Search

Employer complaints of engineering graduate inability to 'apply knowledge' call for a better understanding of the theory-practice relationship in technology-driven twenty-first century industries. A novel systems-based model was developed to analyse how mechatronics engineering practitioners apply mathematics, physics and logic-based knowledge to practical problems in different industrial systems contexts. Theoretically and methodologically, the research draws on the work of Herbert Simon, Basil Bernstein and Legitimation Code Theory. The graphic analysis of the relationship between the problem solver and problem structure in different industrial contexts demonstrates that different ways of thinking are required in considering the 'what' and the 'how' of the problem under different conditions. Current curricula not only need to explicitly enable the shifting between different engineering thinking 'codes', but also need to promote a more conceptual grasp of contextual factors. This paper offers a research-informed perspective on what 'apply knowledge' really means in twenty-first century engineering contexts. (149) [ABSTRACT FROM AUTHOR]

This paper offers a multi-perspective view on engineering education at RWTH Aachen University: curriculum design, examples of newly developed teaching methods for engineering curri-cula, and teaching competencies and teacher qualification. It is based on the theories of student-centred learning, project learning, social skills, etc., but the paper covers the practical implications and ways of implementation of these items in a current design process of a new study programme: In the course of the Bologna process the mechanical engineering study programme of RWTH Aachen University has encountered a complete and thorough revision responding to the need of present-day technical students and - accordingly - to the fast-growing requirements of the engineering industry. This change process will be presented. A case study from engineering informatics shows concepts for modern teaching methods, responding to the requirements of students and industry, especially regarding social skills. Teaching competencies have to change and grow accordingly. Thus, a concept for the improvement of educational skills and abilities of engineering teachers - integrated into their work process - is demonstrated. [ABSTRACT FROM AUTHOR]

This research effort examined current mechanical engineering educational programmes in America and Australia to determine the degree of holistic, systems thinking of each programme. Faculty from ten American universities and ten Australian universities participated in online surveys and interviews. Resulting data analysis and interpretation suggest that holistic, systems thinking is present in both American and Australian engineering educational programmes, although it is more prevalent in Australian programmes. Specific examples of educational opportunities (courses, projects, extracurricular activities, research experiences) that integrate complex systems study are described in the full paper. This study is currently limited a small sample size within two countries, but it would be very useful to expand the study to a larger population and to include European sites to gain a fuller picture of the state of holistic, systems thinking in higher education. [ABSTRACT FROM AUTHOR]

This paper presents the effects of a continuous assessment process on mechanical engineering education at Kuwait University. This process has been in place for the last five academic years and is producing results. Efforts to educate faculty and students about the process are beginning to produce accurate and consistent measurements of student learning. Although another assessment cycle is needed to make a better judgement, there is evidence that assessment is effective in improving teaching and learning in the programme. There is also an increased constituent awareness of the utility of assessment, which helps in instilling an institutional culture and therefore assuring a sustainable process. [ABSTRACT FROM AUTHOR]

The goal of this study is to explore the impact of a technology-integrated project-based learning intervention (ReaLabs) on students' learning attitudes, behaviours and self-regulated learning (SRL). A group of 49 mechanical engineering students was taught using this intervention and a group of 50 students in the same specialty was taught using the traditional method (Google docs). The findings revealed that students in the intervention group reported higher scores in learning attitudes and behaviours. They also reported higher levels of goal setting, task strategies, time management, help-seeking, and self-evaluation skills as compared to students in the control group. In addition, the usefulness of ReaLabs, the use of online tool was better perceived in the intervention group than that of Google docs in the control group. These findings indicate that a smart pedagogy model built on a technology-integrated learner-centered teaching approach may support outcomes related to SRL for engineering education students. [ABSTRACT FROM AUTHOR]

The focus of this paper is a multilingual intervention in Mechanics I, a core subject in the Mechanical Engineering curriculum. The multilingual intervention, which involved the subject and communication lecturer in a co-teaching process, encouraged students to use their first language (L1) for purposes of conceptual development. The findings indicate that when students learned concepts in their L1, their general understanding was enhanced. The findings also show that students' acquisition of academic and technical English (an additional language for most students in the study) was improved when they were able to use the L1 to think through calculations, problems, diagrams and the other mathematical applications which form the basis of Mechanics I. The study highlights the relationship between the students' conceptual development and their access to an appropriate language for conceptualisation. It shows that students were unable to respond to required tasks at an adequate level when they had limited linguistic resources for the processes demanded in advanced learning. When students were able to draw on the resources of a familiar language they were better able to develop higher order concepts. [ABSTRACT FROM AUTHOR]

Formula Student is a multi-university design competition that seeks to develop student creativity and engineering skills through the design, manufacture, and financing of a race car. However, the benefits are difficult to realise in practice. Cardiff University has been involved with the activity since 2004 and in 2009 the opportunity was taken to reflect upon experience and to look to improve the delivery through the use of modern design pedagogy. Justifications for the contextual and metacognitive features of the approach are provided. Stakeholder expectations are explored. The approach described extends student learning and experience by: providing opportunity to direct their own learning; creating a community of practice; incorporating synergistic assessment; and providing for evaluation in a purposeful demonstration of knowledge. [ABSTRACT FROM AUTHOR]

The design of a problem-based course to run alongside conventionally taught courses in the third year of a mechanical engineering degree programme is described, and its implementation discussed. The course enables knowledge, attitudinal and skill objectives to be addressed simultaneously and, with up to 48 students, the staff time required is similar to that for a conventional lecture-based course. Student reaction to the course was very favourable and it is concluded that, with careful planning, it is possible to derive some of the benefits of problem-based learning by introducing courses of this type within the existing structure. [ABSTRACT FROM AUTHOR]