Online-BSEE (Online Bachelor of Science in Electrical Engineering): An Asynchronous Online Electrical Engineering Degree Program with Laboratory

2014 ◽  
Vol 42 (4) ◽  
pp. 355-368
Author(s):  
Wendy Tang ◽  
Charles Westgate ◽  
Pao-Lo Liu ◽  
Michael Gouzman
Keyword(s):  
Electrical Engineering ◽  
Degree Program ◽  
Bachelor Of Science ◽  
Engineering Degree

scholarly journals Industry Based Learning Improves Skills and Training of Undergraduate Engineering Programmes in Kenya: Case Study of the University Of Nairobi

2018 ◽  
Vol 11 (3) ◽  
pp. 63
Author(s):  
Cleophas Ondieki ◽  
Gerald N. Kimani ◽  
Edward K. Tanui
Keyword(s):  
Electrical Engineering ◽  
Practical Skills ◽  
Bachelor Of Science ◽  
Undergraduate Engineering ◽  
Electronic Engineering ◽  
Engineering Degree ◽  
The University ◽  
Survey Designs ◽  
And Training

<p>Employers, especially those in industries, have lately been complaining on the preparedness of university engineering graduates to take up employment. This is despite the fact that universities require engineering undergraduates to undertake Industry Based Learning which is a form of attachment that introduce them to field of work and practical skills while still undertaking their undergraduate course. An investigation into the perceptions of alumni of University of Nairobi and their employers on the effectiveness of the Industrial Based Learning programme was made. Alumni who graduated with Bachelor of Science in Electrical and Electronic Engineering degree between 2007 and 2011 participated in the study. Using case study survey designs, a sample of 265 respondents was accessed from a population of 417 graduates through snowball method. Thirty employers were purposefully sampled and 20 were accessed. In addition,5 out of 48 academic and technical staff of Department of Electric and Electrical Engineering answered the questionnaires. Questionnaires were self-administered to the respondents at their place of work. For respondents who were in far-flung areas, questionnaires were emailed followed with telephone discussions. The alumni rated the Industry Based Learning as unsatisfactory largely due to the University’s inadequate assistance in securing attachments for students and failure of lecturers to adequately supervise students during attachments. The employers perceived Industry Based Learning as a critical experience that improved employees’ productivity. One of the conclusions was that undergraduate attachment was important for it provided a valuable opportunity for gaining necessary skills and training for subsequent use in employment. A major recommendation was the need to formulate an Industry Based Learning/internship policy in the University.</p>

Eval — An Expert System for Evaluating Written Reports

1987 ◽  
Vol 24 (1) ◽  
pp. 23-31
Author(s):  
Stewart Marshall
Keyword(s):  
Expert System ◽  
Electrical Engineering ◽  
Verbal Communication ◽  
Engineering Degree

As an assignment for the course ‘Verbal Communication’, undergraduates in their fourth year of an Electrical Engineering degree were asked to write reports evaluating three microcomputers. What was unusual for this particular class was that their ‘microcomputer evaluation reports’ were then evaluated by a microcomputer. This article describes a simple ‘expert system’ which assists the tutor in the evaluation of written reports.

scholarly journals Creation of a Co-Terminal BS/MS Civil Engineering Degree Program

2020 ◽  
Author(s):  
Charles Riley ◽  
Roger Lindgren ◽  
Sean St. Clair ◽  
David Thaemert ◽  
Matthew Sleep
Keyword(s):  
Civil Engineering ◽  
Degree Program ◽  
Engineering Degree

SUPPORTING SELF-REGULATED LEARNING VIA TECHNOLOGY TOOLS: A CASE STUDY IN AN ENGINEERING DEGREE PROGRAM IN ROMANIA

2017 ◽  
Author(s):  
Maria-Iuliana Dascalu ◽  
Constanta-Nicoleta Bodea ◽  
Melania Nitu ◽  
Gabriel Alecu ◽  
Iuliana Marin ◽  
...  
Keyword(s):  
Degree Program ◽  
Self Regulated Learning ◽  
Engineering Degree ◽  
Technology Tools ◽  
Regulated Learning

Creativity in Electrical Engineering Degree Programs: Where Is the Content?

2019 ◽  
Vol 62 (4) ◽  
pp. 288-296 ◽  
Author(s):  
Andrew Valentine ◽  
Iouri Belski ◽  
Margaret Hamilton ◽  
Scott Adams
Keyword(s):  
Electrical Engineering ◽  
Degree Programs ◽  
Engineering Degree

Assessing core manipulative skills in a large, first-year laboratory

2007 ◽  
Vol 31 (3) ◽  
pp. 266-269 ◽  
Author(s):  
Roger W. Moni ◽  
Deanne H. Hryciw ◽  
Philip Poronnik ◽  
Lesley J. Lluka ◽  
Karen B. Moni
Keyword(s):  
Undergraduate Students ◽  
Human Movement ◽  
Degree Program ◽  
Digital Data ◽  
First Year ◽  
Degree Programs ◽  
Bachelor Of Science ◽  
Core Skills ◽  
Science Degree ◽  
Undergraduate Programs

Responding to the concern from our faculty that undergraduate students do not have robust laboratory skills, we designed and implemented a strategy to individually teach and assess the manipulative skills of students in first-year laboratories. Five core laboratory skills were selected for the course entitled Human Biology, a large, first-year class of students, most of whom were enrolled in Bachelor of Pharmacy and Human Movement Studies. Here, we report details for the 365 students enrolled primarily in Pharmacy and Human Movement Studies bachelor degree programs in semester 1 of 2006. We designed a specific strategy to assess five core laboratory skills: 1) accurate and precise use of a micropipette, 2) calculation of dilutions and preparation of diluted samples of saline, 3) accurate representation of data using a graph, 4) use of a light microscope, and 5) acquisition of digital data by measuring the latent period for the Achilles reflex. Graduate tutors were trained to teach and assess each student on each skill. The development of competency was tracked for all students across all five skills. Most students demonstrated proficiency on their first attempt. The development of proficiency across the core skills depended on both the skill and degree program. In semester 2 of 2006, 854 students mostly enrolled in the Bachelor of Science degree program and were similarly taught and assessed on the same five core skills. This approach was an effective teaching and assessment strategy that, when applied beyond first year, should increase the level of laboratory skills across undergraduate programs in physiology.

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