scholarly journals Study on engineering students experience in mathematics learning in context of sustainable development

2018 ◽  
Author(s):  
Anna Vintere
Keyword(s):  
Sustainable Development ◽  
Engineering Students ◽  
Mathematics Learning ◽  
Learning In Context

Correlation between sustainability education and engineering students’ attitudes towards sustainability

2018 ◽  
Vol 19 (3) ◽  
pp. 459-472 ◽  
Author(s):  
Kuok Ho Daniel Tang
Keyword(s):  
Sustainable Development ◽  
Design Methodology ◽  
Engineering Students ◽  
Sustainability Education ◽  
Content Type ◽  
Fundamental Knowledge ◽  
Students Attitudes ◽  
Development Course ◽  
Beliefs And Attitudes ◽  
Insight Into

Purpose The purpose of this study is to investigate the impacts of a sustainable development course on the beliefs, attitudes and intentions of a cohort of engineering students in a university in Miri, Malaysia, towards sustainability. Design/methodology/approach Questionnaire survey was conducted among the cohort of students encompassing the three facets mentioned. Findings The respondents expressed low to medium agreement towards all the survey items related to beliefs, attitudes and intentions. A sense of moral obligation towards sustainability is linked to higher sustainability awareness, willingness to safeguard sustainability and a sense of responsibility towards sustainable development. The respondents were generally perceived to have fundamental knowledge of sustainable development. Research limitations/implications This study shows that a sustainable development course called Engineering Sustainable Development offered in a university in Miri, produced positive impacts on the beliefs, attitudes and intentions of the engineering students towards sustainable development. Sustainable development courses are generally instrumental to impart the value and practices of sustainability among university students. Originality/value As limited correlational studies on whether sustainable development courses effectively shape the beliefs and attitudes of students have been previously conducted, this study provides insight into the effectiveness of one of such courses and how the course can be further improved to enhance its effectiveness.

Education for sustainable development in Spanish higher education: an assessment of sustainability competencies in engineering and education degrees

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Fermín Sánchez-Carracedo ◽  
Daniel Romero-Portillo ◽  
Bàrbara Sureda Carbonell ◽  
Francisco Manuel Moreno-Pino
Keyword(s):  
Sustainable Development ◽  
Engineering Students ◽  
Education For Sustainable Development ◽  
First Year ◽  
Education Students ◽  
First Year Students ◽  
Content Type ◽  
Spanish Higher Education ◽  
Percentage Measure ◽  
University Degree

Purpose This paper aims to present a methodology for analysing the extent to which students of a university degree perceive that they have received a good education for sustainable development (ESD). The methodology enables us to quantify this perception, which, in turn, allows us to determine: to what extent the objectives related to ESD are achieved in the degree, and to compare the learning in ESD perceived by students of different degrees. The methodology is applied to nine engineering degrees and nine education degrees in the Spanish university system. Design/methodology/approach ESD is analysed from the students’ learning perception. This perception is measured by comparing the responses of first- and fourth-year students to a questionnaire about their sustainability competencies. Two indicators have been designed to analyse the results. The first indicator, learning increase, measures the declared learning difference between fourth- and first-year students. The second indicator, learning percentage, measure the amount of learning as reported by fourth-year students compared to how much they could have learned. Findings The results show that the average learning percentage perceived by students is higher in engineering degrees (33%) than in education degrees (27%), despite the fact that the average learning increase declared by students at the end of their studies in both areas of knowledge is similar (66%). Engineering students report having achieved higher learning than education students in all sustainability competencies, with the exception of ethics. Originality/value This paper analyses ESD from the student’s perspective. Furthermore, to the knowledge of the authors, this is the first study that compares the perception of ESD between engineering and education students. This comparison allows us to determine the different approaches that university Professors take to ESD according to the discipline they teach.

scholarly journals Sustainable Development Capstone Project: Collaboration between Architecture and Engineering Students

2020 ◽  
Author(s):  
Anouk Desjardins ◽  
Louise Millette ◽  
Marc-André Plasse ◽  
Erik Belanger
Keyword(s):  
Sustainable Development ◽  
Engineering Students ◽  
Capstone Project

Approaches to assessing the level of Engineering Students’ Sustainable Development Mindset

2020 ◽  
Author(s):  
Yury Pokholkov ◽  
Manfred Horvat ◽  
Jose Carlos Quadrado ◽  
Maria Chervach ◽  
Kseniya Zaitseva
Keyword(s):  
Sustainable Development ◽  
Engineering Students

Shines! University Engineering Students Advancing Duluth's Sustainable Development

2017 ◽  
Vol 10 (6) ◽  
pp. 359-363
Author(s):  
Mary Christiansen ◽  
Alison Hoxie ◽  
Mindy Granley ◽  
Jodi Slick
Keyword(s):  
Sustainable Development ◽  
Engineering Students

Teaching sustainable development to engineering students

2000 ◽  
Vol 1 (3) ◽  
pp. 267-279 ◽  
Author(s):  
Slobodan Perdan ◽  
Adisa Azapagic ◽  
Roland Clift
Keyword(s):  
Sustainable Development ◽  
Engineering Students

scholarly journals MATHEMATICAL ANXIETY AMONG ENGINEERING STUDENTS

2019 ◽  
Vol 8 (2) ◽  
pp. 179
Author(s):  
Rully Charitas Indra Prahmana ◽  
Tri Sutanti ◽  
Aji Prasetya Wibawa ◽  
Ahmad Muhammad Diponegoro
Keyword(s):  
Mathematics Anxiety ◽  
Engineering Students ◽  
Mathematics Learning ◽  
Negative Relationship ◽  
Private University ◽  
Mathematics Performance ◽  
Classroom Culture ◽  
Social Stereotypes ◽  
Mathematical Anxiety ◽  
Internal And External Factors

Mathematical anxiety has a negative relationship with mathematics performance and achievement. Further explained, mathematics anxiety has an indirect effect on mathematics performance. This research explores sources or factors related to mathematics anxiety among engineering students at a private university in Indonesia. A total of 47 engineering students participated in this survey that randomly chosen based on gender, major, and age. Two main factors are affecting the mathematics anxiety of engineering students, namely internal and external factors. The results show that mathematics anxiety among engineering students is manifested into three aspects. Firstly, the home aspects are talking about the influence of parents and sibling. Secondly, society's issues are discussing self-efficacy, social reinforcement to hate mathematics, and social stereotypes. Lastly, the classroom aspects are talking about the traditional mathematics learning process and classroom culture, namely the experience of learning mathematics in classrooms and relationships between friends during learning. The details of the statements under the aspects also highlight unique problems and are not covered by previous research in mathematical anxiety. Next, differences in mathematics anxiety by gender and faculty were examined.

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