28,296 results
Search Results
102. Social and Ethical Aspects of Automation
- Author
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Kent, Mary Doyle, Kopacek, Peter, Cavas-Martínez, Francisco, Series Editor, Chaari, Fakher, Series Editor, Gherardini, Francesco, Series Editor, Haddar, Mohamed, Series Editor, Ivanov, Vitalii, Series Editor, Kwon, Young W., Series Editor, Trojanowska, Justyna, Series Editor, Durakbasa, Numan M., editor, and Gençyılmaz, M. Güneş, editor
- Published
- 2021
- Full Text
- View/download PDF
103. A Century of Professional Organization Influence: Findings from Content Analyses of MVTTEC Annual Meetings
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Wells, John
- Abstract
Investigating the content presented at annual national conferences is regarded by many as a valid means for revealing patterns within a given professional organization concerning their interests, issues, concerns, priorities, and research foci, which collectively present an opportunity to provide future direction for the organization. As a result, scholars across many different disciplines have conducted such investigations in an attempt to gain insights into their professional organizations (e.g., Berryman, 1982; Conger, 1997; Fetro & Droplet, 1991; Kiehn & Kimball, 2008; Price & Orman, 2001) and provide guidance based on the resultant patterns. Findings from such analyses of conference content are instrumental in documenting patterns relative to past trends within the field, organizational alignment with larger national trends, and using them to suggest future directions for professional organizations. In the field of technology and engineering education, the Mississippi Valley Technology Teacher Education Conference, today referred to simply as the Mississippi Valley Conference (MVC) is the oldest continuous conference with an entire century of content available for analysis. The MVC marked its 100th meeting in the fall of 2013, presenting not only a significant historical milestone but also a unique opportunity for investigating the extent to which this individual conference may have influenced the profession as a whole. This paper takes advantage of this opportunity by presenting an analysis of 100 years of discussion topics as a means for understanding the significance of the past century of meetings and to offer organizational insights that may prove valuable in guiding future directions for both conference and profession writ large.
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- 2015
104. Proceedings of the International Conference e-Learning 2014. Multi Conference on Computer Science and Information Systems (Lisbon, Portugal, July 15-19, 2014)
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International Association for Development of the Information Society (IADIS), Baptista Nunes, Miguel, and McPherson, Maggie
- Abstract
These proceedings contain the papers of the International Conference e-Learning 2014, which was organised by the International Association for Development of the Information Society and is part of the Multi Conference on Computer Science and Information Systems (Lisbon, Portugal July 15-19, 2014). The e-Learning 2014 conference aims to address the main issues of concern within e-Learning. This conference covered technical as well as the non-technical aspects of e-Learning under seven main areas: Organisational Strategy and Management Issues; Technological Issues; e-Learning Curriculum Development Issues; Instructional Design Issues; e-Learning Delivery Issues; e-Learning Research Methods and Approaches; e-Skills and Information Literacy for Learning. The conference included the Keynote Lecture: "Moving Higher Education Forward in the Digital Age: Realising a Digital Strategy," by Neil Morris, Professor of Educational Technology, Innovation and Change and Director of Digital Learning, University of Leeds, UK. Papers in these proceedings include: (1) Culture, Gender and Technology-Enhanced Learning: Female and Male Students' Perceptions Across Three Continents, Thomas Richter and Asta Zelenkauskaite; (2) IPads In Learning: The Web of Change Bente Meyer; (3) A Blended Approach to Canadian First Nations Education, Martin Sacher, Mavis Sacher and Norman Vaughan; (4) A Storytelling Learning Model For Legal Education, Nicola Capuano, Carmen De Maio, Angelo Gaeta, Giuseppina Rita Mangione, Saverio Salerno and Eleonora Fratesi; (5) Acceptance and Success Factors for M-Learning of ERP Systems Curricula, Brenda Scholtz and Mando Kapeso; (6) Self-Regulation Competence in Music Education, Luca Andrea Ludovico and Giuseppina Rita Mangione; (7) Time-Decayed User Profile for Second Language Vocabulary Learning System, Li Li and Xiao Wei; (8) E-Learning Trends and Hypes in Academic Teaching: Methodology and Findings of a Trend Study, Helge Fischer, Linda Heise, Matthias Heinz, Kathrin Moebius and Thomas Koehler; (9) Proof of Economic Viability of Blended Learning Business Models, Carsten Druhmann and Gregor Hohenberg; (10) Does Satellite Television Program Satisfy Ethiopian Secondary School Students? Sung-Wan Kim and Gebeyehu Bogale; (11) Organisation and Management of a Complete Bachelor Degree Offered Online at the University of Milan for Ten Years, Manuela Milani, Sabrina Papini, Daniela Scaccia and Nello Scarabottolo; (12) Structural Relationships between Variables of Elementary School Students' Intention of Accepting Digital Textbooks, Young Ju Joo, Sunyoung Joung, Se-Bin Choi, Eugene Lim and Kyung Yi Go; (13) Dynamic Fuzzy Logic-Based Quality of Interaction within Blended-Learning: The Rare and Contemporary Dance Cases, Sofia B. Dias, José A. Diniz and Leontios J. Hadjileontiadis; (14) Do English Listening Outcome and Cognitive Load Change for Different Media Delivery Modes in U-Learning?, Chi-Cheng Chang, Hao Lei and Ju-Shih Tseng; (15) The Use of ELGG Social Networking Tool for Students' Project Peer-Review Activity, Ana Coric Samardzija and Goran Bubas; (16) Educational Multimedia Profiling Recommendations for Device-Aware Adaptive Mobile Learning, Arghir-Nicolae Moldovan, Ioana Ghergulescu and Cristina Hava Muntean; (17) Inside, Outside, Upside Down: New Directions in Online Teaching and Learning, Lena Paulo Kushnir and Kenneth C. Berry; (18) A Study on the Methods of Assessment and Strategy of Knowledge Sharing in Computer Course, Pat P. W. Chan; (19) Using Agent-Based Technologies to Enhance Learning in Educational Games, Ogar Ofut Tumenayu, Olga Shabalina, Valeriy Kamaev and Alexander Davtyan; (20) Designing a Culturally Sensitive Wiki Space for Developing Chinese Students' Media Literacy, Daria Mezentceva; (21) Shared Cognition Facilitated by Teacher Use of Interactive Whiteboard Technologies, Christine Redman and John Vincent; (22) Modeling Pedagogy for Teachers Transitioning to the Virtual Classroom, Michael J. Canuel and Beverley J. White; (23) The Effectiveness of SDMS in the Development of E-Learning Systems in South Africa, Kobus van Aswegen, Magda Huisman and Estelle Taylor; (24) Online Learning Behaviors for Radiology Interns Based on Association Rules and Clustering Technique, Hsing-Shun Chen and Chuen-He Liou; (25) The Use of SDMS in Developing E-Learning Systems in South Africa, Estelle Taylor, Kobus van Aswegen and Magda Huisman; (26) Assessment of the Use of Online Comunities to Integrate Educational Processes Development Teams: An Experience in Popular Health Education in Brazil, Elomar Castilho Barilli, Stenio de Freitas Barretto, Carla Moura Lima and Marco Antonio Menezes; (27) Stereo Orthogonal Axonometric Perspective for the Teaching of Descriptive Geometry, José Geraldo Franco Méxas, Karla Bastos Guedes and Ronaldo da Silva Tavares; (28) Delivery of E-Learning through Social Learning Networks, Georgios A. Dafoulas and Azam Shokri; (29) The Implementation of Web 2.0 Technology for Information Literacy Instruction in Thai University Libraries, Oranuch Sawetrattanasatian; (30) Designing Educational Social Machines for Effective Feedback, Matthew Yee-King, Maria Krivenski, Harry Brenton, Andreu Grimalt-Reynes and Mark d'Inverno; (31) A Support System for Error Correction Questions in Programming Education, Yoshinari Hachisu and Atsushi Yoshida; (32) A Platform for Learning Internet of Things, Zorica Bogdanovic, Konstantin Simic, Miloš Milutinovic, Božidar Radenkovic and Marijana Despotovic-Zrakic, (33) Dealing with Malfunction: Locus of Control in Web-Conferencing, Michael Klebl; (34) Copyright and Creative Commons License: Can Educators Gain Benefits in the Digital Age? (Wariya Lamlert); (35) The Curriculum Design and Development in MOOCs Environment (Fei Li, Jing Du and Bin Li); (36) Stakeholders Influence in Maltese Tourism Higher Education Curriculum Development (Simon Caruana and Lydia Lau); (37) Online Social Networks and Computer Skills of University Students (Maria Potes Barbas, Gabriel Valerio, María Del Carmen Rodríguez-Martínez, Dagoberto José Herrera-Murillo and Ana María Belmonte-Jiménez); (38) Implementation of Artificial Intelligence Assessment in Engineering Laboratory Education (Maria Samarakou, Emmanouil D. Fylladitakis, Pantelis Prentakis and Spyros Athineos); (39) An Exploration of the Attitude and Learning Effectiveness of Business College Students towards Game Based Learning (Chiung-Sui Chang, Ya-Ping Huang and Fei-Ling Chien); (40) Application of E-Learning Technologies to Study a School Subject (Nadia Herbst and Elias Oupa Mashile); (41) Possibilities of Implementation of Small Business Check-Up Methodology in Comparative Analysis of Secondary Schools and Universities in Slovakia (Katarína Štofková, Ivan Strícek and Jana Štofková); (42) Digging the Virtual Past (Panagiota Polymeropoulou); (43) Technology Acceptance of E-Learning within a Blended Vocational Course in West Africa (Ashwin Mehta); (44) Development of an E-Learning Platform for Vocational Education Systems in Germany (Andreas Schober, Frederik Müller, Sabine Linden, Martha Klois and Bernd Künne); (45) Facebook Mediated Interaction and learning in Distance Learning at Makerere University (Godfrey Mayende, Paul Birevu Muyinda, Ghislain Maurice Norbert Isabwe, Michael Walimbwa and Samuel Ndeda Siminyu); (46) Assessing the Purpose and Importance University Students Attribute to Current ICT Applications (Maurice Digiuseppe and Elita Partosoedarso); (47) E-Learning System for Design and Construction of Amplifier Using Transistors (Atsushi Takemura); (48) Technology, Gender Attitude, and Software, among Middle School Math Instructors (Godwin N. Okeke); (49) Structuring Long-Term Faculty Training According to Needs Exhibited by Students' Written Comments in Course Evaluations (Robert Fulkerth); (50) Integration of PBL Methodologies into Online Learning Courses and Programs (Roland Van Oostveen, Elizabeth Childs, Kathleen Flynn and Jessica Clarkson); (51) Improving Teacher-Student Contact in a Campus Through a Location-Based Mobile Application (Vítor Manuel Ferreira and Fernando Ramos); (52) Incorporating Collaborative, Interactive Experiences into a Technology-Facilitated Professional Learning Network for Pre-Service Science Teachers (Seamus Delaney and Christine Redman); (53) The Efficiency of E-Learning Activities in Training Mentor Teachers (Laura Serbanescu and Sorina Chircu); (54) Development of an IOS App Using Situated Learning, Communities of Practice, and Augmented Reality for Autism Spectrum Disorder (Jessica Clarkson); (55) Using Case-Based Reasoning to Improve the Quality of Feedback Provided by Automated Grading Systems (Angelo Kyrilov and David C. Noelle); (56) International Multidisciplinary Learning: An Account of a Collaborative Effort among Three Higher Education Institutions (Paul S. H. Poh, Robby Soetanto, Stephen Austin and Zulkifar A. Adamu); (57) Interactive Learning to Stimulate the Brain's Visual Center and to Enhance Memory Retention (Yang H. Yun, Philip A. Allen, Kritsakorn Chaumpanich and Yingcai Xiao); (58) How Digital Technologies, Blended Learning and MOOCs Will Impact the Future of Higher Education (Neil P. Morris); (59) Factors Influencing the Acceptance of E-Learning Adoption in Libya's Higher Education Institutions (Mahfoud Benghet and Markus Helfert); (60) Motivation as a Method of Controlling the Social Subject Self-Learning (Andrey V. Isaev, Alla G. Kravets and Ludmila A. Isaeva); (61) Designing Environment for Teaching Internet of Things (Konstantin Simic, Vladimir Vujin, Aleksandra Labus, Ðorde Stepanic and Mladen Stevanovic); (62) Fostering Critical Thinking Skills in Students with Learning Disabilities through Online Problem-Based Learning (Kathleen Flynn); and (63) A System for the Automatic Assembly of Test Questions Using a NO-SQL Database (Sanggyu Shin and Hiroshi Hashimoto). Luís Rodrigues is an associate editor of the proceedings. Individual papers contain references. An author index is included.
- Published
- 2014
105. Sprinting toward Genre Knowledge: Scaffolding Graduate Student Communication through 'Sprints' in Finance and Engineering Courses
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Ives, Lindsey, Gokhale, Jayendra S., Barott, William C., and Perez, Michael V.
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This article evaluates the use of biweekly deadlines called "Sprints" to scaffold the development of conference papers in graduate-level courses in econometric modeling and electrical engineering through analysis of faculty assessment reports, observation notes, and transcripts of two audio-recorded class sessions. Data were analyzed to identify Tardy's (2009) four dimensions of genre knowledge: subject-matter, rhetorical, process, and formal knowledge. We found that Sprints provide consistent opportunities for students to provide and receive helpful formative feedback that builds disciplinary genre knowledge in each of the four dimensions. We conclude by recommending strategies for maximizing Sprints' benefits while minimizing potential drawbacks in graduate courses across disciplines.
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- 2019
106. The Role of Peer Review in Identity Development for Engineering Education Researchers
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Gardner, Anne and Willey, Keith
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Peer review has been the focus of an ongoing study at a series of recent annual conferences of the Australasian Association for Engineering Education (AAEE). A further development of this study has been to explore the perspective/s of the authors of these conference papers and the impact that peer review can have on their development as researchers. This paper uses the identity-trajectory framework to illustrate relationships between peer review and academic identity construction for engineering education authors in the AAEE community. Participants' responses illustrate how various aspects of responding to reviews and writing reviews for other authors, contribute to the development of the networking and intellectual strands of their academic identity as engineering education researchers. We suggest that members of the global engineering education community should be mindful of how they write their peer reviews of conference papers to ensure the opportunity to constructively contribute to their peers' successful transition into this different research paradigm is not missed.
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- 2019
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107. ACHIEVE LEARNING OBJECTIVES, PAPERS PREPARED ESPECIALLY FOR A SUMMER INSTITUTE ON EFFECTIVE TEACHING FOR YOUNG ENGINEERING TEACHERS (PENNSYLVANIA STATE UNIVERSITY, AUGUST 28 THROUGH SEPTEMBER 3, 1960).
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Pennsylvania State Univ., University Park. and LANCASTER, OTIS E.
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PAPERS PREPARED FOR A SUMMER INSTITUTE ON EFFECTIVE TEACHING FOR TEACHERS OF ENGINEERING SUBJECTS ARE CONTAINED IN THIS CONFERENCE REPORT. GENERAL SUBJECT AREAS DISCUSSED ARE--(1) EDUCATIONAL OBJECTIVES IN ENGINEERING EDUCATION, (2) LEARNING THEORY AND ITS APPLICATION TO CLASSROOM TEACHING, (3) LECTURE, DISCUSSION, AND LECTURE-DISCUSSION METHODS OF TEACHING, (4) THE USE OF AUDIOVISUAL AIDS, (5) THE ROLE OF THE LABORATORY IN ENGINEERING EDUCATION, (6) STUDENT AND INSTRUCTIONAL EVALUATION, (7) THE PLANNING OF COURSES, CURRICULUMS, AND INDIVIDUAL LESSONS, (8) THE STIMULATION OF STUDENT CREATIVITY, (9) RESEARCH IN ENGINEERING EDUCATION, AND (10) PROFESSIONAL DEVELOPMENT. A COMPREHENSIVE ANNOTATED BIBLIOGRAPHY IS INCLUDED. (AG)
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- 1960
108. Technician Monographs: A Collection of Papers and Research Studies Related to Associate Degree Programs in Engineering Technology.
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American Society for Engineering Education, Washington, DC. and Defore, Jesse J.
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The papers and research reports comprising the ten chapters of this monograph were originally prepared as background information for a national study of engineering technology education in the United States. Chapter I briefly describes the historical and contemporary settings of engineering technology education. After Chapter II provides information on the characteristics of engineering technology curricula and a tentative classification system for content areas, Chapter III illustrates the kinds of curriculum guides which appear in the catalogs of two-year institutions offering engineering technology programs. Chapter IV describes some of the characteristics of the mathematics, chemistry, and physics courses taught as part of the engineering technology curriculum. An overview is presented in Chapter V of the process of accreditation, especially in relation to the engineering technology field. Chapter VI reports on a study of engineering technology faculty, providing information about characteristics and attitudes. Chapters VII and VIII provide results for studies of the characteristics, perceptions, and activities of engineering technology students and graduates. Chapter IX considers issues related to the certification of engineering technicians, while Chapter X concludes the monograph with a statistical model projecting the future of engineering technology education. Appendices provide a list of institutions offering educational technology programs, survey instruments, enrollment estimates, and a bibliography. (AYC)
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- 1971
109. International Conference on Recent Research and Development in Vocational Education (Adelaide, South Australia, Australia, March 12-19, 1989). Additional Papers.
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TAFE National Centre for Research and Development, Payneham (Australia).
- Abstract
The conference recorded in this document covered a wide variety of themes and consisted of keynote addresses, research presentations, and workshops. The following keynote addresses are include: "Some Recent TAFE National Centre Research and Development in Australian Vocational Education" (Hall); "Vocational Teacher Education: Principles, Practices, Problems, and Promising Directions" (Magisos); and "Educational Training, Industry, and Commerce in the Future--A Contribution Concerning the Needs of School and Teacher Training" (Dahncke). The following research presentations appear: "Getting the Right People: Selection of Tourism Students--A Case Study" (Maddocks); "The TVEI. The University of Liverpool/North West TVEI 16-18 Curriculum Enrichment Program" (Macintosh); and"Keyboarding--A Valuable Skill" (Coleman). The following workshop presentations appear: "An Experimental Study of Incorporating Creative and Inventive Concepts into Vocation High School Curricula (A Correction)" (Wu); "Recent Developments in the Training of Trainers for Vocational Education in Europe" (Peak); "Distance Education: Mid-Career Upgrading and TAFE-Higher Education Articulation" (Atkinson, McBeath); "Engineering Education--Problemsolving Is a Strategy that Appeals to Girls" (Payget); "The Development of Access Mechanisms to Vocational Training for People of Non-English Speaking Backgrounds" (Kelly, Gill); "Introduction to Microwave Cookery for Disabled/Aged Persons" (Cooper); "Equal Opportunities Panelist Training" (Frazer, Ottrey); "The Non-English-Speaking-Background Learner in TAFE" (Mitchell, Frazer, Ottrey); and "The New Entry Lecturer Methods of Instruction Course (NELMIC)" (Mitchell, Trengove, Frazer). (CML)
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- 1989
110. Learning German without a Teacher: Report on a Self-instructional Programme for Undergraduate Students of Engineering Science at Trinity College Dublin, 1982-84. CLCS Occasional Paper No. 14.
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Dublin Univ. Trinity Coll. (Ireland). Centre for Language and Communication Studies., Little, D. G., and Grant, A. J.
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A self-instructional program in German for undergraduate students of engineering at Trinity College, Dublin, was developed based on a questionnaire of student needs, language experience, and preferred instructional methods. The course design and instructional materials for the program emphasized oral/aural skills; moreover, counseling and academic advising were provided. Small-group interviews were conducted both at the beginning of and during the instructional program to assess student needs and attitudes about their instruction. Academic assessment was provided at two levels, beginning and intermediate, at the students' option, and consisted of oral and written components. Nine students completed the first program cycle and performed adequately or better on the final test. The independent study aspect of the program was found to respond adequately to the individual needs, levels, and learning styles of the students. It was also found that the counseling structure should cover a wide range of therapeutic and pedagogic functions, even in a very small group, but that some students function and achieve well with little or no support. (MSE)
- Published
- 1986
111. Assessing Engineering Education in Sub-Saharan Africa. World Bank Technical Paper Number 197, Africa Technical Department Series.
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World Bank, Washington, DC., Zymelman, Manuel, Zymelman, Manuel, and World Bank, Washington, DC.
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This guide to assessing engineering education in Sub-Saharan Africa consists of three sections, covering: (1) assessment of qualitative and quantitative needs; (2) assessment of the engineering education institution in developing countries; and (3) methods of forecasting demand for engineers; assessment of the efficiency of engineering training institutions; questionnaires concerning students, staff, curriculum, examinations, research, buildings and equipment, libraries, and other topics in assessing engineering education institutions from a systems point of view; and methodologies for analyzing costs. The guide contains papers with the following titles and authors: "Different Methods of Assessment" (Malcolm Frazer); "Quality in Engineering Education" (John Sparkes); "Reviewing Quality" (Ton I. Vroeijenstijn); "Guidance for an Evaluation Committee" (T. P. Melia); "Internal Evaluation Methods" (John Dubbey); "Engineering Education for the Labor Market in Africa" (K. Koso-Thomas); "Methodology for Designing Engineering Curricula in a Developing Country" (Benjamin A. Ntim); and "Assessing Engineering Schools" (Manuel Zymelman). Appendixes contain questionnaires, cost formulas, and average and high values of occupational composition of industries. (References accompany each paper.) (JDD)
- Published
- 1993
112. Assessing the State of Technology Education in Primary Schools: A Systematic Review of the Last 2 Decades
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Christina Ioanna Pappa, Despoina Georgiou, and Daniel Pittich
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This study reports on a systematic review of the current status of technology education in primary schools and the terminology used in the fields of technology and engineering education. Additionally, this review highlights crucial aspects of teaching and learning that must not be overlooked when outlining the current state of technology and engineering education, such as students' and teachers' personal factors, classroom communication, and teacher professional growth. Following PRISMA guidelines, two electronic databases were reviewed, Web of Science and Education Resources Information Center. The literature search identified a total of 1206 papers, 125 from Web of Science and 1081 from ERIC. After applying the inclusion and exclusion criteria, 33 papers were selected and evaluated in depth. The results show that research on technology education in primary schools is a growing field of interest but fragmented in focus. Our review is the first to indicate the wide range of technology and engineering education definitions. We also highlight the large heterogeneity of studies focusing on students' and teachers' personal factors and classroom interactions, a finding that may be explained by the unclear concepts and aims of technology and engineering curricula. This study contributes to and supports research and policymaking to better understand the current status, heterogeneities, and challenges in technology and engineering education in primary schools. In addition, we provide first insights to support professional development efforts targeting teachers' technology acceptance and improvement of their technology-related teaching practices.
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- 2024
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113. A Roadmap to the Next-Generation Technology-Enabled Learning-Centered Environments in AEC Education
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Yimin Zhu, Amirhosein Jafari, Amir H. Behzadan, and Raja R. A. Issa
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The architecture, engineering, and construction (AEC) education communities are increasingly facing challenges caused by social, technological, economic, environmental, and political changes. Addressing these issues requires AEC educators and practitioners to systematically rethink and reform many of their current practices. Anecdotal evidence in AEC education already exists with respect to pedagogical improvements made by individual technologies such as immersive computing, artificial intelligence, robotics, big data, cyberinfrastructure, and photogrammetry. However, an effective learning-centered environment is more complex than what any single technology can accomplish. In addition, the relationship between technology-intensive learning and digital inequity in AEC education remains, to the most extent, unclear. We envision the next-generation learning-centered environment for AEC education to be technology-intensive, interdisciplinary, industry-linked, and equitable. This paper aims to present a shared vision of the next-generation learning-centered environment for AEC education. To achieve this goal, two interrelated workshops were organized with the participation of different stakeholders, including researchers, educators, and professionals from multiple disciplines of architecture, engineering, construction, computer science, learning science, education, and social sciences. This paper is based on the combined outcomes of the two workshops, organized in four themes: (1) AEC curricula and industry practice, (2) technology and learning, (3) interdisciplinary education, and (4) digital inequity. This paper contributes to the body of knowledge by creating a pathway to timely reflect on new learning strategies, new technologies, and future industry and societal needs in AEC curricula, thus producing a more adaptive AEC workforce for the 21st century. The findings of this work can be adopted by educators to develop a roadmap for creating the shared vision of the next-generation learning-centered environment for AEC education.
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- 2024
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114. Enhancing Student Engagement in the Graduate Seminar by Scaffolding Active Learning Activities
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Elizabeth A. Bullard, Christina R. Dubell, Charles W. Patrick, Frances S. Ligler, and Michael J. McShane
- Abstract
Biomedical engineering (BME) spans a wide range of research fields and professional activities. Most BME departments use a seminar series to introduce graduate students to exciting research conducted outside their own university, learn about professional opportunities, and enhance their understanding of related topics (e.g., ethics in BME, engineering education, entrepreneurship). However, even a stellar lineup of expert seminar speakers cannot appeal to all graduate students--even though the information presented may be very important to that student in the future. Can we initiate active learning assignments to increase student engagement with all speakers? Our BME department developed a strategy to scaffold active learning activities to enhance student engagement in the graduate seminars. All speakers supplied three papers for advance reading and students were required to generate questions based on reading the papers. The questions were provided to the speakers in advance of the seminar. Both students and speakers submitted short reflection surveys after the seminar. With increasing graduate experience, students were also required to critique the articles, evaluate presentation styles, and answer the questions of other students. The requirement to read the papers and generate questions definitely increased student engagement with the speakers. The increased personal engagement was evident in the critical thinking by the students as they subsequently discussed trends in different fields, evaluated presentation styles, and learned about different career opportunities. The increase in student engagement had the added benefit of creating a positive impression of our students with the speakers visiting from other institutions.
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- 2024
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115. Leveraging Near-Peer and Collaborative Learning for a Graduate Student-Led Cell Culture Workshop
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Suzanne Lightsey, Michele Dill, Madison Temples, Taylor Yeater, and Sarah Furtney
- Abstract
Hands-on laboratory courses seldom appear in biomedical engineering (BME) graduate programs, thus limiting graduate students' ability to acquire wet laboratory skills like cell culturing. At large, BME graduate programs rely on ad hoc training provided by senior graduate students; however, this method cannot be extended to new or non-BME laboratories, which generally lack senior personnel adequately trained in cell culture techniques. This paper describes a graduate student-led, five-session workshop that introduces cell culture fundamentals to interested students with little to no prior experience. The workshop employs novel teaching techniques, such as near-peer and collaborative learning, to enhance students' understanding and knowledge retention. To demonstrate the effectiveness of this initiative, students assessed their confidence levels with concepts and skills related to cell culture via pre- and post-workshop surveys, where significant improvements in cell culture-related concepts and skills were reported upon completing the workshop. Finally, this paper presents some challenges and reflects on insight gained from this initiative, thus providing a template for implementation at other institutions interested in enriching their graduate student education.
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- 2024
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116. Reinventing Biomedical Engineering Education Working Towards the 2030 Agenda for Sustainable Development
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Díaz Lantada, Andrés, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Kotenko, Igor, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Roque, Ana, editor, Tomczyk, Arkadiusz, editor, De Maria, Elisabetta, editor, Putze, Felix, editor, Moucek, Roman, editor, Fred, Ana, editor, and Gamboa, Hugo, editor
- Published
- 2020
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117. How Augmented Reality Influences Student Workload in Engineering Education
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Guo, Wenbin, Kim, Jung Hyup, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Woeginger, Gerhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Stephanidis, Constantine, editor, Harris, Don, editor, Li, Wen-Chin, editor, Schmorrow, Dylan D., editor, Fidopiastis, Cali M., editor, Zaphiris, Panayiotis, editor, Ioannou, Andri, editor, Fang, Xiaowen, editor, Sottilare, Robert A., editor, and Schwarz, Jessica, editor
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- 2020
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118. Competence Networks in the Era of CPS – Lessons Learnt in the ICES Cross-Disciplinary and Multi-domain Center
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Törngren, Martin, Asplund, Fredrik, Ericson, Tor, Granbom, Catrin, Herzog, Erik, Lu, Zhonghai, Magnusson, Mats, Månsson, Maria, Norrwing, Stefan, Olsson, Johanna, Öberg, Johnny, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Woeginger, Gerhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Chamberlain, Roger, editor, Edin Grimheden, Martin, editor, and Taha, Walid, editor
- Published
- 2020
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119. Student Research Papers in Freshman Calculus--Modelling with Differential Equations.
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Sherman, Tom
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To build understanding of, and the ability to use, first-year science and engineering calculus, students were introduced to differential equations and asked to carry out research on differential equation modeling projects. Describes a model for the research paper; appendices provide a copy of the student handout and five examples of student research topics. (MDH)
- Published
- 1993
120. Slovenia: A Study of the Educational System of the Republic of Slovenia. Working Paper. PIER World Education Series.
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American Association of Collegiate Registrars and Admissions Officers, Washington, DC., NAFSA - Association of International Educators, Washington, DC., and Dickey, Karlene N.
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This volume offers a full country study of the structure and content of the educational system of Slovenia, together with a formal set of placement recommendations for admissions officers placing Slovenian students in U.S. higher education institutions. The chapters are: (1) "Introduction"; (2) "Overview" (of the Slovenian system); (3) "Preschool and Primary Education"; (4) "Secondary Education" (vocational, commercial, academic, and special programs); (5) "Tertiary Education" (higher education system, admission requirements, credentials, graduate studies); (6) "Education in Special Fields" (agriculture, architecture, business, engineering, fine arts, hotel management, law, medicine, paramedical training, music, teacher training, adult education); and (7) "Advice to Admissions Officers" (Slovenian language, institutional catalogues, interpreting credentials, tests, principal credentials). Appendixes contain useful references, descriptions of two universities, a list of degrees awarded, and approved private secondary schools. Includes a glossary, an index, and a number of sample documents, charts and tables. (JB)
- Published
- 1995
121. Science, Education, and Development in Sub-Saharan Africa. Africa Technical Department Series. World Bank Technical Paper No. 124.
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World Bank, Washington, DC. and Zymelman, Manuel
- Abstract
This paper deals with one aspect of technical change in Sub-Saharan Africa (SSA): the production of scientific and technical knowledge. Part I presents a quantitative view of the scientific output in SSA based on data from the Science Citation Index that provides information on scientific publications and citations by field and by country. Science universities are the focus of scientific research and training in SSA, Part II analyzes enrollments and outputs of universities in SSA in the area of science and engineering to ascertain their future role in fostering science and engineering. Any increase in the quantity and quality of university outputs in science and engineering will require the upgrade of the level of scientific and mathematics knowledge of the pool of entrants to higher education. Part III presents a picture of science education in secondary schools in a selected number of countries in SSA based on answers to a specially designed questionnaire. Part IV formulates a strategy for science and education in SSA and the possible role of the World Bank in this strategy. (Author/PR)
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- 1990
122. How To Write & Publish Engineering Papers and Reports, Third Edition.
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Michaelson, Herbert B. and Michaelson, Herbert B.
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This book discusses the updated methods of technical communication and the recent trends in the field of engineering. The first three chapters discuss the motivations and objectives of communication. Chapters 4 through 17 explain in detail the techniques of planning and writing engineering documents. Later chapters deal with matters of publication and the writer's use of current technologies. The following topics are discussed: desktop publishing, collaborative writing on computer networks, the internal technical proposal, and professional ethics. (KR)
- Published
- 1990
123. Digital Exams in Engineering Education
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Keijzer-de Ruijter, Meta, Draaijer, Silvester, Barbosa, Simone Diniz Junqueira, Editorial Board Member, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Kotenko, Igor, Editorial Board Member, Yuan, Junsong, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Draaijer, Silvester, editor, Joosten-ten Brinke, Desirée, editor, and Ras, Eric, editor
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- 2019
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124. Automating Engineering Educational Practical Electronics Laboratories for Designing Engaging Learning Experiences
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Srivastava, Anmol, Yammiyavar, Pradeep, Rannenberg, Kai, Editor-in-Chief, Sakarovitch, Jacques, Series Editor, Goedicke, Michael, Series Editor, Tatnall, Arthur, Series Editor, Neuhold, Erich J., Series Editor, Pras, Aiko, Series Editor, Tröltzsch, Fredi, Series Editor, Pries-Heje, Jan, Series Editor, Whitehouse, Diane, Series Editor, Reis, Ricardo, Series Editor, Furnell, Steven, Series Editor, Furbach, Ulrich, Series Editor, Winckler, Marco, Series Editor, Rauterberg, Matthias, Series Editor, Barricelli, Barbara Rita, editor, Roto, Virpi, editor, Clemmensen, Torkil, editor, Campos, Pedro, editor, Lopes, Arminda, editor, Gonçalves, Frederica, editor, and Abdelnour-Nocera, José, editor
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- 2019
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125. Analyzing Citation and Research Collaboration Characteristics of Faculty in Aerospace, Civil and Environmental, Electrical and Computer, and Mechanical Engineering
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Zhang, Li
- Abstract
This article investigates citation and research collaboration habits of faculty in four engineering departments. The analysis focuses on similarities and differences among the engineering disciplines. Main differences exist in the use of conference papers and technical reports. The age of cited materials varies by discipline and by format. Regarding faculty connection with other subjects, the study finds that aerospace and mechanical engineering faculty collaborate more often with researchers outside their fields, while civil and environmental faculty, as well as electrical and computer engineering faculty, are more likely to cooperate with peers in their fields. Lists of highly cited journals are generated. The paper also provides suggestions for collection management, research assistance, and outreach efforts.
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- 2018
126. Roadmapping towards Sustainability Proficiency in Engineering Education
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Rodriguez-Andara, Alejandro, Río-Belver, Rosa María, Rodríguez-Salvador, Marisela, and Lezama-Nicolás, René
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Purpose: The purpose of this paper is to deliver a roadmap that displays pathways to develop sustainability skills in the engineering curricula. Design/methodology/approach: The selected approach to enrich engineering students with sustainability skills was active learning methodologies. First, a survey was carried out on a sample of 189 students to test the current sustainability literacy and determine the roadmap starting point. Next, a scientometric study regarding active learning methodologies was executed. A total of 2,885 articles and conference proceedings from the period 2013-2016 were retrieved from the Web of Science database. The records were then imported into text mining software to undergo a term clumping process. Annual knowledge clusters based on key terms were outputted. Finally, a roadmap was created by experts based on the annual knowledge clusters. Findings: Four annual pathways were created along the roadmap to develop sustainability skills during the four-year college course in engineering. The first consisted on promoting a recycling campaign through a circular economy. The second aimed at creating educational videos regarding sustainability. The third reinforced reasoning and argumentative skills by preparing a debate on environmental issues. The last path assumed that the student is working in internship programs and prepared him/her to apply environmental management models to solve sustainability issues within the company. Research limitations/implications: Roadmaps should be updated approximately every two years to reflect novelty. The proposed methodology shows an easy way to create them. Practical implications: Results from this paper, as well as the proposed methodology, can be applied to any organization forming individuals: from primary school education to employee training programs in organizations. Social implications: The development of sustainability skills has a direct, positive impact on professional decision-making and, ultimately, on the environment. Originality/value: This paper presents a roadmapping process to develop sustainability competences throughout engineering college education.
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- 2018
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127. Proceedings of the Conference on Graduate Student Research in Engineering and Technology Education (Minneapolis, Minnesota, May 22, 2008)
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National Center for Engineering and Technology Education (NCETE)
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As part of the usual end of year meeting that has been a feature of the National Center for Engineering and Technology Education (NCETE) project, a conference intending to provide a forum for young voices in an outside of the Center was organized. The basic model for the gathering was borrowed from track and field. This was to be an intellectual conference meet, to which teams of scholars and their coaches/mentors would come, drawn from university programs where scholars worked at the intersection of engineering education and technology education, to share ideas and to engage each other. The conference theme was to be Research in Engineering and Technology Education (RETE). These proceedings summarize ideas from the presentations made during the day. One group of papers focused upon exploring "teachers' knowledge and dispositions to" science, technology, engineering, and mathematics (STEM) curriculum and instruction. A second set of papers focused upon "dealing with ill-defined problems and complex systems." A third set of papers "examine problem solving predisposition in children and adolescents." Three of the papers explore student interest in STEM careers. Beyond papers that cluster thematically are a few that pursue interesting lines that were influenced by cognitive and creativity considerations. This publication presents the following papers: (1) Engineering byDesign[TM] Professional Development Evaluation Summary Report (Jenny Daugherty); (2) Knowing What Engineering and Technology Teachers Need to Know: A Content Analysis of Pre-service Teachers' Engineering Design Problems (Todd D. Fantz); (3) Strategies for Integrating STEM Content: A Pilot Case Study (Fred Figliano); (4) High School STEM Educators' Self-Efficacy Beliefs at Various Career Stages (Brent Holt); (5) Investigating Middle School Teachers' Engineering Subject Matter and Pedagogical Content Knowledge (Morgan Hynes); (6) Examination of Engineering Design in Curriculum Content and Assessment Practices of Secondary Technology Education (Todd R. Kelley); (7) Comparing Question Posing Capability Across High School Curricula: A Research Proposal (Benjamin Franske); (8) The Efficacy of Cross-discipline Representations for Ill-defined IAS Concepts (Steven Rigby); (9) Complex Systems in Engineering and Technology Education: A Mixed Methods Study Investigating the Role Software Simulations Serve in Student Learning (Douglas J. Walrath); (10) Effects of Metacognitive Journaling on Academic Achievement of High School Students (Katrina M. Cox); (11) Aspects of Problem Solving in Children Prekindergarten to Ninth Grade: Focus on Functional Fixedness (Michael Nehring); (12) Divergent Thinking Skills in Science and Engineering: Influence of Gender and Grade Level (Leah C. Roue); (13) Design Twice, Build Once: Teaching Engineering Design in the Middle and High School Classroom (Shawn Jordan and Nielsen Pereira); (14) Academic Performance as a Predictor of Student Growth in Achievement and Mental Motivation During an Engineering Design Challenge in Engineering and Technology Education (Nathan Mentzer); (15) A Study of Factors Affecting Career Decision-Making Self-Efficacy and Engineering Related Goal Intentions Among African American High School Students (Chandra Austin); (16) Impact of Mentorship Programs on African-American High School Students' Perceptions of Engineering (Cameron D. Denson); (17) Student Interest in STEM Careers: Development of Instrument for High School STEM-Based Programs (Mark Patrick Mahoney); (18) Children's Multiple Representations of Ideas in Science (Brian Gravel); (19) The Cognitive Processes and Strategies of an Expert and Novice in the Design of a Wireless Radio Frequency Network (Matthew D. Lammi); and (20) Perceptions of Creativity in Art, Music and Technology Education (David Stricker). Individual papers contain tables, figures, footnotes and references.
- Published
- 2008
128. Educational Video Games for Deep Learning: Influences on Student Engagement and Conceptual Understanding
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Shernoff, David J.
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In this paper, we report the results of a 3-year, quasi-experimental study comparing students' engagement and deep learning of course materials between students who took an undergraduate engineering course that used a video game approach to a control group. The video game, EduTorcs, provided challenges in which students devised control algorithms that race virtual cars through a simulated race track. Theoretically, the study is rooted in Mayer and colleague's cognitive theory of multimedia learning. Engagement was measured with the Experience Sampling Method. Students taking the game-based course reported greater intrinsic motivation and engagement than students taking the course in the traditional way; and they performed significantly better on tests of complex course concepts designed to measure deep learning.
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- 2023
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129. Artificial Intelligence Education and Inclusion in K-12
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XIA, Qi and Chiu, Thomas K. F.
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Artificial intelligence (AI) education is still in the exploratory stage for K-12 schools. There is a serious lack of studies that informed schools teachers about AI curriculum design. Accordingly, this paper presented an AI curriculum and examined whether the curriculum improves students' perceived AI knowledge, attitudes, and motivation towards AI, as well as caters to students with different genders and academic achievement. It involved 64 grade 8-9 students. Results show that in the AI curriculum, 1) the students' self-report indicated that they became more competent, developed more positive attitude and higher intrinsic motivation to learn AI, 2) there were insignificant differences between girl and boys, and 3) there were almost no significant differences between high and low achieving students.
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- 2023
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130. Using Minute Papers to Determine Student Cognitive Development Levels
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Vella, Lia
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Can anonymous written feedback collected during classroom assessment activities be used to assess students' cognitive development levels? After library instruction in a first-year engineering design class, students submitted minute papers that included answers to "what they are left wondering." Responses were coded into low, medium and high categories correlated to cognitive stages following a codebook that was developed based largely on Perry's model and on two semesters' worth of prior student feedback. Preliminary analysis suggests that subjects exhibit characteristics in keeping with the range of cognitive levels identified by previous research at this institution, but that they tend to be weighted toward the lower end of the spectrum. While this study does not reveal cognitive development levels as reliably as the work of previous researchers, it does propose an easy method for identifying general cognitive development levels of student cohorts and offers recommendations for using this knowledge to improve instructional effectiveness.
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- 2015
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131. 20 Years of the N.T.U.A. Interdisciplinary Post Graduate Programme 'Protection of Monuments'
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Efesiou, Irene, Maistrou, Eleni, Moropoulou, Antonia, Balodimou, Maria, Lampropoulou, Antonia, Barbosa, Simone Diniz Junqueira, Series Editor, Filipe, Joaquim, Series Editor, Kotenko, Igor, Series Editor, Washio, Takashi, Series Editor, Yuan, Junsong, Series Editor, Zhou, Lizhu, Series Editor, Ghosh, Ashish, Series Editor, Moropoulou, Antonia, editor, Korres, Manolis, editor, Georgopoulos, Andreas, editor, Spyrakos, Constantine, editor, and Mouzakis, Charalambos, editor
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- 2019
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132. A Novel Taxonomy to Assess Engineering Students: The Face-It Project
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Liotino, Marica, Fedeli, Monica, Garone, Anja, Knorn, Steffi, Varagnolo, Damiano, and Garone, Emanuele
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Formally describing and assessing the difficulty of learning and teaching material is important for quality assurance in university teaching, for aligning teaching and learning activities, and for easing communications among stakeholders such as teachers and students. This paper proposes a novel taxonomy to describe and quantify the difficulty levels of exam questions and exercises encountered in engineering-related contexts. This paper also describes the development and piloting processes of the new taxonomy. The proposed taxonomy consists of two dimensions which describe the difficulty in understanding/explaining and using/applying a content unit. The piloting phase included ten purposefully selected experts in the field of control engineering, external to the project, who tested the performance, utility, ease of use, and clarity of the new taxonomy. The results indicate that the users were able to provide consistent and coherent assessments of the difficulty levels of 15 selected exam questions. The paper further discusses suggestions for improvement voiced by the participants to promote an even more consistent and coherent assessment of engineering students' mastery of the subject. [For the full proceedings, see ED625421.]
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- 2021
133. Sentence Complexity as an Indicator of L2 Learner's Listening Difficulty
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Mirzaei, Maryam Sadat and Meshgi, Kourosh
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This paper investigates the effect of sentence complexity, specifically lexical and syntactic surprisal, on L2 listening difficulty. Psycholinguistic studies revealed that surprisal cases correlate with textual comprehension difficulty. Based on surprisal theory, these cases are less probable or expected, considering the precedent context, thus require more complex processing to comprehend. Little is known about the influence of the surprisal factor on L2 listening comprehension. We aim to examine this effect and propose to include these cases in captioning to assist L2 listeners. Since conventional captions include the whole transcript, we use Partial and Synchronized Caption (PSC) with limited textual clues, which allows for highlighting surprisal cases to reduce ambiguity. In our experiment, intermediate learners of English (undergraduates) were asked to transcribe and paraphrase videos containing surprisal cases. Results revealed that learners faced difficulty when encountering surprisal, which was partially addressed with the help of PSC, yet more assistance was required. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]
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- 2020
134. Improving Spanish-Speaking Students' Pragmatic Competence through SCMC: A Proposal
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Di Sarno García, Sofia
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Due to the scarcity of studies analysing Spanish-speaking students' acquisition of pragmatic competence in English, this paper focuses on the preliminary stage of a longitudinal study on the impact that Synchronous Computer-Mediated Communication (SCMC) has on the use of apologies and the acquisition of intercultural communicative competence. In other words, this paper presents the type of explicit instruction that students from Spain need in order to improve their ability to express apologies, and how interaction with English-speaking students through Skype will help them to acquire the strategies that L1 speakers use in everyday conversations. Spanish-speaking students will complete a pre- and post-test questionnaire to measure their level of pragmatic knowledge before and after the interaction with English-speaking students. Additionally, a control group will carry out the task via face-to-face interaction. It is envisaged that after the telecollaborative exchanges, Spanish students in the experimental group will experience greater improvement in the performance of apologies than those in the control group and, subsequently, in their pragmatic competence. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]
- Published
- 2020
135. Infusing Engineering Design into High School STEM Courses
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National Center for Engineering and Technology Education (NCETE), Hynes, Morgan, Portsmore, Merredith, Dare, Emily, Milto, Elissa, Rogers, Chris, Hammer, David, and Carberry, Adam
- Abstract
The Tufts University Center for Engineering Education and Outreach (CEEO) strives to improve STEM education through engineering and believes every student should have the chance to engineer. Situated in Massachusetts, the first state to adopt engineering education at all levels in public schools (Massachusetts DOE, 2001), the CEEO supports the belief that engineering education starts in kindergarten and continues to develop throughout their K-12 schooling. The authors also believe that at the core of K-12 engineering is the Engineering Design Process (EDP). The purpose of introducing students to the EDP is to teach students that engineering is about organizing thoughts to improve decision making for the purpose of developing high quality solutions and/or products to problems. Three key concepts in successful implementation of the EDP are: (1) students are engineers; (2) teachers need to listen to their students; and (3) classroom environments need to change to properly enable learning through the EDP. Recently, the authors worked with the Massachusetts State Department of Education to produce a revised engineering design document that describes a learning progression for the EDP from kindergarten through high school. This white paper describes the high school portion of that document geared toward the activities or skills they associate with the EDP as defined by the current Massachusetts curriculum frameworks. This depiction of the EDP implies a cyclical, stepwise process that is rarely the case in solving real-world engineering problems. Oftentimes the task requires some jumping around from step to step. By adopting this slightly adjusted paradigm, students will recognize that the EDP does not rely upon rigid thinking, but provokes creative and outside-the-box thinking. (Contains 1 figure.)
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- 2011
136. Student Perceptions of Online Engagement
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Redmond, Petrea, Alexsen, Megan, Maloney, Suzanne, Turner, Joanna, Brown, Alice, Basson, Marita, Galligan, Linda, Lawrence, Jill, and Henderson, Robyn
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This paper reports on research that extends knowledge about higher education students' perceptions of online engagement. In particular, the study aimed to identify what students thought engagement was and how they experienced it. Understanding students' views about online engagement will provide a more comprehensive understanding of the topic and should assist instructional designers to support academic staff to develop online courses that are more likely to engage their students. Using a mixed-methods approach, the study found that students felt most engaged with learning when doing practical, hands-on activities. Additional findings from the qualitative and quantitative data are highlighted, with some differences between the students' perceptions in the different types of data, particularly concerning social engagement. This suggests that further research is warranted. The paper offers several practical implications for student learning.
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- 2023
137. Reviews of Literature on Accreditation and Quality Assurance
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Emmanuelle, Guernon
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This paper presents a comprehensive review of existing literature concerning the domains of accreditation and quality assurance in various sectors. Accreditation and quality assurance play vital roles in ensuring the credibility, transparency, and effectiveness of educational institutions, healthcare facilities, industries, and other domains. This paper synthesizes the findings of numerous studies, focusing on the conceptual frameworks, methodologies, and outcomes associated with accreditation and quality assurance processes. The review encompasses a wide range of perspectives, including historical context, best practices, challenges, and advancements in accreditation and quality assurance. Through a systematic analysis of these scholarly works, this paper aims to provide a deeper understanding of the evolving landscape of accreditation and quality assurance across diverse sectors and shed light on potential future research directions.
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- 2023
138. MOOCs in India: An Investigation about Reasons, Motivations and Valued MOOCs for Indian Students
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Mehra, Anurag and Kant, Pramath
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Massive Open Online Courses (MOOCs) have become a prominent alternative source of learning for engineering and science students. This rising proclivity for MOOCs among students is based on multiple factors. Several studies have focused on factors that affect MOOCs usage, and most of them have used the Motivation theory. These studies have primarily focused on intrinsic motivations and tangible benefits of MOOCs. However, they have rarely examined why students spend on MOOCs. This paper examines why students are paying only for a certain courses on MOOCs. Our analysis uses the theory of consumption value (TCV) to explain this phenomenon. This study uses a survey method to investigate the students' pursuit of various courses on different MOOC platforms. The survey questionnaire elicited students to share information about MOOCs they have pursued, either free or paid. Our analysis reveals that personal motivations, negative classroom experiences and different learning reasons influence Indian students to pursue MOOCs. The expenditure analysis of students on MOOCs shows that students find Computer Science and Engineering (CSE) courses are more valuable than courses from any other discipline. Finally, we discuss the findings and interpret its implications with respect to future of learning in higher education. [For the full proceedings, see ED630948.]
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- 2022
139. Exploring the Impact of Project-Based Learning on Entrepreneurship Education for Engineering School Students in Mongolia -- A Case Study of NUM Startup 2.0
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Batbayar, Bilguun
- Abstract
Entrepreneurship is still young and developing in Mongolia, yet it is the main driver of the Mongolian economy. According to The National Statistics Office of Mongolia, small and medium businesses create 52.5% of all jobs in Mongolia. To ensure more qualified entrepreneurs join the labor market, educators and instructors can help with resources for their students that will enable them to create successful businesses. Entrepreneurship education can play an essential role in providing a qualified and skilled supply of entrepreneurs for the Mongolian economy. This paper will examine how project-based learning impacts engineering students' entrepreneurial mindset at Mongolia's university. The study will try to create awareness of the importance of entrepreneurship education and a project-based learning (PBL) approach for students with any engineering background. As a case study, this research will take "NUM Startup 2.0", a five-month program in that students can team up with their professors to build a startup company from the beginning. A qualitative research methodology will be used to conduct interviews with participants of NUM Startup 2.0. This research will use homogenous sampling to select students with similar backgrounds, and for a semi-structured in-depth interview, collected data will be analyzed using the thematic analysis method. Moreover, this research may provide valuable feedback to universities in Mongolia to develop more well-structured courses for students. [For the full proceedings, see ED630948.]
- Published
- 2022
140. Neural Recall Network: A Neural Network Solution to Low Recall Problem in Regex-Based Qualitative Coding
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Cai, Zhiqiang, Marquart, Cody, and Shaffer, David W.
- Abstract
Regular expression (regex) coding has advantages for text analysis. Humans are often able to quickly construct intelligible coding rules with high precision. That is, researchers can identify words and word patterns that correctly classify examples of a particular concept. And, it is often easy to identify false positives and improve the regex classifier so that the positive items are accurately captured. However, ensuring that a regex list is complete is a bigger challenge, because the concepts to be identified in data are often sparsely distributed, which makes it difficult to identify examples of "false negatives." For this reason, regex-based classifiers suffer by having low recall. That is, it often misses items that should be classified as positive. In this paper, we provide a neural network solution to this problem by identifying a "negative reversion set," in which false negative items occur much more frequently than in the data set as a whole. Thus, the regex classifier can be more quickly improved by adding missing regexes based on the false negatives found from the negative reversion set. This study used an existing data set collected from a simulation-based learning environment for which researchers had previously defined six codes and developed classifiers with validated regex lists. We randomly constructed incomplete (partial) regex lists and used neural network models to identify negative reversion sets in which the frequency of false negatives increased from a range of 3%-8% in the full data set to a range of 12%-52% in the negative reversion set. Based on this finding, we propose an interactive coding mechanism in which human-developed regex classifiers provide input for training machine learning algorithms and machine learning algorithms "smartly" select highly suspected false negative items for human to more quickly develop regex classifiers. [For the full proceedings, see ED623995.]
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- 2022
141. Engineering Education for Leadership in the 21st Century.
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Wirasinghe, Chan
- Abstract
The engineering profession and, consequently, the education process for engineers must respond to several new realities in order to be successful in the 21st century. Some aspects of the new reality that are relevant to engineering education are as follows: the globalization of commerce; the information revolution; innovations in technology; the new emphasis on sustainable development; recognition of the need for lifelong learning and gender equality; the role of engineers in nations' future prosperity and the political process; the rise of multinational corporations and new start-up companies; the trend toward transformation of the study of engineering into the "new liberal arts" coupled with emphasis on basic engineering/specialization; industry-university partnerships; the need for engineers to receive training in innovation/entrepreneurship and communication; and the need to attract more women into the field of engineering. In recognition of the new reality, the University of Calgary in Alberta has adopted the position that a four-year university program in engineering is reasonable for producing graduates that either enter the work force as "engineers-in-training" or enter further studies in engineering or in business, law, or medicine. However, the university strongly recommends an additional 16-month internship in industry for students wishing to advance into leadership roles. (MN)
- Published
- 2000
142. Improving Student Accessibility, Equity, Course Performance, and Lab Skills: How Introduction of ClassTranscribe Is Changing Engineering Education at the University of Illinois
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Angrave, Lawrence, Jensen, Karin, Zhang, Zhilin, Mahipal, Chirantan, Mussulman, David, Schmitz, Christopher D., Baird, Robert Thomas, Liu, Hongye, Sui, Ruihua, Wu, Maryalice S., and Kooper, Rob
- Abstract
This paper presents three case studies that examined the use of ClassTranscribe in a diverse set of undergraduate engineering classes in 2019 and 2020 at the University of Illinois at Urbana-Champaign. ClassTranscribe, a video viewing system designed with accessibility and learning in mind, was first presented to the ASEE [American Society for Engineering Education] community in 2019 [1]. The pedagogical features of the tool include: pause, leave and resume viewing; captions available in multiple languages; downloadable transcriptions; shareable links to video moments; and searchable content within each video and across an entire course. The importance of the tool in the context of a commitment to accessibility for engineering education is discussed. In addition, online video content that follows Universal Design for Learning principles enables all students to prepare for assessments and provides more equitable learning opportunities. Low-stress online learning opportunities may be particularly valuable for underrepresented minorities (e.g., [2] explored relative student improvement in multiple exams assessments in an online course with video lectures). The first study presented here describes two extremes: a supplemental-resource approach and primary-resource approach in the adoption of ClassTranscribe into an Electrical and Computer Engineering (ECE) and Computer Science (CS) course, respectively. In Spring 2020, ECE students used the tool as a supplemental learning resource to review and search live lecture captures. Whereas in the sophomore CS course (N=271 students), physical lectures were canceled and ClassTranscribe was used as a primary learning resource using short-length (<10 minute) videos. The methodology and analysis of the CS course outcomes were described in [3] but relevant findings are reproduced here: Students in the lowest quartile improved by 3.3 percentile points compared to previous semesters and statistically-significant positive learning outcomes were found at all levels of student performance. Each quartile of students who used the tool an above average amount of time led to increased final exam scores, with the lowest quartile increasing 14.4 absolute points compared to their in-quartile peers. A new contribution of this paper is an analysis of the interactions with the tool, which found three event types: Fullscreen-viewing, Change-playback-speed and Search-Transcription predicted improved exam performance and were statistically significant (p<0.01). In the second case study, video instruction was used to present safety and lab-handling techniques in a Bioengineering class prior to rigorous lab assessment. The student-specific analytic data available to the course instructor using the web interface allowed the instructor to check that each student had completed training materials prior to lab work. Student surveys measured several factors including the utility of the tool and students' preferences in video systems and video-based Bioengineering instruction. In the third case study, student feedback from CS and ECE courses were solicited on learning utility and digital accessibility. The majority of the 206 responses reported high utility ("moderately useful" or greater) of the tool when working on assignments (67%) and preparing for an exam (77%). The majority of respondents (96%, n=239) recommended the tool be re-used in future semesters of their course. We present example survey questions that respect student choice to not-self disclose a disability.
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- 2020
143. Rethinking the Paper Helicopter: Comnining Statistical and Engineering Knowledge
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Annis, David H.
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- 2005
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144. Updating of Higher Education Curriculum for Future Engineers during the COVID-19 Pandemic
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Olga V. Galustyan, Galina P. Zhirkova, Wang ?an, Saida S. Gamisonija, Igor I. Boldyrev, and Olga V. Khripunkova
- Abstract
Higher education is immersed in unpredictable environments and is facing challenges during the Coronavirus Disease 2019 (COVID-19) pandemic. It needs to adapt to external changes constantly, especially to the level of development of science and technology as the most important component of education courses for future engineers are facing development difficulties within achieving their goals as the core of higher education. Curriculum serves as basis for realization of goals of higher education and curriculum for future engineers needs updating. The paper analyzes dilemma of updating of higher education curriculum for future engineers within its content and structure. During the learning process students participated in curriculum renewal and accelerated the upgrading of curriculum content and structure. Finishing the course, students conducted reflection, improved their understanding during the reflection process continuously that helped them to develop the habit of lifelong learning. The authors propose to expand teaching methods for the courses, to adapt engineering courses to the needs of economic development during the COVID-19 pandemic, to strengthen students' interaction and participation, to supply multiple participation in curriculum "customization" countermeasures to update higher education curriculum for future engineers.
- Published
- 2024
145. Emerging Engineers Design a Paper Table
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- 2013
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146. Development of BASE Manufacturing Business Board Game
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Hamada, Ryoju, Kaneko, Tomomi, Hiji, Masahiro, Hutchison, David, Series Editor, Kanade, Takeo, Series Editor, Kittler, Josef, Series Editor, Kleinberg, Jon M., Series Editor, Mattern, Friedemann, Series Editor, Mitchell, John C., Series Editor, Naor, Moni, Series Editor, Pandu Rangan, C., Series Editor, Steffen, Bernhard, Series Editor, Terzopoulos, Demetri, Series Editor, Tygar, Doug, Series Editor, Weikum, Gerhard, Series Editor, Lukosch, Heide Karen, editor, Bekebrede, Geertje, editor, and Kortmann, Rens, editor
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- 2018
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147. Globalization of Science and Engineering Research: A Companion to the Science and Engineering Indicators 2010. NSB-10-3
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National Science Foundation
- Abstract
As part of its mandate from Congress, the National Science Board oversees the collection of a very broad set of quantitative information about U.S. science, engineering and technology, and every 2 years publishes the data and trends in its "Science and Engineering Indicators" ("Indicators") report. On occasion, the data reveal trends that raise important policy concerns that the Board believes should be brought to the attention of the President, Congress, and the public as a "companion" policy statement to the "Indicators" report. Data presented in "Science and Engineering Indicators 2010" (NSB-10-01) illuminate trends and directions in global science and technology. The U.S. has long been a world leader in S&E (science and engineering) research and high-technology industry, but comparative international data in "Indicators 2010" underscore the sometimes rapidly growing competitiveness of other economies in these important areas. While increased global S&E research capacity holds great promise for the advancement of scientific knowledge and collaboration in science and engineering across international borders, the U.S. government must be attentive to developments in S&E capacity around the world, and take proactive steps to maintain this nation's competitive strength. In this companion piece to "Indicators 2010, Globalization of Science and Engineering Research", the National Science Board examines currently available data and trends and recommends the following Federal actions: (1) To ensure that the U.S. remains a world leader in S&E research, the National Science Foundation--the only non-mission-oriented Federal agency that funds S&E research--should assess its two merit review criteria for funding of S&E research to ensure that the criteria encourage the proposing and support of truly transformative research, and should modify the criteria and/or merit review process if the assessment finds modifications necessary to accomplish this goal; (2) The Office of Science and Technology Policy in the Executive Office of the President, through the National Science and Technology Council mechanism, should engage all Federal agencies involved with S&E research to: (a) develop means to assess or continue to assess the quality of their agency's supported research against international activities, and (b) identify and as appropriate make adjustments necessary to ensure that their agency's research is world-leading; and (3) The Office of Science and Technology Policy should call for a President's Council on Innovation and Competitiveness as described in the COMPETES (Creating Opportunities to Meaningfully Promote Excellence in Technology, Education, and Science) Act. Issues for discussion would include: (a) relationships between U.S. and foreign-supported R&D to ensure continued vitality and growth of U.S. technical strength, (b) safeguarding national interests in intellectual property, (c) ensuring that the U.S. economy benefits from R&D supported abroad, and (d) assessing critical research areas for which the U.S. should be the global R&D leader. (Contains 5 figures and 1 table.) [For the related reports, see "Key Science and Engineering Indicators: 2010 Digest" (ED514059) and "Science and Engineering Indicators 2010" (ED514060).]
- Published
- 2010
148. Engineering Design and Children: A Systematic Literature Review
- Author
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Ehsan, Hoda, Quintana-Cifuentes, Jenny P., Purzer, Senay, and Rehmat, Abeera P.
- Abstract
Over the last two decades, a remarkable number of studies have examined the role of engineering education in supporting knowledge and skill building among children. In this paper, we present a synthesis of this literature to evaluate the added value of pre-college engineering design experiences at the elementary level, and ways researchers have gathered evidence of children's development of this knowledge and skills. We have conducted a systematic literature review. The initial search across four different databases with relevant keywords resulted in over 3000 journal articles and conference papers. In a two-rounds screening, by applying the inclusion criteria first to titles and abstracts, and then to the full text, 78 peer-reviewed publications were included in this systematic literature review. We summarized and synthesized empirical evidence of student learning and engagement in engineering design activities, and approaches they were assessed and elicited. The thematic analysis revealed five categories of knowledge and skills: (1) disciplinary content knowledge; (2) engineering design practices, (3) engineering thinking skills; (4) professional skills; and (5) career awareness. Additionally, the assessment and evaluation approaches that were used for each of these categories were identified and discussed. The findings provide collective evidence of variety in student learning opportunities but also suggest the need to carefully define these knowledge and skills. Since a wide range of evaluation approaches were used to capture similar outcomes, we conclude that it is imperative to develop a shared research agenda by carefully defining the knowledge and skills we expect children to learn.
- Published
- 2023
149. The Interplay of Engineering Skills, Aesthetic Creativity, and Ethical Judgement in the Creation of Sustainable Urban Transformations: Aristotelean Perspectives on PBL
- Author
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Hanna Mattila, Signe Hald, and Dylan Chau Huynh
- Abstract
This paper examines a PBL project module "Sustainable Urban Transformation" in an Urban Design master's education. The module combines urban design and hydrology engineering. Within the module, students are supported by lectures and study circles on various dimensions of sustainability, especially vis-a-vis climate change. However, they are left with the freedom to choose how they balance between design and engineering approaches when they give a physical form for sustainability in the site transformation projects with which they work through the semester. This paper discusses the development of their skills building on three Aristotelean concepts: techne (engineering), poiesis (aesthetic form-giving), and phronesis (making of ethical judgments). The last two concepts, the paper argues, are especially important when at issue is design education. Based on an analysis of the student projects in Fall 2022, the paper examines whether and how the students manage to find a balance between engineering skills, on the one hand, and aesthetic creativity and ethical judgement, on the other hand, in their project work.
- Published
- 2023
150. Reflections on Teaching an Engineering Course through Murder Mysteries
- Author
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Krishna Kumar
- Abstract
This paper presents a reflective analysis of a novel approach to Problem-Based Learning (PBL) to teach abstract concepts in a large-class setting, specifically tailored for a third-year required undergraduate course, "Introduction to Geotechnical Engineering." The primary objective is to enhance student engagement and learning outcomes by employing forensic case studies-based learning, also known as murder mysteries. This unique adaptation of PBL offers a fresh perspective on teaching abstract concepts by introducing real-world engineering failures relevant to the topic. Students then identify potential reasons for failure, rank them, and cooperatively explore them. By progressing from the known to the unknown, students develop a comprehensive understanding of the fundamental principles they later encounter. by progressing from the known to the unknown This approach overcomes the limitations of traditional teaching methods that introduce abstract concepts before presenting real-world examples. The murder mysteries capture students' attention and interest, allowing them to experience the process of doing real-world engineering. Consequently, the course rating improved significantly, achieving the highest score in the last twenty years - 4.9 out of 5.0, well above the average course rating of 3.8 during the same period. The paper delves into the background, methodology, challenges, and reflections on implementing and evaluating this engaging and effective PBL adaptation in a large-class setting for teaching abstract concepts in engineering.
- Published
- 2023
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