scholarly journals An Initial Exploration of Engineering Student Perceptions of COVID’s Impact on Connectedness, Learning, and STEM Identity

2021 ◽  
Author(s):  
Craig Stewart ◽  
Maryam Darbeheshti ◽  
Stephanie Ivey ◽  
David Russomanno ◽  
Miriam Howland Cummings ◽  
...  
Keyword(s):  
Student Perceptions ◽  
Engineering Student ◽  
Initial Exploration

scholarly journals STUDENT PERCEPTIONS AND USE OF AN INVENTORY TO FACILITATE LEARNING OF INDIVIDUAL TEAM-EFFECTIVENESS

2013 ◽  
Author(s):  
Patricia Kristine Sheridan ◽  
Doug Reeve ◽  
Greg Evans
Keyword(s):  
Student Perceptions ◽  
Team Effectiveness ◽  
Energy Systems ◽  
Engineering Science ◽  
Engineering Student ◽  
Web Based ◽  
Team Members ◽  
Course Content ◽  
Graduate Attributes ◽  
Communication Competencies

Team-based projects have become a common method of modeling real-world experience and meeting required graduate attributes in engineering. In these projects, much of a student’s grade is attributed to work produced by an entire team, creating a need for instruction on how to work effectively as team members in addition to course-content instruction. A web-based tool is in development to create a virtual environment in which students can learn about and improve their individual team-effectiveness competencies through self- and peer-assessments. Framed as a guided reflection, these assessments are facilitated using an inventory which identifies 18 competencies along three aspects of team-effectiveness: Organisational, Relational and Communication competencies [1]. The inventory assesses observable behaviours that translate to specific levels of competency so as to provide a foundation for normalized self- and peer-assessments, as well as provide examples of how to improve. A study to assess student perceptions and use of the inventory was conducted in the Fall 2012 term in two upper year courses. The first course was a third-year course on energy systems that is required of all students in the Energy Option of Engineering Science and the second a fourth-year engineering leadership course which any engineering student can select as an elective. The objective of this study was to determine if students in a required engineering course perceived and used the inventory differently than those who self-selected into an engineering leadership course.

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.

scholarly journals Freshman African engineering student perceptions on academic feedback – A case study from Digital Systems 1

2017 ◽  
Author(s):  
Rangith Kuriakose
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Student Perceptions ◽  
Engineering Students ◽  
Dropout Rate ◽  
Digital Systems ◽  
Engineering Student ◽  
Constructive Feedback ◽  
High Dropout Rate ◽  
Data Collection Instrument

Providing effective and quality feedback to students in higher education has been identified as an integral part of quality teaching by many researchers in the field of education.  However, student perceptions vary drastically as to what they perceive academic feedback to really be. Therefore, this paper aims to present freshman engineering student perceptions of academic feedback from an African perspective. The reason for targeting this group is due to their high dropout rate in higher education in South Africa (around 60%). Quantitative data was collected from freshman engineering students enrolled for a module termed Digital Systems 1 at the Central University of Technology in South Africa. A questionnaire was used as the main data collection instrument featuring 21 close ended questions. The results presented in this paper indicate that almost two-thirds (65%) of the respondents believe that a “grade” written on a test script does not constitute academic feedback. The majority of the respondents (76%) expect some kind of academic feedback regarding their work, either in writing or orally from their lecturer. A good majority (86%) of students perceived that getting written comments on their assessments would encourage them to approach the lecturer to seek further clarification. A key recommendation of this study is to find a mechanism or technique of providing constructive feedback to all enrolled students, even in large classes. This needs to be done from the outset of the module in order to reduce the current high dropout rates among freshman engineering students.

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