scholarly journals Work in Progress: Pilot Study of an Engineering Modified Problem-Solving Inventory using Civil Engineering Undergraduate Students

2020 ◽  
Author(s):  
Adam Phillips ◽  
Colin Lambie
Keyword(s):  
Pilot Study ◽  
Problem Solving ◽  
Undergraduate Students ◽  
Civil Engineering ◽  
Work In Progress

Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education

2019 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jingxiao Zhang ◽  
Haiyan Xie ◽  
Hui Li
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
Real World ◽  
Construction Management ◽  
Civil Engineering ◽  
Management Education ◽  
Role Playing ◽  
Problem Solving Skills ◽  
Content Type ◽  
Capstone Course

Purpose The purpose of this paper is to improve students’ problem-solving skills in civil engineering and construction management education. Design/methodology/approach The design includes structured role-playing as a pedagogical method in 21 project teams with a total of 82 undergraduate students at Chang’an University, China, in a nine-week Building Information Modeling (BIM) capstone course. The methodology is a teaching–learning experiment in a civil engineering education program with a detailed description of the empirical case and assessment instruments. The approach is to train project execution planning in a capstone course by role-playing with a real-world project using the procedures of the BIM Project Execution Planning Guide (PEPG) and process mapping. Findings The study finds that students can significantly improve their problem-solving skills through planning and role-specific communication during projects. Research limitations/implications The research sample needs to be expanded from senior-level undergraduate students to consider the different backgrounds and motivations of students. Practical implications This pedagogy is helpful to educators who are interested in group learning with a real-world project; the procedures of BIM PEPG; self-chosen responsibilities within a capstone course time framework; raising the awareness of the importance of planning; information exchange; and team cooperation. Originality/value This paper fulfills an identified need to study how role-playing in information and technology rich environments can be structured.

Effectiveness of a Problem-Solving Training Program

1995 ◽  
Vol 76 (2) ◽  
pp. 507-514 ◽  
Author(s):  
Johan W. Wege ◽  
André T. Möller
Keyword(s):  
Problem Solving ◽  
Training Program ◽  
Undergraduate Students ◽  
Internal Control ◽  
Self Efficacy ◽  
Group Analysis ◽  
External Control ◽  
Problem Solving Skills ◽  
Control Orientation ◽  
Problem Solvers

The relationship between problem-solving efficiency, defined in terms of the quality of alternative soludons selected, and measures of behavioral competence (self-efficacy and locus of control) was investigated as well as the effectiveness of a problem-solving training program. Subjects were 29 undergraduate students assigned to an effective ( n = 16) and an ineffective ( n = 13) problem-solving group. Analysis indicated that the ineffective problem-solvers appraised their problem-solving skills more negatively and reported low self-efficacy expectations and an external control orientation. Problem-solving training led to improved general self-efficacy expectancies, greater confidence in problem-solving, a more internal control orientation, and improved problem-solving skills. These improvements were maintained at follow-up after two months.

Student Attaintment of Skill Sets Through Capstone Course in Diploma in Civil Engineering Programme

2021 ◽  
Vol 8 ◽  
pp. 1-9
Author(s):  
Narita Binti Noh ◽  
Nurul Izziyantie binti Mat Noor ◽  
Syed Muhammad bin Syed Yahya ◽  
Muhammad Bazli Faliq bin Mohd Puad
Keyword(s):  
Problem Solving ◽  
Communication Skills ◽  
Civil Engineering ◽  
Lesson Plan ◽  
Problem Solving Skills ◽  
Skill Sets ◽  
Capstone Course ◽  
Main Programme ◽  
Scientific Skills ◽  
Programme Outcomes

Engineering education has become challenging compared to previous decade, the readiness of graduates before entering employement world is vital for the academician. Students are expected to possess all generic skill sets as needed by a qualified engineer including knowledge profile, engineering ability, communication, teamwork, and other relevant skills. In Malaysia, engineering graduates should possess 12 programme outcomes (PO) according to ETAC requirement, throughout the whole curriculum structure in diploma level. However, capstone course in Diploma Civil Engineering in UiTM only measures 3 main programme outcomes which are problem solving and scientific skills, communication skills, and ethics in engineering. The implementation of capstones course is reviewed for 3 consecutive semesters and student attaintment based on grade and programe outcomes is observed. This paper provides the assesment tools that had been mapped to programme outcomes through out 14 week lesson plan for final year students in Diploma Civil Engineering.This study was conducted in UiTM Pasir Gudang to measure the attainment of student’s skill set based on programme outcomes stated in the syllabus. It shows that, a graduate is considered to be good in communication skills and ethics in engineering but average in problem solving skills and scientific skills. Thus, a few recomandations have been made to improve the skills attainment among students at the faculty level.

Collaborative problem-solving at youth crime hot spots: a pilot study

2018 ◽  
Vol 41 (3) ◽  
pp. 325-338 ◽  
Author(s):  
Charlotte Gill ◽  
David Weisburd ◽  
Zoe Vitter ◽  
Claudia Gross Shader ◽  
Tari Nelson-Zagar ◽  
...  
Keyword(s):  
Pilot Study ◽  
Problem Solving ◽  
Hot Spots ◽  
Collaborative Problem Solving ◽  
Matched Pairs ◽  
Youth Crime ◽  
Content Type ◽  
Calls For Service ◽  
Collaborative Problem ◽  
Crime Hot Spots

Purpose The purpose of this paper is to describe a case study of a pilot program in which a collaborative problem-solving approach was implemented at hot spots of juvenile and youth crime in downtown Seattle, Washington. Design/methodology/approach Two matched pairs of youth crime hot spots were allocated at random to treatment (“non-enforcement problem-solving”) or comparison (“policing-as-usual”) conditions within matched pairs. In the treatment condition, police collaborated with community and local government partners to develop problem-solving strategies that deemphasized arrests and other traditional law enforcement approaches. Impacts on crime incidents, calls for service, and police activity were assessed using difference-in-differences Poisson regression with robust standard errors. Findings No significant impact on crime or calls for service was observed at one site, where several problem-solving approaches were successfully implemented. However, crime and calls for service were significantly lower at the other site, where some enforcement activity took place but non-enforcement problem-solving was limited. Research limitations/implications The authors find mixed support for non-enforcement problem-solving at hot spots. The enforcement may be necessary for stabilization, and must be balanced with the risks of justice system involvement for youth. Political support at the city level is necessary for collaboration. Limitations include the small number of sites in this pilot study and key differences between treatment and comparison locations. Originality/value This study is one of the first to assess the impact of primarily non-enforcement problem-solving specifically at youth crime hot spots.

Interoceptive Exposure Exercises for Evoking Depersonalization and Derealization: A Pilot Study

2008 ◽  
Vol 22 (4) ◽  
pp. 321-330 ◽  
Author(s):  
James Lickel ◽  
Elizabeth Nelson ◽  
Athena Hayes Lickel ◽  
Brett Deacon
Keyword(s):  
Pilot Study ◽  
Undergraduate Students ◽  
Clinical Sample ◽  
High Anxiety ◽  
Interoceptive Exposure ◽  
Strobe Light ◽  
Cognitive Therapies

This study examined the potential of 11 interoceptive exposure exercises to produce depersonalization and derealization among high anxiety-sensitive undergraduate students. Inspired by a February 2007 thread on the Association for Behavioral and Cognitive Therapies listserv, we identified nine exercises and compared their capacity to produce depersonalization and derealization with two previously validated tasks: mirror and dot staring. Results indicated that five exercises, including hyperventilation (1 minute), hyperventilation (5 minutes), hyperventilation plus spiral staring, hyperventilation plus strobe light, and strobe light alone, were superior to either mirror or dot staring at inducing depersonalization or derealization. If replicated in a clinical sample, our findings may be used to assist clinicians seeking to evoke these states via interoceptive exposure.

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