scholarly journals CREATIVE ENGAGEMENT ON ECOLOGICAL ISSUES: STUDIO WORK EXPERIENCE IN A CONTEXT OF INTERDISCIPLINARY LEARNIN

2018 ◽  
Vol 11 (1) ◽  
pp. 41-55
Author(s):  
Kyong-Mi PAEK
Keyword(s):  
Work Experience ◽  
Engineering Students ◽  
Relevant Literature ◽  
Pedagogical Practices ◽  
Educational Benefits ◽  
Interdisciplinary Learning ◽  
Ecological Art ◽  
Learning Contexts ◽  
Interdisciplinary Approaches ◽  
Studio Work

The complexity of contemporary environmental issues demands a more holistic and interdisciplinary response. However, despite broad recognition of the educational benefits of interdisciplinary learning contexts, a review of the relevant literature reveals that research interest in the potential of such approaches remains fairly limited and exerts little influence on established pedagogical practices. The paper contributes to the research on interdisciplinary approaches by augmenting empirical understanding of how art can help to promote creative engagement with ecological issues. After describing the process and outcomes of a collaborative ecological art project involving engineering students, the paper reviews some interesting findings from the post-project survey asking about the students’ studio work experience. The paper concludes with a discussion of art’s potential role in promoting creative engagement in interdisciplinary learning contexts.

scholarly journals Promoting a Pro-Ecological View: The Effects of Art on Engineering Students’ Perceptions of the Environment

2021 ◽  
Vol 13 (24) ◽  
pp. 14072
Author(s):  
Kyong-Mi Paek ◽  
Hyomin Kim
Keyword(s):  
Student Perceptions ◽  
Environmental Sustainability ◽  
Engineering Students ◽  
Public Welfare ◽  
Multiple Sources ◽  
New Ecological Paradigm ◽  
Limits To Growth ◽  
Interdisciplinary Approaches ◽  
Art Course ◽  
Studio Work

In an effort to suggest an extended role that art could play in promoting a pro-ecological worldview, this study reviews a two-week artist-led workshop, organized as part of an undergraduate art course offered by a university specializing in engineering and the natural sciences. To explore the potential impact of studio work on engineering student perceptions, we collected data from multiple sources, including field notes, participant observations, outcomes of the group projects, and participants’ responses to studio work during the workshop. In particular, to provide educational implications, our review focused on the findings from post-project surveys collected through online questionnaires and in-person interviews. In order to make suggestions on art courses that are specifically designed to cultivate engineering students’ perceptions of the environment, we carried out online surveys based on the New Ecological Paradigm (NEP) scale. The results of the NEP-based surveys indicated that engineering students’ anti-anthropocentrism, rejection of human exceptionalism, and acknowledgement of the possibility of an eco-crisis were significantly correlated with a belief in public welfare. By comparison, respondents’ stronger public welfare beliefs were not associated with beliefs in limits to growth and the fragility of nature’s balance. This study responds to today’s complex socio-environmental issues by contributing to the discussion about the need to integrate interdisciplinary approaches into engineering education on environmental sustainability.

scholarly journals Development and delivery of a work experience week programme for mechanical engineering

2020 ◽  
pp. 030641902098104
Author(s):  
A Gonzalez-Buelga ◽  
I Renaud-Assemat ◽  
B Selwyn ◽  
J Ross ◽  
I Lazar
Keyword(s):  
Work Experience ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Impact Analysis ◽  
Legal Term ◽  
Stage 4 ◽  
Engineering Design Problem ◽  
Hands On ◽  
University Of Bristol ◽  
The University

This paper focuses on the development, delivery and preliminary impact analysis of an engineering Work Experience Week (WEW) programme for KS4 students in the School of Civil, Aerospace and Mechanical Engineering (CAME) at the University of Bristol, UK. Key stage 4, is the legal term for the two years of school education which incorporate GCSEs in England, age 15–16. The programme aims to promote the engineering profession among secondary school pupils. During the WEW, participants worked as engineering researchers: working in teams, they had to tackle a challenging engineering design problem. The experience included hands-on activities and the use of state-of-the-art rapid prototyping and advanced testing equipment. The students were supervised by a group of team leaders, a diverse group of undergraduate and postgraduate engineering students, technical staff, and academics at the School of CAME. The vision of the WEW programme is to transmit the message that everybody can be an engineer, that there are plenty of different routes into engineering that can be taken depending on pupils’ strengths and interests and that there are a vast amount of different engineering careers and challenges to be tackled by the engineers of the future. Feedback from the participants in the scheme has been overwhelmingly positive.

scholarly journals Education in the context of an interdisciplinary paradigm in the transitional period

2019 ◽  
Vol 1 (I) ◽  
pp. 74-88
Author(s):  
Тетяна ДЯК
Keyword(s):  
Educational Process ◽  
Transitional Period ◽  
Pedagogical Practices ◽  
Educational Goals ◽  
Educational Processes ◽  
Interdisciplinary Approaches ◽  
Self Development ◽  
Human Need ◽  
Personal Qualities ◽  
Favorable Conditions

The article “Education in the Context of Interdisciplinary Paradigm in the Transitional Period” by Т. Dyak deals with the issues of interdisciplinary approaches in education in the transitional period. The problems of the essence and distinguishing features of education in the transitional period are defined. The role and place of interdisciplinary bonds as well the requirements for the educational process to meet the needs of the person, society and state are substantiated. The transitional period is revealed to be characterized by the emergence of a set of pedagogical practices caused by the pluralism of cultures, and, consequently, different requirements to education. The formulation of the educational goals and content should take place in a synergistic atmosphere. Intensification of education and the formation of personal qualities appear to be a universal human need nowadays. The problem of creativity as a manifestation of spirituality is emphasized to become the main criterion for the effectiveness of educational processes. Thus, the creation of the necessary, most favorable conditions for self-realization and self-development of a particular person by means of intellectual, emotional, moral, cultural, informational and other vectors of personality formation are found to be the most important tasks.  

Exploring Massively Multiplayer Online Gaming as an Emerging Trend in Distance Education

2014 ◽  
pp. 91-102
Author(s):  
Kay Kyeong-Ju Seo ◽  
Cass Johnson
Keyword(s):  
Distance Learning ◽  
Student Assessment ◽  
Age Groups ◽  
Online Gaming ◽  
Student Interest ◽  
Extensive Reading ◽  
Traditional Methods ◽  
Educational Benefits ◽  
Learning Contexts ◽  
Innovative Learning

Online gaming is becoming a commonplace activity for all age groups, but particularly student-age individuals engaging in distance learning. Within the gaming environments, players involve themselves in events and interactions, collaboration, extensive reading, evaluation, and communications. Incorporating these activities into instruction can create a richer learning environment that leverages student interest and motivation. An important pedagogical aspect to keep in mind in adopting this tool is assessment. Student assessment should be considered as to whether traditional methods of performance evaluation are sufficient for such innovative learning contexts, or whether non-traditional methods should be adopted to leverage the changing contexts of the environments. The purpose of this chapter is to explore what educational benefits online gaming can bring to distance learning contexts and how assessment can be adapted to incorporate this new venue of potential educational curricula.

Bridging Creativity and PBL

2021 ◽  
pp. 47-73
Keyword(s):  
Project Management ◽  
Group Learning ◽  
Problem Analysis ◽  
Empirical Methods ◽  
Learning Problem ◽  
Group Creativity ◽  
Student Centered ◽  
Student Centered Learning ◽  
Interdisciplinary Learning ◽  
Learning Contexts

This chapter explores a systematic view to discuss how can we understand the concept of creativity and how we see creativity in learning contexts. Then elements of PBL in supporting creativity will be explored: group learning, problem analysis, interdisciplinary learning, project management, and facilitation. All these elements are calling for a ‘student-centered learning' model and a ‘co-creation' paradigm. This chapter will also discuss how we use empirical methods to study creativity and use tools of assessing creativity and group creativity in a PBL environment.

Assessment of Introductory Transportation Engineering Course and General Transportation Engineering Curriculum

2013 ◽  
Vol 2328 (1) ◽  
pp. 9-15 ◽  
Author(s):  
Rod E. Turochy ◽  
Jon Fricker ◽  
H. Gene Hawkins ◽  
David S. Hurwitz ◽  
Stephanie S. Ivey ◽  
...  
Keyword(s):  
Engineering Students ◽  
Civil Engineering ◽  
Relevant Literature ◽  
Transportation Engineering ◽  
Engineering Programs ◽  
Course Content ◽  
Credit Hours ◽  
Introductory Course ◽  
The Status ◽  
Primary Focus

Transportation engineering is a critical subdiscipline of the civil engineering profession as indicated by its inclusion on the Fundamentals of Engineering Examination and overlap with other specialty areas of civil engineering and as recognized by TRB, ITE, and ASCE. With increasing transportation workforce needs, low numbers of students entering the pipeline, and limited hours within undergraduate civil engineering programs, it is important to ensure that civil engineering students receive adequate preparation and exposure to career opportunities in the transportation engineering field. Thus, investigations into the status of transportation engineering within civil engineering programs and specifically the introductory transportation engineering course are essential for understanding implications to the profession. Relevant literature and findings from a new survey of civil engineering programs accredited by the Accreditation Board for Engineering and Technology is reviewed; that survey yielded 84 responses. The survey indicates that 88% of responding programs teach an introductory course in transportation engineering, and 79% require it in their undergraduate programs. Significant variation exists in the structure of the introductory course (number of credit hours, laboratory requirements, etc.). Common responses about improvements that could be made include adding laboratories, requiring a second course, and broadening course content. In addition, nearly 15% of instructors teaching the introductory course did not have a primary focus in transportation engineering. This finding should be investigated further, given that the course may be an undergraduate civil engineering student's only exposure to the profession.

scholarly journals Improving Biomedical Engineering Education Through Continuity in Adaptive, Experiential, and Interdisciplinary Learning Environments

2018 ◽  
Vol 140 (8) ◽  
Author(s):  
Anita Singh ◽  
Dawn Ferry ◽  
Susan Mills
Keyword(s):  
Nursing Students ◽  
Experiential Learning ◽  
Learning Environment ◽  
Real World ◽  
Biomedical Engineering ◽  
Engineering Students ◽  
Interdisciplinary Teams ◽  
Clinical Settings ◽  
Clinical Learning Environment ◽  
Interdisciplinary Learning

This study reports our experience of developing a series of biomedical engineering (BME) courses having active and experiential learning components in an interdisciplinary learning environment. In the first course, BME465: biomechanics, students were immersed in a simulation laboratory setting involving mannequins that are currently used for teaching in the School of Nursing. Each team identified possible technological challenges directly related to the biomechanics of the mannequin and presented an improvement overcoming the challenge. This approach of exposing engineering students to a problem in a clinical learning environment enhanced the adaptive and experiential learning capabilities of the course. In the following semester, through BME448: medical devices, engineering students were partnered with nursing students and exposed to simulation scenarios and real-world clinical settings. They were required to identify three unmet needs in the real-world clinical settings and propose a viable engineering solution. This approach helped BME students to understand and employ real-world applications of engineering principles in problem solving while being exposed to an interdisciplinary collaborative environment. A final step was for engineering students to execute their proposed solution from either BME465 or BME448 courses by undertaking it as their capstone senior design project (ENGR401-402). Overall, the inclusion of clinical immersions in interdisciplinary teams in a series of courses not only allowed the integration of active and experiential learning in continuity but also offered engineers more practice of their profession, adaptive expertise, and an understanding of roles and expertise of other professionals involved in enhancement of healthcare and patient safety.

Do Technological Advancements Lead to Learning Enhancements?: An Exploration in Virtual Product Dissection

2017 ◽  
Author(s):  
Elizabeth M. Starkey ◽  
Cailyn Spencer ◽  
Kevin Lesniak ◽  
Conrad Tucker ◽  
Scarlett R. Miller
Keyword(s):  
Virtual Reality ◽  
Active Learning ◽  
Student Satisfaction ◽  
Student Learning ◽  
Engineering Students ◽  
Learning Assessment ◽  
Immersive Virtual Reality ◽  
Engineering Programs ◽  
Educational Benefits ◽  
The Impact

Recent shifts into larger class sizes and online learning have caused engineering educators to rethink the way they integrate inductive, or active learning activities into their courses. One way engineering educators have done this is through the integration of new technological environments. However, little is known about how the type of technological environment utilized in active learning exercises impacts student learning and satisfaction. Thus, as a first step to understanding the impact of technological advancements on student learning and satisfaction, a study was conducted with 18 senior level undergraduate engineering students who were asked to perform product dissection, or the systematic disassembly of a product, using three technological interfaces (computer, iPad, immersive virtual reality). Variations in the complexity of the product dissected were also explored. The results of this study indicate that variations in technological interfaces did not impact student learning as assessed by a Student Learning Assessment (SLA). However, the complexity of the product dissected did impact learning, with students scoring significantly lower on the SLA when dissecting the most complex product. The results also indicated that students perceived learning and satisfaction were highest when using the immersive virtual reality system. These results suggest that the costs of investing in more technological advanced systems for product dissection may not yet outweigh the educational benefits. However, the increase in student satisfaction with VR environments has the potential to positively impact student retention in engineering programs.

Sign in / Sign up

Export Citation Format

Share Document