepreneurial Mindset through Design: Insights from Thematic Analysis of First-year Engineering Students' Reflections

2018 ◽  
Author(s):  
Mark Huerta ◽  
Jeremi London ◽  
Amy Trowbridge ◽  
Marvyn Arévalo Avalos ◽  
Wen Huang ◽  
...  
Keyword(s):  
Thematic Analysis ◽  
Engineering Students ◽  
First Year

STUDENT CONCERNS FOR ENGAGEMENT IN ONLINE ACTIVE LEARNING ENVIRONMENTS DURING COVID-19

2021 ◽  
Author(s):  
B. Memarian ◽  
S. Zuluaga ◽  
M. Stickel
Keyword(s):  
Active Learning ◽  
Learning Environments ◽  
Thematic Analysis ◽  
Engineering Students ◽  
Student Response ◽  
First Year ◽  
Positive Feeling ◽  
Learning Techniques ◽  
Neutral Tone

This paper shares a summary of the self-reported concerns of 134 first-year engineering students around engagement in online active learning environments during COVID-19. The students had volunteered to participate in remote weekly problem-solving workshops for four weeks that utilized Active Learning techniques. In this paper, we specifically analyze samples from the students who participated in only one workshop and responded to the following question: What concerns do you have that might limit your ability to engage in online active learning environments? Twenty of the participants reported no concerns. The tone of each student's response and personal feelings reported were also analyzed. Then, a thematic analysis of each student response was made, with the transcription and coding agreement being performed by two coders. As expected, most of the students expressed their concerns in a negative or neutral tone, and only a few expressed an affinity for current educational settings. Word mining of feeling terms shows that more students had verbalized being disengaged, followed by distracted and uncomfortable and none communicated a positive feeling. Our thematic analysis showed that learning socially (72/114, or 63%) is the most pressing concern for the students, followed by more personal regulating factors such as attitude and motivation (44%), quality of physical and virtual study environment (40%), as well as the guidance received from the course administrators (24%). Findings suggest the need for developing a global understanding of what active learning in an online environment entails in the context of engineering education, and to develop and adjust tools and practices to help students learn in this new context.

REVERSE ENGINEERING: TENSION RATCHET DISSECTION PROJECT

2011 ◽  
Author(s):  
Jeremiah Vanderlaan ◽  
Josh Richert ◽  
James Morrison ◽  
Thomas Doyle
Keyword(s):  
Reverse Engineering ◽  
Engineering Students ◽  
Measurement Techniques ◽  
First Year ◽  
Stepping Stones ◽  
First Year Students ◽  
Final Project ◽  
Undergraduate Study ◽  
Solid Edge ◽  
Part Modeling

We are a group of engineering students, in our first year of undergraduate study. We have been selected from one thousand first year students and have competed and won the PACE competition. All engineers share a common general first year, but we have been accepted into Civil and Mechanical engineering. This project was assigned as the final project in the Design and Graphics course. The project we are tasked with, called the Cornerstone Design Project, is to first dissect a product, discover how it works, dimension each part and create a fully assembled model using CAD software (Solid Edge V20 in our case). As part of discovering how it works we must benchmark it so the device can be compared with competing products. The goal of the project is to develop a full understanding of part modeling and assembly in Solid Edge, learn proper measurement techniques, and learn the process of reverse engineering and product dissection. All of these tasks were stepping stones to help us fully understand how the device, and all its components, work.

Implementation of the Second-year course in an Engineering Professional Spine

2018 ◽  
Author(s):  
Umar Iqbal ◽  
Deena Salem ◽  
David Strong
Keyword(s):  
Learning Outcomes ◽  
Research University ◽  
Engineering Students ◽  
Employability Skills ◽  
First Year ◽  
Computer Engineering ◽  
Core Courses ◽  
Second Year ◽  
First Time ◽  
Academic Year

The objective of this paper is to document the experience of developing and implementing a second-year course in an engineering professional spine that was developed in a first-tier research university and relies on project-based core courses. The main objective of this spine is to develop the students’ cognitive and employability skills that will allow them to stand out from the crowd of other engineering graduates.The spine was developed and delivered for the first time in the academic year 2010-2011 for first-year general engineering students. In the year 2011-2012, those students joined different programs, and accordingly the second-year course was tailored to align with the different programs’ learning outcomes. This paper discusses the development and implementation of the course in the Electrical and Computer Engineering (ECE) department.

First-Year Engineering Computing Courses in Canadian Engineering Programs

1969 ◽  
Author(s):  
Sean Maw ◽  
Janice Miller Young ◽  
Alexis Morris
Keyword(s):  
Problem Solving ◽  
Engineering Students ◽  
Expected Value ◽  
Knowledge Development ◽  
First Year ◽  
Recent Past ◽  
Engineering Programs ◽  
Digital Computation ◽  
Pedagogical Philosophies ◽  
Introductory Computing

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.

Engineering for good: A case of community driven engineering innovation

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Chinweike Eseonu ◽  
Martin A Cortes
Keyword(s):  
Engineering Students ◽  
Technology Innovation ◽  
Local Communities ◽  
First Year ◽  
Engineering Curriculum ◽  
Engineering Design Process ◽  
The World ◽  
The University ◽  
Social Consideration

There is a culture of disengagement from social consideration in engineering disciplines. This means that first year engineering students, who arrive planning to change the world through engineering, lose this passion as they progress through the engineering curriculum. The community driven technology innovation and investment program described in this paper is an attempt to reverse this trend by fusing community engagement with the normal engineering design process. This approach differs from existing project or trip based approaches – outreach – because the focus is on local communities with which the university team forms a long-term partnership through weekly in-person meetings and community driven problem statements – engagement.

First-Year Engineering Students’ Conceptualization of Entrepreneurial Mindset

2021 ◽  
pp. 251512742110292
Author(s):  
Darby R. Riley ◽  
Hayley M. Shuster ◽  
Courtney A. LeMasney ◽  
Carla E. Silvestri ◽  
Kaitlin E. Mallouk
Keyword(s):  
High School ◽  
College Student ◽  
Engineering Students ◽  
Educational Experiences ◽  
Multidisciplinary Design ◽  
First Year ◽  
First Semester ◽  
First Year College ◽  
Starting Point ◽  
Reflection Prompts

This study was conducted to examine how first-year engineering students conceptualize the Entrepreneurial Mindset (EM) and how that conceptualization changes over the course of their first semester of college, using the Kern Entrepreneurial Engineering Network (KEEN)’s 3Cs as a starting point. Students enrolled in an introductory, multidisciplinary design course responded to biweekly reflection prompts on their educational experiences (either in high school or as a first-year college student) and related this experience to one of the 3Cs of EM: Curiosity, Connections, or Creating Value. Results indicate that students’ conceptualization of the 3Cs often align with definitions of EM from KEEN, as well as foundational works in the entrepreneurship field, and that their interpretation of each of the 3Cs does change during their first semester in college. For instance, students were less likely to write about curiosity and more likely to write about creating value at the end of the semester compared to the beginning.

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