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The Accreditation Board for Engineering and Technology (ABET) has adopted a revised set of criteria for accrediting engineering programs. Nevertheless, as in the past, civil engineering departments will be required to demonstrate proficiency in specific subject areas which are included in the ABET program criteria. This paper investigates, according to civil engineering students, the level at which their understanding of various subjects required by ABET and listed in the Program Criteria for Civil and Similarly Named Engineering Programs and the General Criteria (Professional Component) has been enhanced by being involved with projects associated with the steel bridge and concrete canoe competitions. The results are also compared with students who have practical civil engineering experience. In particular, the findings suggest that students who are directly involved with project work believe that four areas have been greatly enhanced. They include: structural engineering, project management/scheduling and estimating, constructability, and teamwork. Understanding of engineering codes and standards, health and safety issues, materials engineering, and ethical considerations are also perceived to be enhanced. Furthermore, the results complement documentation from the American Institute of Steel Construction including comments from students participating in the steel bridge competition. [ABSTRACT FROM AUTHOR]

This paper reports a cognitive study of a qualitative character in relation to the learning of the two variable functions and partial derivative concepts in the engineering context. It defends the fact that didactic settings in context can be conducive to a logical meaningful learning for the student with sense in the future professional area. This motivated us to research what happened at cognitive levels for students in this type of didactic environment. The theoretical framework is described by the study of cognitive functioning in a mental act of learning (the process of resolving problem). The analysis reports the experience which results in the implementation of didactic setting designs with one group of engineering students. [ABSTRACT FROM AUTHOR]

This article reports on an investigation of students’ experiences of learning, using a framework that focuses on the concepts of alienation and engagement. Thirty-six third year chemical engineering students were interviewed about their learning experiences. Alienation is defined here as the absence of a relationship that students might desire or expect to experience. Using this focus, six possible ‘relationships’ were identified: to one's studies; to the broader university life; to home; to the career; to one's classmates; and to the lecturer. In each category a range of both alienated and engaged experiences were identified. With regard to the latter two categories, important de-alienating strategies were noted, and in particular the role that lecturers can play in facilitating these strategies. [ABSTRACT FROM AUTHOR]

The focus of the paper is on implementation of a core undergraduate course offered to non-electrical engineering students. The course provides a foundation and an avenue for physical system modelling and applying a system approach to problem solving. It is a prerequisite course for the automatic control course offered in the seventh semester. The logical sequence of the course follows the flow of data from sensing element, transduction, signal conditioning and digital conversion. Several specially tailored experiments are designed to motivate students and inculcate professional attitudes. Based on students' questionnaires, they are more interested in laboratory work, and in using problem solving skills, than in theories and analysis. [ABSTRACT FROM AUTHOR]