scholarly journals Team Effectiveness in Predicting Student Learning: An Analysis of First-year Engineering Students

2020 ◽  
Author(s):  
P.K. Imbrie ◽  
Jutshi Agarwal ◽  
Gibin Raju
Keyword(s):  
Student Learning ◽  
Team Effectiveness ◽  
Engineering Students ◽  
First Year

scholarly journals RETHINKING THE FIRST YEAR PROGRAMMING COURSE

2011 ◽  
Author(s):  
William David Lubitz
Keyword(s):  
Student Learning ◽  
Engineering Students ◽  
First Year ◽  
User Friendly ◽  
Previous Learning

The use of microcontrollers in beginning programming classes has been found to increase student learning and enthusiasm. Microcontroller programming has been successfully used in advanced undergraduate courses as a way to reinforce previous learning and to practice design, and in beginning undergraduate courses to introduce basic programming concepts in an engaging and relevant manner. Based on observations in a third year undergraduate course that included both traditional and microcontroller programming, a case is made for using a user-friendly microcontroller, instead of a traditional full-featured language, to teach fundamental programming concepts to novice engineering students.

scholarly journals INCLUSIVE TEAMWORK DESIGN WITHIN A FIRST YEAR ENGINEERING COURSE

2020 ◽  
Author(s):  
Amber Monteiro ◽  
Sandra Monteiro ◽  
Kim S. Jones
Keyword(s):  
Best Practices ◽  
Learning Outcomes ◽  
Team Effectiveness ◽  
Engineering Students ◽  
Formative Feedback ◽  
Trust Building ◽  
First Year ◽  
And Gender ◽  
Effectiveness Function

Unless we intentionally design teamwork practices within engineering courses, there will be inequity in learning outcomes linked to students’ identity (e.g. specific cultures and gender). In this study we aim to address the inequity of learning outcomes for woman engineering students in a first-year project-based course. We provide evidence that supports this goal and describe four literature-driven best practices for improving teamwork practices: 1. Technical and non-technical roles will rotate.2. Groups will be assigned and will be constrained to not have a gender-solo student.3. Low-stakes, technically oriented icebreakers will accelerate trust-building.4. Teams of students will receive formative feedback on team effectiveness, function and inclusivity.   .

Online self-assessments need to be regular and reflective to foster student engagement and success

2021 ◽  
pp. 002072092199767
Author(s):  
Arthur J Swart ◽  
Lawrence Meda
Keyword(s):  
Academic Success ◽  
Student Engagement ◽  
Student Learning ◽  
Reflective Practice ◽  
Engineering Students ◽  
Time Lag ◽  
Pass Rate ◽  
First Year ◽  
Course Content ◽  
Self Assessments

Assessment plays a major role in student learning. It needs to be provided on a regular basis and include the aspect of reflective practice to be really effective. The purpose of this article is to highlight the results of how an academic in Electrical Engineering effectively used Blackboard™ to foster student engagement and academic success through regular online self-assessments that require reflective practice. A time-lag study is used with a non-experimental descriptive design. A total of 812 first-year engineering students were asked to complete weekly online self-assessments via Blackboard™ between 2016 and 2018. Results indicate that students engaged at least three times more with each section of the course content and that their pass rate increased by more than 20% when compared to previous years where no online self-assessments were used. These results tend to suggest that online self-assessments should include multiple attempts with some form of feedback to foster student engagement and academic success.

The Impact of Virtual Dissection on Engineering Student Learning and Self-Efficacy

2014 ◽  
Author(s):  
Christine A. Toh ◽  
Connor S. Disco ◽  
Scarlett R. Miller
Keyword(s):  
Engineering Education ◽  
Student Learning ◽  
Self Efficacy ◽  
Engineering Students ◽  
Controlled Experiment ◽  
First Year ◽  
Engineering Student ◽  
Virtual Dissection ◽  
The Impact ◽  
Increasing Student Learning

Product dissection activities are widely practiced in engineering education as a means of increasing student learning and understanding of core engineering concepts. While recent efforts in this area of research have sought to develop and utilize virtual dissection tools in order to reduce and mitigate the costs of physical dissection activities, little data exists on how virtual dissection impacts student learning and understanding. This lack of data makes it difficult to draw conclusions on the utility of virtual dissection tools for enhancing engineering instruction. In this paper we present the results of a controlled experiment conducted with first-year engineering students developed to examine the impact of virtual dissection on engineering student learning and self-efficacy. Our results revealed that student learning appeared to be unaffected through the use of virtual dissection environments. However, electro-mechanical self-efficacy gains were smaller for students who performed virtual dissection compared to students who performed physical dissection. These results add to our knowledge of the impact that virtual dissection tools can have on student learning and understanding and enable us to develop recommendations and guidelines for improving the effectiveness of these tools in engineering education.

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.

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