scholarly journals Understanding Competencies Transfer During Internships in Undergraduate Industrial Engineering Students: A Case Study at the National University of Táchira, Venezuela

2020 ◽  
Author(s):  
Homero Murzi ◽  
Lilian Sanchez ◽  
Bianey Ruiz Ulloa
Keyword(s):  
Engineering Students ◽  
Industrial Engineering ◽  
National University

scholarly journals Integration of Environmental Management in an industrial and logistic engineer course in Morocco

2018 ◽  
Author(s):  
SAFIA LAMRANI
Keyword(s):  
Environmental Management ◽  
Waste Management ◽  
Communication Skills ◽  
Engineering Students ◽  
Technical Aspect ◽  
Industrial Engineering ◽  
Real Case ◽  
Project Approach ◽  
The University

This work describes a real case study of integration of Environmental Management in the training of State engineers in Industrial and Logistics Engineering, from the National Superior School of Electricity and Mechanics (ENSEM) in Casablanca to Morocco. The study focused on the particular aspect of waste management within the university institution. The principle adopted is mainly that of 3R (Reduction; Reuse; Recycling). The project approach was adopted. In addition to the technical aspect, the acquisition, by the engineering students, of managerial and communication skills was made possible thanks to this approach. A multitude of tools inspired by industrial engineering and logistics techniques have been deployed in response to the problems encountered in the field.

Use of A3 Report by Industrial Engineering Students As a Tool to Analyze and Interpret a Case Study

2020 ◽  
Author(s):  
Anabela C. Alves
Keyword(s):  
Engineering Students ◽  
Industrial Engineering ◽  
Lean Thinking ◽  
Final Grade ◽  
University Teachers ◽  
New Methods ◽  
Bloom Taxonomy ◽  
Team Assignment ◽  
Do So

Abstract Lean Thinking is a philosophy which principles were redesigned from Toyota Production System (TPS) by Womack and Jones of MIT. Currently, Lean Thinking principles are taught in the academy and are applied in all sectors, from production to services. Services is what is provided to students in a university. Teachers provide a service to them, and they are the clients of this service. As so, teachers want to provide the best service, adding value to the “client” product. In order to do so, they search for new methods that create flow in the way students learn what they need to learn. Lean Thinking have been providing tools to the classroom to obtain such flow. This paper intends to present a tool, an A3 report, which was used by engineering students to analyze, interpret and report a published case study. This was a team assignment task among others. This task was assessed as a component for the final grade of a course of third year of Master Integrated of Industrial Engineering and Management (IEM). The presentations, A3 reports and discussions results were analyzed and compared using Bloom taxonomy levels and 3H taxonomy to infer about students learning. Main findings obtained were very positive.

scholarly journals THE USE OF REQUEST STRATEGIES OF INDUSTRIAL ENGINEERING STUDENTS

2020 ◽  
Vol 8 (2) ◽  
pp. 63
Author(s):  
Yoga Prihatin ◽  
Nur Aflahatun
Keyword(s):  
Engineering Students ◽  
Field Investigation ◽  
Industrial Engineering ◽  
Efl Learners ◽  
Completion Test ◽  
Request Strategies ◽  
Tone Of Voice ◽  
Testing Instruments ◽  
Selection Of

The aim of this study is to investigate the types of the request strategy used by Industrial Engineering students as EFL learners. Using qualitative data, this study discusses the use of request strategy in case-based teaching of foreign languages. The participants of the study are 37 Industrial engineering students who learnt English in the second semester. The testing instruments used were discourse completion task. For this aim, a discourse completion test was used to generate data related to the request strategies by each group. Selection of request situation in discourse completion test was based on three social factors of relative social distance, power, and rank of imposition. The participants� responses were analyzed according to the classifications of request strategy by Blum-Kulka & Olshtain. The case study findings indicate that 57% of Industrial Engineering students� responses mostly use conventional indirect strategies, 29.2 % responses are direct strategies, and 13 % responses belong to non-conventional indirect strategies. 49.7 % responses belong to query preparatory.� 17.8 %� responses� are identified as explicit performatives, 10.3 %� responses categorized as want statements, 9.2 % responses classified as strong hints, 6.5 % responses grouped as mild hints, 4.9 % responses recognized as suggestive formulas, and 1.6 % responses indicated as mood derivable. The indirectness is greatly influenced by students� cultural background, which belong to high-context culture. People in high context culture refer to the value cultures placing on indirect communication. A message is understood with a great deal of gesture, facial expressions, tone of voice, eye contact, body language, posture, and other ways people can communicate without using language. The findings of this study may set pedagogical implications for teachers, and learners of EFL therefore conducting a further field investigation is recommended to have in depth exploration�� about request strategies made by EFL Learners.

Evaluating The Effectiveness Of Problem-Based Learning (Pbl) Implemented In The Textile Engineering Course - A Case Study On Ahsanullah University Of Science And Technology, Bangladesh

2014 ◽  
Vol 1 (1) ◽  
pp. 111-114
Author(s):  
Lal Mohan Baral ◽  
Ramzan Muhammad ◽  
Claudiu Vasile Kifor ◽  
Ioan Bondrea
Keyword(s):  
Engineering Students ◽  
Science And Technology ◽  
Problem Based Learning ◽  
Professional Life ◽  
System Level ◽  
Teaching Tool ◽  
Technical Problems ◽  
Empirical Survey ◽  
Undergraduate Programs

AbstractProblem-based learning as a teaching tool is now used globally in many areas of higher education. It provides an opportunity for students to explore technical problems from a system-level perspective and to be self-directed life-long learner which is mandatory for equipping engineering students with the skill and knowledge. This paper presents a case study illustrating the effectiveness of implemented Problem-based learning (PBL) during five semesters in the undergraduate programs of Textile Engineering in Ahsanullah University of Science and Technology (AUST). An assessment has been done on the basis of feedback from the students as well as their employers by conducting an empirical survey for the evaluation of PBL impact to enhance the student's competencies. The Evaluations indicate that students have achieved remarkable competencies through PBL practices which helped them to be competent in their professional life.

Toying With Engineering: Teaching Engineers to Be Entrepreneurial by Developing a Toy

2021 ◽  
pp. 251512742110290
Author(s):  
Smitesh Bakrania
Keyword(s):  
Engineering Students ◽  
Business Case ◽  
Stem Fields ◽  
The Past ◽  
Middle Schoolers ◽  
Assembly Instructions ◽  
Design Projects ◽  
Product Assembly ◽  
Engineering Concept

Most engineering design projects focus primarily on the engineering fundamentals. Studying the business case or manufacturability of a design is often left for other courses, if at all. To address this gap, an existing mechanical engineering course project was modified by embedding the interdependent entrepreneurial dimensions. In the past, junior engineering students developed a reciprocating air engines over two semesters. The modified project extended the engineering fundamentals into an entrepreneurial venture. To accomplish this, students were asked to propose an air engine toy for middle schoolers. The proposed toy had to be assembled, provide a learning opportunity, and demonstrate utility. The students had to ensure the product appealed to those interested in the STEM fields. The students, working in groups, created renders of the final product, assembly instructions, and a guided worksheet for the kids to explore the underlying engineering concept. The groups produced a website with a video pitching their toy concepts. This case study exemplifies how any engineering endeavor can be modified to capture a more holistic simulation of the profession.

scholarly journals Design Framework Based on TEC21 Educational Model and Education 4.0 Implemented in a Capstone Project: A Case Study of an Electric Vehicle Suspension System

2021 ◽  
Vol 13 (11) ◽  
pp. 5768
Author(s):  
Hugo A López ◽  
Pedro Ponce ◽  
Arturo Molina ◽  
María Soledad Ramírez-Montoya ◽  
Edgar Lopez-Caudana
Keyword(s):  
Electric Vehicle ◽  
Industry 4.0 ◽  
Engineering Students ◽  
Traditional Education ◽  
Educational Model ◽  
Capstone Project ◽  
Future Challenges ◽  
Vehicle Suspension System ◽  
Competencies Development

Nowadays, engineering students have to improve specific competencies to tackle the challenges of 21st-century-industry, referred to as Industry 4.0. Hence, this article describes the integration and implementation of Education 4.0 strategies with the new educational model of our university to respond to the needs of Industry 4.0 and society. The TEC21 Educational Model implemented at Tecnologico de Monterrey in Mexico aims to develop disciplinary and transversal competencies for creative and strategic problem-solving of present and future challenges. Education 4.0, as opposed to traditional education, seeks to provide solutions to these challenges through innovative pedagogies supported by emerging technologies. This article presents a case study of a Capstone project developed with undergraduate engineering students. The proposed structure integrates the TEC21 model and Education 4.0 through new strategies and laboratories, all linked to industry. The results of a multidisciplinary project focused on an electric vehicle racing team are presented, composed of Education 4.0 elements and competencies development in leadership, innovation, and entrepreneurship. The project was a collaboration between academia and the productive sector. The results verified the students’ success in acquiring the necessary competencies and skills to become technological leaders in today’s modern industry. One of the main contributions shown is a suitable education framework for bringing together the characteristics established by Education 4.0 and achieved by our educational experience based on Education 4.0.

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