scholarly journals Efficacy of Replacing the Lecture with a Skill in Engineering Science Courses

2015 ◽  
Author(s):  
Libby Osgood ◽  
Clifton Johnston
Keyword(s):  
Engineering Science ◽  
Science Courses

A tool for facilitating the automated assessment of engineering/science courses

2020 ◽  
pp. 002072092095313
Author(s):  
Azam Beg ◽  
Mouza Alhemeiri ◽  
Ajmal Beg
Keyword(s):  
Computer Architecture ◽  
Online Courses ◽  
Traditional Learning ◽  
Engineering Science ◽  
Practice Test ◽  
Science Courses ◽  
Software Packages ◽  
Questions And Answers ◽  
The Creation ◽  
Learning Institutions

In recent years, massive open online courses (MOOCs) have become quite popular. Such courses are either completely free or cost nominally. Generally, the MOOCs face the challenge of not being recognized as ‘regular’ courses (i.e., the ones taken at the traditional learning institutions). One of the main reasons for this lack of acceptability is the assessment in an unsupervised environment, which is prone to the problems of test-taker’s online lookups or interaction with others for finding the answers to the test questions. A few ways of alleviating this problem include: limiting the time for answering the questions, the avoidance of repetitive questions, and the creation of a large number of questions. This paper presents a tool named QAgen that enables the automatic creation of a large number of questions and answers related to different topics in computer/electrical engineering (ECE), computer science, physics, etc. Specifically, the tool is related to the courses on digital logic design, computer architecture, etc. The generated questions are in a format that is suitable both for learning management system (LMS) based and/or non-LMS-based assessment in conventional courses or MOOCs. The proposed tool is based on open-source software, thus eliminating the need for any commercial software packages. The underlying principles of QAgen are applicable to other engineering/science courses as well, if the assessment methods require the creation of some connected-object diagrams, tables and equations. For assessing the usefulness of QAgen, practice question sets were created for three different courses. The student surveys for these courses indicated that the questions helped students prepare for actual tests/examinations. Especially favored by the students was the availability of correct answers at the end of each practice test/examination.

Engineering Science-Led Computer-Aided Design: A Project-Based Approach

1995 ◽  
Vol 23 (3) ◽  
pp. 181-193
Author(s):  
F. P. E. Dunne ◽  
D. A. W. Taylor
Keyword(s):  
Active Learning ◽  
Project Based Learning ◽  
Project Work ◽  
Engineering Science ◽  
Student Interest ◽  
Engineering Project ◽  
Design Work ◽  
Science Courses ◽  
Design Project ◽  
Software Packages

A project-based learning approach has been developed in which a commercial CAD package is employed to analyse and redesign a shaft and bearing system which is known to fail in service after short term use. The principal aim of the project is to emphasize the importance of the appraisal of design software packages. The students are required to apply their knowledge and understanding of the relevant engineering science to check and validate the results predicted by the software package. The project is therefore used to emphasize the importance of questioning the output obtained from software packages, and the need for validation. In addition, the project aims to introduce students to the power of the microcomputer in quickly carrying out the many iterative analyses that are often required at the detailed stages of design. The importance of project-based design work in enabling the acquisition of skills, and the development of understanding of fundamental engineering concepts is discussed and an approach is proposed for enabling integration of design teaching with first- and second-year engineering science courses within an engineering degree course. The approach presented seeks to exploit student interest and enthusiasm for engineering project work in order to aid, and enhance the development of understanding for a particular domain of engineering science. The design project considers a ‘real’ design problem, and the hardware is made available to the students for viewing and handling. It is argued that reality plays an important role in maintaining student interest and commitment, which is essential for effective learning in design. The paper gives an overview of the design project, and hence demonstrates how design teaching can provide an integrating theme within engineering science courses. The emphasis of the current approach on student-centred, active learning, rather than the traditional passive learning methods, is also discussed. Finally, an assessment is made of the project-based approach to design teaching and of its ability to develop understanding of engineering principles, to develop skills in CAD, and to maintain student enthusiasm using active learning techniques.

Penerimaan Pelajar Terhadap Pelaksanaan Kursus Sains Teknologi dan Kejuruteraan Dalam Islam di Politeknik

2019 ◽  
Vol 3 (1) ◽  
pp. 37-48
Author(s):  
Ahmad Fkrudin Mohamed Yusoff ◽  
Natrah Yaacob ◽  
Musleha Mokter
Keyword(s):  
Social Sciences ◽  
Course Evaluation ◽  
Engineering Science ◽  
Engineering Curriculum ◽  
Way Of Life ◽  
Science And Engineering ◽  
Generic Skills ◽  
Course Content ◽  
Science Courses ◽  
Science Technology

This study aims to identify students' acceptance on the implementation of the Science and Engineering curriculum in Islam at Ungku Omar Polytechnic, Ipoh. The focus of this study is to analyze the level and  relationship  between  the  students'  acceptance  of  the  course  implementation  in  terms  of  course content,  lecturer  teaching  and  course  evaluation.  This study  was  conducted  quantitatively  on  270 students  of  Ungku  Omar  Polytechnic,  Ipoh  who  had  taken  Science  Technology  and  Engineering  in Islam courses using a set of questionnaires. The data were analyzed descriptively and inferred by using Statistical  Package  for  Social  Sciences  (IBM  SPSS  Statistics  20.0). Overall,  the  findings  of  the  data analysis revealed that the students' acceptance of the  Science and Technology Engineering Course in Islam in terms of course content (min = 4.451), teaching of lecturers (min = 4.531) and course evaluation (min = 4.441) between acceptance of students with course content (r = 0.902), teaching of lecturers (r = 0.897) and courses assessment (r = 0.940). The implications of this study provide lecturers with the opportunity to improve the P&P process and make science and engineering science courses in Islam as a platform for students to enhance understanding and be able to practice Islamic way of life and master generic skills. Abstrak Kajian ini bertujuan untuk mengenal pasti penerimaan pelajar terhadap pelaksanaan kurikulum kursus Sains Teknologi dan Kejuruteraan dalam Islam di Politeknik Ungku Omar, Ipoh. Fokus kajian ini adalah menganalisis tahap dan hubungan di antara penerimaan pelajar terhadap pelaksanaan kursus dari aspek kandungan kursus, pengajaran pensyarah dan penilaian kursus. Kajian ini telah dijalankan secara kuantitatif ke atas 270 orang pelajar Politeknik Ungku Omar, Ipoh yang telah mengambil kursus Sains Teknologi dan Kejuruteraan dalam Islam dengan menggunakan set borang soal selidik. Data kajian dianalisis secara deskriptif dan inferensi dengan menggunakan Statistical Package for Social Sciences (IBM SPSS Statistics 20.0). Secara keseluruhannya, dapatan analisa data mendapati penerimaan pelajar terhadap Kursus Sains Teknologi dan Kejuruteraan Dalam Islam daripada aspek kandungan kursus (min=4.451), pengajaran pensyarah (min=4.531) dan penilaian kursus (min=4.441) adalah sangat tinggi kandungan kursus (r= 0.902), pengajaran pensyarah (r=0.897) dan penilaian kursus (r=0.940). Implikasi kajian ini memberi peluang kepada para pensyarah untuk menambah baik proses P&P dan menjadikan kursus Sains Teknologi dan Kejuruteraan dalam Islam sebagai platfrom kepada para pelajar untuk menambahkan kefahaman dan mampu mempraktikkan cara hidup Islam serta menguasai kemahiran generik.      

Shall We Continue Keeping High School Courses in Mechanical Engineering Curriculum?

2014 ◽  
Author(s):  
Murat Sönmez
Keyword(s):  
High School ◽  
High Schools ◽  
Engineering Education ◽  
Mechanical Engineering ◽  
School Education ◽  
High School Education ◽  
Engineering Science ◽  
Engineering Programs ◽  
Science Courses ◽  
And Mathematics

Since the entrance of the graduates of technical high schools to engineering programs is hindered, in application, the graduates of general or science high schools only are accepted to engineering education. For these students, four years are not sufficient to teach the basic and the related application courses of the profession. Looking at the existing curriculum of mechanical engineering, it can be seen that in the 1st Year, the physics and chemistry courses repeat the content of the ones given in high school education. The current approach considers the students as they come to university with inadequate and incomplete knowledge and therefore not ready to follow the engineering science courses. This approach underestimates and denies the high school education contrary to the main objective of its curriculum. The main objective of high schools (secondary schools) is expressed in the Laws and Regulations with such a statement: “General high schools do not prepare students for a specific profession but rather for higher education”. Today, the existing curriculum of Mechanical Engineering is to be renewed by some new science and application courses to satisfy the demands of labor market. However, the total course credit limit prevents such a renewal. In the face of this dilemma, the answer to this question becomes important: Should the university really repeat high school physics and chemistry? In science high schools and in science branch of general high schools the science and mathematics courses have the major importance. The students are well educated on physics, chemistry, biology and mathematics. They are provided with the necessary science and mathematics background that is required in engineering education. Although only the well-educated graduates of science and general high schools are admitted to engineering programs and the students are already ready to follow the engineering science courses thanks to their high school background, unfortunately in some universities (in Turkey in all) science courses part of engineering curricula is filled by physics and chemistry courses with the same content of the ones taught in high school.

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