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For several engineering disciplines, including civil engineering, mechanical engineering, architectural engineering, and others, engineering drawing (ED) is a mandatory subject. Problem solving in engineering drawing requires a complex integration of knowledge and spatial abilities. However, students don't automatically learn these problem solving skills within the standard engineering curriculum. Identification of learning difficulties is a primary step in designing teaching-learning aids for students and teachers. While some learning challenges have been reported, there are fewer studies on identifying learning difficulties in solving these from the students' and teachers' perspectives. In this paper, we investigate the students' difficulties in solving the engineering drawing problems. Here we present qualitative studies focusing on students' learning difficulties in different engineering problem solving contexts, including data collected from five cohorts of novice learners, advanced learners, and ED teachers. The qualitative analysis of the data resulted in identifying the difficulties that students have while performing ED problem solving tasks. The identified difficulties were mainly related to knowledge deficits and challenges in performing higher order cognitive tasks. Data analysis helps to elaborate on these difficulties and discuss the relationships among them. We also discuss the implications of our results on teaching-learning of ED problem solving. [ABSTRACT FROM AUTHOR]

An ongoing challenge for curriculum development in engineering programmes is ensuring that students graduate with appropriate writing skills. There is a need for effective and efficient integration of writing instruction within the engineering curriculum. Applied linguistics research provides valuable descriptions and understandings of the nature of writing for engineering purposes. This knowledge can be used to develop students' ability to adapt their own writing style to meet the expectations of the context for which they are writing. As such, this paper proposes embedding the Teaching Learning Cycle, a pedagogic model of literacy development, within relevant curriculum approaches already in use in engineering education, with a focus on those that prioritise authentic learning environments. Suggestions for activities to develop writing ability are given in relation to the stages of the cycle. [ABSTRACT FROM AUTHOR]

A bipolar junction transistor (BJT) and its operation are fundamental concepts for the understanding of power electronics (industrial electronics), transistor-transistor logic (TTL), electronic switching, and signal amplification in modern electronics. Previous research showed that non-major engineering, computer, electronic, and electrical engineering students could not understand the basic concepts involved in a BJT. This paper describes the development of a two-tier diagnostic test, the test's administration, limitations, the participants' detailed context, and findings from a study that explores Myanmar and Thai second-year undergraduate students' understanding of BJT working principles and applications. The results revealed that many students in both countries had the same alternative conceptions about collector current in each operation mode of the BJT. Some alternative conceptions differ from the previous research, such as a) the collector current does not depend on the base current in cut-off mode, and b) changing the collector current does not depend on the base current in active mode, but it depends on the collector supply voltage. These research findings provide valuable information and instruments for teachers to insight, prevent, and correct the alternative conceptions proposed by students. [ABSTRACT FROM AUTHOR]

This paper documents and shares findings from a Systematic Literature Review (SLR) that was conducted to explore what published evidence exists of how Indigenous perspectives have been incorporated into the Australian tertiary engineering curriculum. The importance of embedding these perspectives into engineering education is known as it provides holistic and authentic learning experiences, reflects real world and industry practices, and better equips graduates. Engineers must competently demonstrate understanding of, and ethical conduct for, social and community duties. In order to provide graduates with the knowledge and awareness of how engineering practices affect human, societal, and environmental demands, it is becoming increasingly important to emphasise the human elements of engineering. The SLR resulted in 27 included results which highlighted six reoccurring themes, vital for the shared success when embedding Indigenous perspectives. This included community engagement, capacity building for engineering educators, resource repository, storytelling, use of frameworks, and projects. [ABSTRACT FROM AUTHOR]

The Australasian Journal of Engineering Education, Volume 29, Issue 1, features six papers written by authors from Australia, India, and Thailand. One of the papers focuses on the importance of integrating Indigenous perspectives in engineering curricula, while another examines the suitability of final examinations in higher education. Other papers address topics such as developing written communication skills, teaching empathy in engineering practice, and measuring conceptual understanding of technical engineering concepts. The issue also includes a cover image of university students engaging with Indigenous communities in a project-based learning experience. The journal aims to provide valuable insights and resources for engineering educators and researchers. [Extracted from the article]