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An introduction to the papers highlighted at the fourth international Problem Based and Project Based Learning (PBL) research symposium in Kuala Lumpur, Malaysia from July 2-3, 2013 is presented which include "Globalization of Problem-Driven Learning: Design of a System for Transfer Across Cultures," "Discussions in PBL Project-Groups: Construction of Learning and Managing," and "Using Design Studio Pedagogy to Enhance Engineering Education."

Success in the professional engineering workplace increasingly requires soft skills in addition to technical knowledge. Faculty and curriculum constraints present higher education with significant challenges for fostering soft skills in engineering students. This paper provides an overview of an interdisciplinary model, involving undergraduate engineering students and mathematics teacher candidates, to co-design STEM-related workshops for a high school robotic club in an after-school mentoring program. Drawing on questionnaire and interview data from the 25 mentors across three years, we elaborate on the model's effectiveness through the lens of soft skills development. We share the journey of how these mentors collaborate and interact with their cross-disciplinary colleagues and serve as mentors for high school students. We then report empirical evidence on how the social interaction embedded in our design model enhances the engineering and education mentors' soft skill development in Teamwork, Presentation, Leadership, and Adaptability skills . We also discuss the implications and recommendations for further research based on our findings. [ABSTRACT FROM AUTHOR]

Providing students with the knowledge, skills, and competencies in innovation has become a central focus in engineering education. However, there is limited knowledge on which innovation skills must be supported to reduce the current knowledge gaps between universities and industry. Furthermore, there has been limited investigation into the role of digital solutions that can promote innovation education and the acquisition of industry-relevant innovation skills in engineering curricula. To this end, this paper explores the use of industry challenges (via case studies) as a resource that students and educators can use for targeted ideation and solutions development in teaching. We examined 78 innovation cases provided by local industries for two mandatory master-level courses on innovation at a Danish university. We identified dominant trends from the case descriptions that express areas of interest and demands from different industry sectors. Based on these findings, we have developed an interactive digital tool to support course instructors in increasing the accessibility and utility of industry-defined innovation cases in student-led ideation activities. [ABSTRACT FROM AUTHOR]

Engineering student writers must document their reference sources in their theses, papers. proposals, reports. and related documents that they prepare. This is generally done in Microsoft Word or in a LaTeX software package and typically done in the IEEE citation style which is widely used in engineering and technology. In this work, we identify 25 primary reference types and 21 secondary reference types that are used in present-day engineering writing. Because a1146 of these engineering reference types are typically not available in commercial reference management software. we have generated customization files for the widely used EndNote reference management software package that enable referencing to be done using either Cite-While-You-Write (CWYW) for Word users or using BibTeX for LaTeX users. These customization files and instructions on how to install and use them, herein called the Georgia Tech Engineering Reference Management System (GTERMS), are made available on an open-access free-to-use basis. [ABSTRACT FROM AUTHOR]

The shift of contemporary product design from being mono-disciplinary to transdisciplinary requires educational institutions to develop new educational methodologies to ensure their students are fully prepared for the new career and life-long challenges. This paper is a part of the study entitled Transdisciplinary Design Education for Engineering Undergraduates, which goal is to enhance engineering education by developing transdisciplinary teaching methodology and establishing a common engineering design process. This paper presents detailed results from the cognitive game task, based on the Bloom's Taxonomy Cognitive Domain and a general engineering design process, developed to access the design thinking of engineers. The general design process and its stages, application of Bloom's Taxonomy and a list of action verbs, and transdisciplinary teaching approach are discussed. [ABSTRACT FROM AUTHOR]

Sustainability has become increasingly important globally, due to climate change, and has become a key focus within New Product Development (N PD), drawing attention from academia, media, and industry. The increase pressure to be more sustainable as a humanity and within industry has led to the identification of the need to ensure that students are suitably educated on key sustainability issues related to their field. This paper shows that design and engineering education, with a focus on sustainability issues, currently being taught in university is having an impact on industry. Previous literature has highlighted gaps within the knowledge which could better the teaching in this area. The paper proposes a framework which aims at facilitating the adoption of the teaching and learning of sustainability within design and engineering undergraduate education, specifically focusing on the overall impact oftheir future positions within the NPD process. The main goal of the framework is to support students and educators in the learning and education of key sustainability issues throughout the typical undergraduate degree period, focusing on teaching methods and key themes which will be valuable as students' progress into industry. Future Research objectives have also been outlined. [ABSTRACT FROM AUTHOR]

Mechanics of materials courses are important and very challenging basic professional courses in civil engineering. The peer learning method is student-centered and has been widely applied in engineering education. This paper proposes many original insights into concrete ways to apply peer learning in a mechanics of materials course, which can provide guidance or inspiration for similar courses. A quasi experimental research method. final examination scores. psychological scales, and structured interviews were used to conduct quantitative and qualitative analyses on the benefits of peer learning to the undergraduate civil engineering students (N = 61). The results indicated significant differences between the experimental and control classes in terms of improved academic performance, psychological scores, and character. Specifically, the experimental class improved significantly in terms of final examination scores, deep approach. critical thinking, soft bullying, social avoidance, teamwork, etc. Thus, peer learning in a mechanics of materials course can effectively improve students' academic, character, mental health and satisfaction benefits. [ABSTRACT FROM AUTHOR]

For two decades, a growing body of research surrounding engineering identity has emerged as an indicator for interest and persistence in engineering. The purpose of this quick reference guide using a systematic literature process is to identify the scope of work regarding the development of engineering identity as a concept, specifically within undergraduate student populations in higher education (2005-2019). The original literature review focused search criteria on studies that examine underrepresented populations and their ability to navigate multiple identities within engineering enculturated environments. This work was conducted by two independent researchers and coded based on a systematic review process. Search terms for the review included: "identity" AND "engineering", with refined search terms "women", "women of color", "underrepresented" and NOT "STEM" as explained in the paper. The review included 649 titles in the initial search and resulted in 43 final studies categorized into three tables. This quick reference of engineering identity literature can be utilized to reference past research, specifically in the field of engineering in higher education. The literature review was conducted on articles written prior to 2020 due to the timeline required to describe populations from a retrospective study. Researchers concluded that engineering identity research was 1) difficult to discern due to lack of uniformity across terms and factors that are easily identified and 2) contained gaps in literature, especially for studies that claimed to understand women and underrepresented populations. A summary of research is provided to provide a quick reference and comparisons of research populations, themes, and gaps. [ABSTRACT FROM AUTHOR]

In this paper, we propose teaching strategies grounded on an interdisciplinary teaching framework based on the holistic concept of soundscape ecology. The study explores the self-perceived level of understanding engineering and music students exposed to the same foundational course communicated and expressed before and after the course. Results showed that the teaching framework chosen provides a good umbrella for teaching technical, contextual and practical topics. Students seem to grasp better courses related to theory and context than practical activities involving detailed analysis and the use of audio software. Multifaceted topics such as sustainability and interdisciplinary were also difficult to grasp for most students. Compared results for music and engineering showed that, while engineering students showed a substantially more robust background in practical activities related to audio, music students were able to easily reach similar levels of knowledge of these topics by the end of the course. As a way of reducing this gap further, future versions of the proposed course should consider ways of blending engineering and music students in the same classroom environment to foster a greater level of collaboration and interaction among students. [ABSTRACT FROM AUTHOR]

Multiple-chance testing was used to conduct standards-based testing in a blended-format numerical methods course for engineering undergraduates. The process involved giving multiple chances on tests and post-class learning management system quizzes. The effectiveness of standards-based testing was evaluated through various forms ofassessment, including an analysis of cognitive and affective outcomes, and compared to a blended classroom that did not use standards-based testing. Based on a two-part final exam, a concept inventory, final course grades, a classroom environment inventory, and focus groups, the results showed that standards-based testing had overall positive effects. Standards-based testing was associated with a more significant percentage of students (15% vs. 3%) earning a high final exam score, a higher proportion of A grades (36% vs. 27%), and a better classroom environrnent on dimensions of involvement, cohesiveness, and satisfaction. Focus group discussions revealed that students appreciated the benefits of enhanced learning, second chances, and reduced stress with standards-based testing. The study also included an analysis ofthe impact of standardsbased testing on underrepresented minorities, Pell Grant recipients (low socioeconomic groups), and low-GPA students, as well as an examination of test-retaking behaviors. The methodology and comprehensive results of the study are presented in this paper. [ABSTRACT FROM AUTHOR]

Current higher education is based on a competence development approach including generic competences for the integral development of students. Degrees have been designed based on this paradigm centered on lifelong learning, self-regulated learning strategies and active methodologies in which the student is the core of the formative process, aiming at contributing to develop the key competence learning to learn. In the present paper, strategies for generic competences development and evaluation are discussed in tile context of engineering and technical courses and degrees. Challenges in competence assessment as well as alignment of formative assessment, methodologies and learning outcomes are discussed based on a series of experiences. Experience evidence that competence development requires designing activities oriented towards competence development, in which learning outcomes and assessment procedures are clearly defined. The alignment of these three elements is the key for competence development since succeeding in a course by achieving the defined learning outcomes implies succeeding in the acquisition of the generic competences planned. Through the paper it is also discussed that competence evaluation is a challenge for university teachers. for which they will need to be formed and trained, and provided with institutional support. [ABSTRACT FROM AUTHOR]

The pandemic has influenced most of us either directly or indirectly. In ensuring the education is always in line with the National Education Philosophy in developing holistic, entrepreneurial, and balanced graduates, the Civil Engineering Program of Universiti Malaysia Sabah utilizes the U MS-OBE system, particularly in course outcome (CO) input to the program outcomes (PO) in the assessment and reporting of student's performance. As the main stakeholders, learners and lecturers must be actively engaged in the rationale and motivation of implementing the OBE mechanisms. Hence this paper evaluated the course learning outcome and measured their perceptions by categorizing the ranked perception feedback on project-based learning (PBL). This paper highlights the modification in implementing PBL that previously involved physical work on-site. Due to the movement control order (MCO) enforced due to the covid-19 pandemic, the course assessment targeted to instill the program outcome (PO) of Environment and Sustainability attribute was strategized into 3 phases. The analysis found that the course outcome has been successfully achieved, even though a slight decrease was observed from the previous regular face-to-face mode. A slight decrease was observed in the overall grade achievement and course outcome analysis. The instructional modification and intervention in Project-Based-learning to improve online learning strategies, despite the requirement for engineering community fieldwork through the learner's feedback responses during the three phases in model strategies for course outcome pedagogy, have shown optimistic input by learners and has continuously engaged them through the Project-based-Learning completion. [ABSTRACT FROM AUTHOR]

The coronavirus disease 2019 (COVID-19) has changed education, which stimulated the adoption of online teaching and learning. Therefore, the research on the impact of COVID-19 on online laboratories, which can be used for online teaching and learning assessment, is crucial to enlighten the effects of COVID-19 on engineering education. Using the online laboratory Networked Control System Laboratory (NCSLab) as a case study, the research in this paper is aimed to fill the gap of COV ID-19 on education by exploring the visitors and users of this online laboratory. To illustrate the impact of the COVID-19 pandemic, a special 100-day time slot in 2020 within the COVI D-19 pandemic is selected, and data are collected from a web analytics tool and records in the NCSLab database. For comparison, corresponding data in 2018 and 2019 are also collected within a specific 100-daytime slot. The results show that there is an increase in both the numbers of visitors and users to NCSLab, and an increase in experiment configurations during the COVID-19 pandemic compared with the previous two years in 2018 and 2019, which indicates that more learners are seeking alternatives for remote learning. The evaluation results show that the online laboratory is helpful to the comprehension of course content and achieves intended outcomes, while the use of online laboratories as a replacement for traditional laboratories is controversial. As the effects of the COVID-19 pandemic may continue for years globally, the research in this paper could provide insights for future research and development of online laboratories and also for other online education platforms. [ABSTRACT FROM AUTHOR]

This paper presents a framework that operationalizes education in emergencies for multiple types of practitioners. We use loc·alized introductory university-level engineering courses implemented in two refugee camps - one in Jordan and one in Kenya - as case studies to outline our challenges and opportunities in teaching engineering in displacement. Our framework for engineering education for tertiary learners in emergencies builds on an extensive critical analysis of the Global Framework for Refugee Education, principles and actions put forth in the Global Compact on Refugees, and research conducted in on - site engineering education programs in two refugee camps using a localized approach. Also. this paper develops tailored recommendations for engineering education from across the broad, core definitions and calls for action made in numerous humanitarian reports and international policy documents. This framework is relevant at the global and local levels to plan and deliver engineering education programs for tertiary learners in displacement, humanitarian, and development settings. learners develop engineering competencies to support planning and emergency preparedness. Our framework is transfurable across formal and informal learning settings and can be a valuable tool for engineering educators to support the course development or assessment of existing engineering education programs. [ABSTRACT FROM AUTHOR]

Since the formal accession to the Washington Accord, the cultivation of the ability to solve complex engineering problems has become the focus of China's undergraduate engineering education. Because complex engineering problems are innovative, it is necessary to study the effect of TRIZ teaching on the cultivation ofthe ability to solve complex engineering problems. However, there are few studies on the effect of TRIZ on the cultivation of ability to solve complex engineering problems. Taking China's civil engineering major as an example, based on the network questionnaire, this paper investigates the ability of 1532 junior and senior students to solve complex engineering problems at four universities. The findings were that the ability of the surveyed students to solve complex engineering problems needs to be improved, especially their ability in the areas of engineering design. problem identification and problem analysis. At present, the cultivation of systematic thinking in China's engineering education is also inadequate. Normative research, course teaching and graduation design were used to verify the effectiveness of TRIZ in training Chinese civil engineering students' ability to solve complex engineering problems. Based on the text analysis of students' course reports and graduation designs, combined with the results of students' self-assessment questionnaires and TRIZ expert interviews, the results indicate that TRIZ can effectively cultivate students' ability to solve complex engineering problems, especially problem identification, problem analysis and innovative thinking. This paper provides guidance for further exploring the cultivation of the ability to solve complex engineering problems and for the integration of innovative methods and professional education. [ABSTRACT FROM AUTHOR]

Remote Laboratories (RLs) are software and hardware tools that allow students to remotely perform real experiments by means of an online system or platform. They represent an evolution in the learning process by making the execution of real-world experiments accessible for many students at distance. Learning Analytics (LAs), by contrast, is the research area concerned with the collection, measurement, analysis and reporting of data associated with learning and its outcomes. The application of LA to RLs leads to a better understanding and planning of the main teaching and learning processes, and their outcomes. This paper aims at providing a systematic review of the application of learning analytics to remote laboratories, thus building an up-to-date body of knowledge for researchers and professionals interested in the application of digital technologies into the educational context. This research follows a procedure based on three main steps: planning, conducting, andreporting. We searched seven STEM ( Science, Technology, Engineering and Mathematics) databases with two search queries. The retrieved documents were analyzed under the umbrella of five research questions, and a comprehensive organization and structure of the surveyed literature was proposed. The results obtained showed eight main RL platforms/systems (Netiab, WebLab-Deusto, Go- Lab, FORGE, Lab4CE, GOLDI, and MOOLs-based), and four categories of data to be retrieved and analyzed by LA methods. Also, we identified five types of metrics usually used to measure the outcome of the learning process, and five learning outcomes. This paper provided an up-to-date systematic review on the use of learning analytics within the remote lab context. We explored platforms, use cases, data retrieved, performance metrics, analysis methods, and learning outcomes. Among the many conclusions, it is possible to stress that the application of LA to RLs aids in the visualization of the learner's strengths and difficulties during aRL experiment, the automatic evaluation of the experiment, and efficient feedback. [ABSTRACT FROM AUTHOR]

Creativity is an imperative catalyst for innovation within engineering education. This research undertakes a semisystematic integrative literature review to examine various creativity teaching approaches within engineering schools across diverse universities. By analyzing 60 papers published or presented between 1995 and 2019. this study identifies distinct strategies employed in fostering creativity. One pivotal approach revolves around the decision to introduce creativity as a standalone subject or integrate it into the existing curriculum. Furthermore, the discussion extends to the timing of creativity instruction, whether it is incorporated at the outset or towards the conclusion of the four-year program. The results indicate a progressive increase in endeavors to cultivate creativity in engineering education over time, with a shift towards its integration within the core curriculum. This materializes through the introduction of creativity-enhancing tools, the adoption of Problem-Based Learning (PBL) methods, and the establishment of interdisciplinary environments in education. This study serves to enrich the landscape of creativity in engineering education by presenting a spectrum of teaching approaches from engineering schools globally. offering valuable insights to educators and researchers in the field. [ABSTRACT FROM AUTHOR]

In this paper, we explore how to apply Problem-Based Learning (PBL) to enrich the design of interdisciplinary education programs and facilitate the integration of big data engineering education into business contexts. Theoretically, we take social constructivism as the theoretical root of PBL, which highlights principles of student-centered learning, active learning, learning by doing, group learning, teachers' facilitation of the learning process, etc. In designing an education program, it is necessary to align diverse elements of PBL, including (1) objectives and outcomes; (2) types of problems, projects, and lectures; (3) progression, size, and duration; (4) students' learning; (5) academic staff and facilitation; (6) space and organization; and (7) assessment and evaluation. This leads to a discussion of a case on developing a new Bachelor of Education program of "Big Data + Business Administration" at Northeastern University (NEU), China. The case shows how PBL is applied in practice for the development of interdisciplinary engineering education and reflects how NEU managed institutional and cultural challenges in the process of changes. This paper provides implications for better developing interdisciplinary engineering education in the future. [ABSTRACT FROM AUTHOR]

Introducing engineering students to topics of social responsibility and sustainability in the field of science and technology studies is internationally discussed, but there is little common consensus on best practices. Especially in large and mandatory engineering courses, initiating reflection processes among the students imposes difficulties on lecturers. The lecture "Engineering and Society" is attended each year by about 500 engineering students at RWTH Aachen University in Germany. Intended to familiarize engineering students with central theories and topics in the field of science and technology studies as well as sustainability and responsibility, the lecture creates a contrast to the highly technical engineering contents in these study programs. To increase the accessibility of these topics for students, a detailed teaching concept was developed by the authors which is reviewed in this paper. The paper proposes this approach for teaching sustainability and responsibility to engineering students in a large mandatory bachelor's course as well as raising awareness for their own responsibility while maintaining focus on the academic content of the lecture. The paper aims to answer the following research questions: How to teach sustainability and responsibility to engineering students in a large mandatory bachelor's course? How to raise awareness for personal responsibility as engineering students? Challenges and possible solutions related to the academic content of sustainability and responsibility are discussed based on evaluation outcomes and lecturers' experiences. [ABSTRACT FROM AUTHOR]

The paper explores curriculum development within the laboratory component of a fluid mechanics course taught at the University of Iceland. The paper addresses various steps taken to improve the laboratory work component of the course, such as, shortening experiments, aligning the schedule of laboratory work exercises with lectures, and adding postlab discussions. University midterm and end of term surveys were not effective to measure the consequences of the changes, so an additional survey focused on laboratory work was made. In addition, a student focus group interview was held three years into the study to further confirm and deepen the findings on the effect of the changes made. All measurements indicate an improvement in the laboratory component by using the new schedule, in particular with the synchronization of lectures and experiments and with the addition of postlab discussions, where the results of all lab groups are compared and analyzed. Students reported increased satisfaction with the laboratory work, more appropriate workload, and better understanding of and learning from the laboratory work as compared to the past. [ABSTRACT FROM AUTHOR]

Sustainability and sustainable design have been a part of design discourse for over three decades, yet most designs today remain unsustainable. The size, complexity and at times redundancy of the literature on both sustainability and sustainable design have become barriers to the integration and acceptance of sustainable design within industry and education. This paper attempts to uncover an underlying structure to the literature and distill key concepts for engineering design educators interested in teaching sustainable design. The paper also synthesizes key attributes and skills common within sustainable design approaches to provide guidance for educators. [ABSTRACT FROM AUTHOR]

The Canadian Design Workshop (CDW) is a new biennial workshop - held in partnership with the Clive L. Dym Mudd Design Workshop - that aims to investigate and share information on design education and research unique to Canadian institutions, focusing on elevating engineering design education and research within the Canadian context. The Canadian engineering education and research landscapes presently share commonalities and important differences from the landscape typically explored during the Clive L. Dym Mudd Design Workshops. This paper discusses the logistics of running the inaugural workshop (CDW 1), including challenges and opportunities afforded by the virtual offering. A thematic analysis of the presentations and ensuing discussions during the workshop reveals a number of recurring themes across all sessions, including transdisciplinarity, sustainability, the design studio pedagogy, teaching of design in the "middle years" of engineering programs, and challenges in design education. The paper concludes with a reflection on the first offering of the workshop and implications for the future of CDW. [ABSTRACT FROM AUTHOR]

Previous studies show that contextualized measures of high school achievement - in other words, how well students performed relative to their high school peers - can help identify students who have the potential to succeed in college, and thus can serve as a key measure in holistic admissions. Building upon previous work, this study further examines whether contextualized measures of high school achievement may help identify students who have the potential to succeed in engineering programs, especially among traditionally underrepresented students in engineering (defined in our paper as low-SES students, underrepresented students of color, and women). Based on longitudinal data from a Midwestern state's Department of Education database, this study finds that contextualized measures of high school performance are significantly associated with students' college performance - for all students in engineering, as well as across our three subsamples of traditionally underrepresented students. These findings have important implications for incorporating contextualized measures of high school performance when making undergraduate admissions decisions in engineering programs, to help better identify applicants from traditionally underrepresented student populations in engineering. This is particularly crucial as admissions offices move toward more holistic and test-optional practices. [ABSTRACT FROM AUTHOR]

This paper presents a systematic student-level approach to assess the impact of problem-based learning on enhancing students' performance in an undergraduate Digital Logic Design course. The problem was assigned as a mini-project and chosen to strengthen the student's understanding of an advanced part of the course, namely the sequential logic design. The study included data from semesters where students were assigned projects and other semesters without projects. The proposed approach relies on dividing students into groups based on their academic performance level to study how the project impacts these groups' performance. A baseline performance metric was created at the beginning of the semester to classify the students into three groups. At the end of the semester, the students' groups were reassessed to capture performance changes. The results consistently showed improvement across all students' levels in the semesters where the project was conducted. While it is natural for students' performance to change between the beginning and the end of the semester, the results show that the percentage of students who improved their performance level has increased in semesters with a project compared to the semesters with no projects. Also, the percentage of students whose performance degraded by the end of the semester has decreased in the semesters with a project. These results were also supported by an independent student survey that confirmed the positive project impact on the students' grasp of sequential circuit design. [ABSTRACT FROM AUTHOR]

Online student assessments have gained popularity in the engineering education community in the past few years. McGraw-Hill Education (MGHE) Connect has been used extensively in higher education for online assessments. However, its efficacy in engineering education needs to be investigated. This study investigates the effect of using McGrawHill Education (MGHE) Connect online platforms on students' academic performance in a Mechanics of Materials (MoM) course. Evaluations from twelve sections (n = 367) were collected using past years' data, where conventional paper and pencil homework were adopted as a control group with MGHE Connect-based online homework intervention for synchronous and face-to-face MoM courses as the treatment group. The study examined the effects of MGHE Connect on homework score, cumulative score, grade and pass rate. Variations due to semesters, instructors, delivery type, and modality are analyzed using a mixed model to find the effect of the intervention. Moreover, this study assessed students' perceptions of the platform and its setup. The study findings showed 'immediate feedback' and 'multiple attempts' as the two major strengths, while the 'lack of access to the step-by-step solutions' and 'need to redo' as major weaknesses. There is a difference in homework grades, with the treatment group's median being higher; however, the study found no evidence to support the claim that MGHE Connect improved students' performance and grade. Students revealed that their satisfaction was significantly influenced by the setup preference of Connect. These outcomes provide insight into how homework should be set up to improve student satisfaction while maintaining academic performance. [ABSTRACT FROM AUTHOR]

Emergency remote teaching (ERT) was necessary as the COVID-19 pandemic swept across the world. Most ERT studies describe the experiences of students and instructors without a theoretical grounding. The purpose of this paper is to demonstrate how the Cognitive, Behavioral, and Emotional Adaptability model (CBEAM) can be used to interpret instructors' experience with a significant disruption. Weekly CBEAM-informed surveys were administered to engineering instructors at a U.S. university in the seven weeks following the March 2020 switch to ERT. These surveys captured the activities that instructors (n = 39) engaged in to support their teaching, their emotions, and their challenges and successes. Descriptive statistics were used to examine instructors' experiences in terms of each dimension of the CBEAM across time. The instructors engaged in more self-teaching activities than organized workshops to aid their transition. Instructors' community-based interactions generally decreased over time, though final assessment concerns spurred conversations with support staff. Instructors' emotions were consistently more positive than negative. Successes and challenges centered on the student experience and course-related aspects. The CBEAM, with minor modifications, can be used to collect instructors' holistic experiences in other instances of change or disruptions to teaching and can give insight into the supports that instructors need. [ABSTRACT FROM AUTHOR]

The curriculum challenges presented to first-year engineering instructors at a Southwestern institution in the United States as well as the need to highlight the process of theory-building in engineering education motivated a team to conduct an umbrella research project related to the enculturation of engineering students. This umbrella project has generated six conference papers and this manuscript constitutes the last of the series focusing on the changes that students experience and perceive over time, once exposed to the first-year engineering curriculum, and how these changes inform a theory of enculturation. The research questions investigated how students perceive their enculturation, once they have progressed in their engineering programs, and how the results constitute a theory of enculturation. Eight sophomore and junior level engineering students of diverse backgrounds participated in semi-structured interviews and focus groups. Their perceptions were analyzed via quantitative and qualitative strategies of inquiry (i.e. content analysis and open coding) and the resulting themes and associated frequencies were examined to constitute a theory. Informed by prior enculturation studies, this research identified eight dimensions and five themes, thirteen units in total. These thirteen units were organized in extrinsic and intrinsic factors that characterize a theory of enculturation to engineering during the first-year experience and hypothesized on how these units operate to produce professional engineers. This theory of enculturation emphasizes the role of the support systems of schools of engineering which in turn provides a framework that instructors and administrators can utilize when planning or modifying these support systems. [ABSTRACT FROM AUTHOR]

The National Science Foundation (NSF) of the United States of America has established a Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) program to provide scholarships (financial aid) and increase academic success of low-income, academically talented students with demonstrated financial need who are pursuing associate, baccalaureate, or graduate degrees in STEM. This paper describes the overall framework of the NSF-funded S-STEM program at Utah State University, including program goals and student recruitment and selection. Over the past three-year project period, 31 students were awarded S-STEM scholarships. Students could renew their scholarships for up to 4 years. A detailed description of two co-curricular activities that were particularly designed and implemented for S-STEM students is provided. These activities include S-STEM industry seminars and a student design competition. The impacts of these activities are assessed through analysis of student comments and responses to questionnaire surveys. The assessment results show that both activities have a positive impact on S-STEM students. Four lessons learned from the program implementation are described to help engineering educators adopt these activities in their respective institutions. [ABSTRACT FROM AUTHOR]

A lecture-based theoretical approach is frequently utilized when teaching courses in electrical circuits and the educational learning objectives are often limited solely to content learning. This paper describes how a lecture-based electrical circuits' course was redesigned utilizing pedagogies of engagement to produce an environment that stimulates creativity and allows for the following additional learning objectives to be pursued: (1) improvement of hands-on skills, (2) increase in design abilities, and (3) teaming/collaboration proficiency. Educators are often deterred from pursuing these additional learning objectives in a large classroom or when there is lack of space and equipment. In this study, a "lab in a box" approach is outlined and shown to overcome these deterrents and foster an environment of student engagement. An inexpensive and easy-to-maintain portable kit was developed to enable approximately 300 undergraduate students each year to build and design electrical circuits. While teaching a course titled ENGR 2431-DC Circuits for years in a traditional large lecturebased classroom, the instructor was eager to adopt an alternative pedagogy to increase students' intrinsic motivation and overall engagement in the class. The expected benefits of the project in the near term were to increase student engagement and add three additional learning objectives to the course. After implementing the "lab in a box" project in a large classroom, survey data and observational experiences provided an indication that students are more engaged and in control of their learning. [ABSTRACT FROM AUTHOR]

Blended Learning (BL) combines the advantages of both in-person and online learning while allowing students to affect their learning schedules and take responsibility. The capabilities of online education took worldwide interest during the COVID-19 pandemic, with the need to better understand online education's impact on educational achievements and how technical environments could provide learning experiences to replace face-to-face sessions at the campus. We examine the trends towards online learning on the recently published articles during the COVID-19 pandemic, comparing thorn to a learning survey conducted in the European Union in 2021. The study's objective is to identify the current trends and the effect of the COVID-19 pandemic on online education. This paper compares our findings from a systematic literature review against the trends observed from qualitative survey data collected from six European countries. Our mapping study identified several trends, such as that long-distance education had become a long-term strategy in higher education compared to the pre-COVID-19 era and that fully online education can be very exhausting for students, causing retention problems with those who need more skills for independent studies. The BL methods engage students and allow them to design their learning schedules. and after COVID-19, these methods are becoming long-term strategies for education. However, these approaches also require skills in the course design to ensure that other aspects and needs, such as social inclusiveness to motivate students, are sufficiently addressed due to the need for classroom interactions and peer support from shared campus experiences. [ABSTRACT FROM AUTHOR]

In this paper, we present results of our exploratory study to explain students' experiences with the Icarus program. The program's goal was to provide students with a different space to develop sense of belonging. The research design is an exploratory case study. Data were collected quantitatively using a survey and qualitatively using semi-structured interviews. Results showed that students' primary motivation to join the teams program was to apply theory from class into real-world engineering problems and to work and engage with peers. In addition, students' experiences with learus aligned with the constructs desired for promoting sense of belonging. The program helped solve one of the issues in the School. an improvement in academics and student interactions. Students' experience with the program was positive, and they reported how it improved issues related to their academic program, their relationships with mentors, and their perceptions of inclusion. [ABSTRACT FROM AUTHOR]

Team-based design courses are offered in the majority of engineering programs. While teams are critically important for successfully completing design projects, the relationship between team characteristics and team performance are not fully understood. This paper presents an approach for identifying the characteristics of student design teams in the middle of a design course that significantly and positively correlate with the teams' performance at the end of the course. in this paper, we illustrate the approach in a two-semester capstone design course in which some team characteristics that significantly correlated with team performance were different in the middle and at the end of the course. For example, team characteristics that significantly correlated with team performance were team composition m both semesters, supportiveness oforganization context and teampsychological safety only in the first semester, and clear direction only in the second semester. By knowing such team characteristics, course instructors may be able to survey teams in the middle of a design course to find teams that have higher risks of performing poorly at the end of the course, take an early action to help those teams, and possibly improve their performance. [ABSTRACT FROM AUTHOR]

Makerspaces are common in engineering programs around the country and around the world. As universities invest more into these spaces, researchers investigate more the impacts of making in the educational setting. As more students across more educational contexts get involved in making and makerspaces, there is a greater need for educators to gain a more wholistic understanding of the impacts of making on the academic environment. both positive and negative. [n this paper, we look at the critical relationship between makerspaces and academic performance at a unique university with a designcentric approach to engineeringeducation. This study presents three key findings: First, more involvement in making early in the curriculum is related to increased retention. Second, increased anxiety towards engineering design is connected to both lower retention and lower involvement in academic makerspaces. Third, GPA and makerspace activity are largely independent at this university where the engineering curriculum prescribes engineering students' engagement in making. As impacts of academic makerspaces are unfolding before us. these findings shed a positive light on their contribution to engineering education. [ABSTRACT FROM AUTHOR]

The pandemic caused people to teach classes virtually that they never imagined could be taught virtually. Hands-on classes are among the most challenging to move from in-person to virtual. In this paper, we focus on how prototyping in engineering classes was handled when those classes were taught virtually during the COVID-19 pandemic. Four engineering educators from a diverse set of four schools were engaged on this topic through written retlections and two focus groups. Learning from this experience has implications for these classes as they remain virtual and shift to hybrid and back to in-person. The four educators each found ways to make prototyping work in virtual classes. Shifting closed-ended prototyping from in-person to virtual classes was found to require less change than shifting open-ended prototyping. Within open-ended prototyping, the instructors generally narrowed scores and took on less ambitious projects, with students engaging in new ways that produced impressive prototypes that surprised some the educators. Access to materials and tools was handled through different approaches, with curated sets of materials that maintain design freedom being important for open-ended projects while a standard set of materials for all teams worked for closedended projects. Students expressed more interest in doing projects individually. For those that worked on teams, approaches included having the whole team produce one prototype and having each person produce a prototype. Having each person produce their own prototype opened up the possibility that students would not truly collaborate. Even though they were all virtual, teams of students who had to make a single prototype generally worked better than expected. [ABSTRACT FROM AUTHOR]

This paper analyzes the changes for a degree in Industrial Electronics and Automation Engineering at a Spanish university in the colifinements caused by the outbreak of the Covid-19 pandemic. The purpose was to find out the practices that the faculty university intuitively choose for use in teaching and evaluation, and to check if they were adequate in the emergency situation. The challenges faced by university faculty worldwide following the confinements caused by the outbreak of the Covid-19 pandemic were enormous and have no precedence in the digital knowledge era. The study of the teaching transitions realized allow the university and all agents involved to better reinforce the strong points and to focus improvements on the weak points with the goal of better preparedness for future crises. Three aspects of the transition to online teaching are considered: the changes in the evaluation systems, the preferred modes (synchronous, asynchronous, or bichronous) and the tools most used. According to tile results, the evaluation systems enjoyed a level of stability that indicated institutional tools already existed providing online support for successful execution. The interaction between teacher and student dominated the basic training and compulsory course subjects, while asynchronous teaching was more apt for the elective subjects. Text-type teaching resources were chiefty used. While it was true more multimedia types could have been used, the suddenness of the changes as well as the uncertainty around their durations may have contributed to their incomplete development. [ABSTRACT FROM AUTHOR]

This paper details the case-study of incorporating project-based learning through a virtual materials characterization project. This project exposes students to characterization technology. manufacturing processes, data analysis and the application statistical tools. Moreover, by utilizing the project-based learning methodology, students develop skills in teamwork, oral and written communication, and problem solving that do not come from the back-of-the-book. In the present case study, material properties of a pair of failed multipurpose crafting shears labeled as 'stainless' are characterized. The student teams are challenged with identifying the manufacturing process that was used based on the data acquired from metal spectrometer testing, Rockwell C hardness testing, and scanning electron microscope (SEM) imaging of the failure surface of the sample. Based upon the analysis ofthis data, students are tasked with identifying the type of metal alloy for the crafting shears. the manufacturing process used, and possible root cause of failure. This case study provides a pedagogical framework to bridge concepts of materials science with manufacturing methodology and statistical analysis tools as well as creative thinking and problem-solving skills. By investigating and determining the root cause of failure the students have gained a better understanding of the relationship between manufacturing process, material properties, and product quality. The outcomes could be used directly in an existing course, since all the data have been provided or it could also be adapted for different contexts by replacing the existing data with a new data set. [ABSTRACT FROM AUTHOR]

With Internet of Things (loT) becoming ubiquitous, there is an enormous need to train loT engineers. Owing to multidisciplinary nature of loT, it is a big challenge to expose engineering students to both theoretical knowledge and practical applications. Firstly, this paper presents an integrated loT laboratory platform, which allows students to explore all aspects of loT technology, such as embedded systems, 4G communication, wireless sensor networks (WSNs) and RFI D. Then, by combining project-based learning (PBL) with three-phase pedagogy, a three-phase project-based learning (TPPBL) method is proposed to offer students a progressive learning path from understanding IoT knowledge through lectures. to practicing loT knowledge through experiments, and to creating loT knowledge based on their own ideas. Since autumn 2020, the proposed TPPBL method using the integrated platform has been implemented at an loT course in Central China Normal University. Evaluations ofeducational results for pre-test (using traditional method) and post-test (using TPPBL) show that the proposed TPPBL has significantly improved students' final grades and self-efficacy, which prepares them for becoming future loT professionals. [ABSTRACT FROM AUTHOR]

The current rapid technological advancements and the dynamic workplace environments call for engineering graduates to be equipped with a combination of interdisciplinary skills. Among the core skills for the engineering profession is problem-solving. Although industry professionals and academics consider problem-solving an essential attribute of engineers in industry 4.0, research shows that several engineering graduates are not adequately equipped to apply the problem-solving approach in workplace environments. During the past years, the most common approach referred to in the literature for enhancing problem-solving skills in engineering education is Problem-Based Learning (PBL). While research reported that PBL could improve students' skills iii the early stage of higher education or within their degree programmes, most engineers generally accept that graduates will "really" learn how to be an engineer at the workplace. This paper reports on the methodological process of designing and developing a postgraduate vocational training programme to enhance engineering graduates' problem-solving skills through PBL. Specifically, it aims to investigate the programme's impact on engineering graduates' problem-solving skills and their perceptions about the PBL experience. A mixed-methods study was applied to answer the research questions. The Problem-Solving Inventory (PSI) was used to collect quantitative data regarding engineering graduates' problem-solving skills and semi-structured interviews were used to gather qualitative data regarding the implementation of the PBL programme. The results showed that the programme was successful in developing engineering graduates' problem-solving skills. Furthermore, engineering graduates reported several additional benefits regarding their learning experience. Examples include gaining a deeper understanding of the problem-solving process, developing professional knowledge, and enhancing employability potential. They also referred to various challenges which emerged during the programme, such as the time allocation for the assimilation of new knowledge, the application ofproblem-solving processes, and the communication with the technical staffin the workplace settings. We hope that this work can open a platform for discussion regarding the engineering curricula and the use of problem-oriented pedagogies toward improving employability and professional skills through industry-academia collaboration. [ABSTRACT FROM AUTHOR]

This paper considers ways to increase service quality levels at engineering programs and actions to be taken for accomplishing this. The aim of this paper is to develop and implement a Quality Function Deployment (QFD) model for engineering programs in Turkey. The research determines the most important technical requirements based on considering Voice of the Student (VOS), which is measured with a Service Quality (SERVQUAL) application-based measurement model. The students' responses to SERVQUAL survey are considered by a group decision-making approach. Group decision-making approach is used to attach importance to the ideas of students. The Choquet integral as an aggregation operator is used firstly for aggregating the weights of each response in order to determine the weight of each dimension of SERVQUAL application and secondly for aggregating the SERVQUAL weights and relationship matrix. Finally key factors for increasing qualified and sustainable education are proposed. [ABSTRACT FROM AUTHOR]

Problem based learning is a student-centered pedagogy that often develops some of the skills required of engineering graduates, and an inquiry based laboratory might be an appropriate platform for its implementation. The study described in this paper focused on an inquiry based electronics laboratory offered to junior electrical engineering students at a leading college in Israel. It is the first course where students are exposed to problem based learning and experience how engineers work. In light of the course's unique characteristics, the study examined whether a change in the students' academic motivation has occurred as a result of the course. Fourteen electrical engineering students participated in the study which utilized quantitative and qualitative tools. The study found a decrease (small effect) in the students' relative autonomy index, which had been caused mainly by a decrease in their intrinsic motivation and an increase in their external regulation. This change could be explained by the findings, according to which, the students' need for competence was not met during the course. Possible causes for this lack of fulfillment are the difficulties experienced by most students to adjust to independent learning and to cope with the complexity of the problems studied on the course. Such difficulties are known in the literature as associated with problem based learning, and the paper offers various ways to overcome them. [ABSTRACT FROM AUTHOR]

Low-cost desktop learning modules (DLMs) were created to aid in student comprehension of a variety of engineering concepts. The DLMs are hands-on apparatuses that can be used to represent the theories behind the many process units seen in the industry. Activities associated with these modules may be used as a supplement to lecture materials. DLMs have initially been found to be effective within a classroom setting. Furthermore, intensive awareness has been gained through presenting results in reputable journals and conferences. However, the pedagogy associated with DLMs will not reach its full potential without translating to or propagating within the creator and outside institutions. To examine the translatability and disseminability of the DLMs, the modules were implemented in the chemical and mechanical engineering courses at several universities. In this paper, student assessment results from those beta implementations are discussed in light of several learning theories including Bloom's taxonomy and cognitive load theory. Moreover, the various aspects of DLMs including ease of use, flexibility, and complexity were evaluated by an expert panel composed of professors who teach transport phenomena-related courses to meet the adoption criteria of a new teaching/leaming method. Results indicate that, regardless of the variation in the learning environment and implementation procedures, DLMs are useful for understanding key fluid mechanics and heat transfer concepts. Furthermore, the majority of the experts surveyed for this study are in favor of incorporating DLMs into the classroom. Based on these results, we expect DLMs will gain widespread interest and will be useful across curricula. [ABSTRACT FROM AUTHOR]

Despite the important advances in engineering ethics education, key problems with mainstream engineering ethics instruction have not been completely addressed. One critical aspect that has been overlooked in engineering education literature is the role of imagination in our moral deliberation. The lack of attention to one's values, background and experiences, treating mind and body as two separate entities, and downplaying the role of imagination as merely an emotional regulator, contribute to neglect for imaginative rationality one may engage in dealing with moral problems. We designed and implemented an ethics discussion session as part of the professional development activities in a National Science Foundation's Research Experiences for Undergraduate (NSF REU) program, in which we prioritized imagination as an essential character of moral reasoning and deliberation. In this paper, we describe the theoretical perspectives, the innovative ethics curriculum, and evaluation methods. Finally, we conclude with the results and reflection on the connection between the conceptual foundation and instructional choices. [ABSTRACT FROM AUTHOR]

Now more than ever before, there is a need for engineering solutions to global environmental problems. Towards this need, we see an increase in efforts towards incorporating sustainability into engineering education and particularly in engineering design education. Despite this work, there remains the need to investigate the influence of these interventions on students' individual differences, especially their trait empathy and attitudes towards sustainability. Such an investigation is important as these individual differences could influence students' ability to relate to sustainability-focused issues and act upon them. Consequently, our goal in this paper is to investigate this research gap by exploring the relationship between students' individual differences - specifically, their trait empathy and attitudes towards sustainability and their reflections on a sustainable design workshop in relation to a semester-long design project. Towards this goal, we conducted an exploratory study with 40 first-year engineering students from a large public university in the northeastern United States. The main findings from this study indicate the positive impact of participating in the sustainable design workshop on students' attitudes and intentions towards sustainability in addition to their perceived positive experiences with the workshop. These findings could inform future efforts towards devising pedagogical interventions that encourage a sustainability-focused mindset among engineering students, through engineering design education. [ABSTRACT FROM AUTHOR]

Project management is part of the Engineering curricula worldwide. Frequently, project management courses are goalcentered in the pursue of a balance in the triple constrain formed by quality, cost and schedule. However, ethics, social responsibility and sustainability play a crucial role on the development of projects since their success relies on compliance with laws, regulations and local culture and values. This paper presents an in-depth analysis on the treatment of ethics, social responsibility and sustainability according to two widely-used project management standards, Project Management Book of Knowledge (PMBoK) and Individual Competence Baseline for Project, Program & Portfolio Management (ICB). We design an analytical framework to carry out a desk research to these two project management standards. Particularly, we count the number of times of appearance, present the definition, if any, determine the appearance in the different knowledge areas and process groups for PMBoK and in the different competences for ICB, and identify the proposed techniques or tools for ethics, social responsibility and sustainability management. The findings of the research demonstrate that ICB treats the three concepts more in deep than PMBoK. PM BoK refers more often to ethics and only proposes one tool for sustainability. ICB introduces the concepts throughout the standard, with repeated references to their significance. Nevertheless, the detail that standards provide can be further elaborated. As a result, we also suggest improvement proposals that could enhance the important role of these topics for students and practitioners involved in project management. [ABSTRACT FROM AUTHOR]

The New Model Institute for Technology and Engineering (NMITE) in Hereford UK is a higher education start-up established to deliver a new age of engineering education. Because humanity's pressing problems are inherently interdisciplinary, NMITE's first degree, the Master's in Integrated Engineering (MEng) integrates conventionally separate strands of engineering and goes still further - integrating engineering with other disciplines such as arts, humanities, business, and ethics. The intentional and strategic process by which the course content was developed enabled the creation of an ethics curriculum that maps onto and is embedded within each of the MEng's 27 engineering modules. NMITE's ethics curriculum has several distinctive components including an ethics spine approach that is scaffolded according to stages of ethical learning development and is embedded in problem-based learning pedagogy. This paper will describe the ethics interventions within NMITE's MEng curriculum and will present autobiographic and self-reflective data from a pilot study of trial learners that contributed to an iterative process of improvement and acted as a guide to decision-making. NMITE's thorough and robust approach to embedding ethics within and throughout its Master's in Integrated Engineering has the potential to enable engineers to promote social responsibility and sustainability, to fulfil their public duty, and to engage in lifelong learning and reflection. [ABSTRACT FROM AUTHOR]

The design of transport infrastructures must be developed for social sustainability. Collective transport, interfaces and pedestrian infrastructures must guarantee a combination of quality characteristics, where accessibility according to the universal design approach is prominent. Universal and inclusive design must be consistent with user expectations and needs, and so, the associated process must involve people with disabilities and elderly citizens to understand their difficulties in using the built environment. This is the context of the research project Accessibility for All in T ourism (2017-2019), that focuses on the development of a pilot study of an accessible, smart and sustainable bus stop to be located at a tourist transportation hub. The research was developed considering the perspective of multiple users, professionals in the disability field, and experts who applied technical standards. This co-design process attended to different users' needs. It was a process that required a transdisciplinary approach by the team, integrating students and people with disabilities, walking and observing them and taking into account senior tourists' perceptions through an inquiry survey. This paper describes the collaborative approach that was developed with Civil Engineering students at the Institute of Engineering at the University of Algarve, influencing their work and knowledge. The results indicate that students perceived the concepts of universal design and inclusive design and designed the bus stop for social sustainability. An inclusive society requires input from different users of the built environment and knowledge of their specific needs by engineering designers. Pedestrian infrastructure and interface design demand user-centred approaches and so, processes of co-creation with communities. [ABSTRACT FROM AUTHOR]

The paper presents and analyses how the generic outcome "Ethical, environmental and professional responsibility" is achieved in the bachelor's degree in civil engineering at Universität Politècnica de Valencia (Spain). The analysis is based on the study of activities and evidences generated when assessing this outcome, interviews with responsible lecturers for courses developing this generic outcome and opinions from final year students. The aim of the study is to determine whether the activities carried out during the bachelor's degree ensure that students have been trained enough to achieve the two proficiency levels of this generic outcome. Conclusions are drawn and recommendations established to ensure that all graduated students achieve this essential learning outcome. [ABSTRACT FROM AUTHOR]

The master's seminar "Competencies for Social and Sustainable Engineering Design" at RWTH Aachen University is part of the study programs Environmental Engineering, Civil Engineering and Industrial Engineering. Focusing on Education for Sustainable Development (ESD), this course covers, teaches and reflects relevant competencies for socially responsible and sustainable engineering design. Following a research-orientated focus, the following research question was addressed: "Which competencies are considered relevant by future engineers in the context of sustainable and socially responsible engineering design?". The purpose of this paper is to present this approach and, on the basis of the seminar, to explain how relevant competencies for socially responsible and sustainable engineering design can be acquired by engineers. Moreover, the seminar concept is explained and a methodology for teaching the aforementioned topics is described that can also be transferred to other courses. The evaluation of course-specific feedback allows to present both conclusions and corresponding solution approaches, as well as challenges associated with the concept. Results show that engineering students call for competencies which go beyond pure technical knowledge, and, at the same time, determine that these competencies, like social competencies, are missing in their studies. Accordingly, this leads to implications for future curricula development. [ABSTRACT FROM AUTHOR]

The use of technology in education is rising today. In such a scenario, it is important to discuss the results and the merits or demerits of using technology by both educators and learners. The aim of this paper is to present the adaptation and lessons learned from using iPads in an introductory thermodynamics course in a large engineering school in the USA. The discussion has been supported by results from a study conducted by the authors, accounting for students' learning. Findings are presented to provide evidence of students' conceptual understanding of thermodynamics concepts from two groups (a class using iPads and a traditional class with no use of iPads). For further understanding of the benefits of integrating technology in the engineering classroom, students' perspective is presented in this study as well. The paper concludes with suggested implications for renovating engineering education. [ABSTRACT FROM AUTHOR]

In recent years the paradigm of teaching and learning has changed, with a plethora of research being conducted in this field, but all these changes and research have scarcely affected the lecturer training programmes. This paper presents a lecturer training programme implemented in a technical university and based on the competencies that lecturers should possess. To this end, we have conducted research to determine which competencies are essential and if our lecturers consider them important or are reluctant to acquire them. The programme is also designed to bring all the acquired techniques into the classroom and apply them to the student learning process. A further factor for the success of such training programmes is that lecturers should find them useful, not only for improved student performance, but also for their future professional careers, especially in an environment where promotion is dependent on papers published and grants obtained, and where education itself becomes a secondary objective. Our training programme started two years ago and since then has achieved all these goals, thereby creating a new network of lecturers committed to engineering education research and innovation. [ABSTRACT FROM AUTHOR]