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1 – 10 of over 4000Maria Eidenskog, Ola Leifler, Johanna Sefyrin, Ericka Johnson and Mikael Asplund
The information technology (IT) sector has been seen as central to society's transformation to a more just and sustainable society, which underlines teachers’ responsibility to…
Abstract
Purpose
The information technology (IT) sector has been seen as central to society's transformation to a more just and sustainable society, which underlines teachers’ responsibility to foster engineers who can contribute specifically to such ends. This study aims to report an effort to significantly update an existing engineering programme in IT with this ambition and to analyse the effects and challenges associated with the transformation.
Design/methodology/approach
This study is based on a combination of action-oriented research based on implementing key changes to the curriculum; empirical investigations including surveys and interviews with students and teachers, and analysis of these; and a science and technology studies-inspired analysis.
Findings
Respondents were generally positive towards adding topics relating to sustainability. However, in the unmaking of traditional engineering subjects, changes created a conflict between core versus soft subjects in which the core subjects tended to gain the upper hand. This conflict can be turned into productive discussions by focusing on what kinds of engineers the authors’ educate and how students can be introduced to societal problems as an integrated part of their education.
Practical implications
This study can be helpful for educators in the engineering domain to support them in their efforts to transition from a (narrow) focus on traditional disciplines to one where the bettering of society is at the core.
Originality/value
This study provides a novel approach to the transformation of engineering education through a theoretical analysis seldom used in studies of higher education on a novel case study.
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The purpose of this paper is to address the need to rethink the traditional approach to education in the university engineering curriculum. The paper examines two engineering…
Abstract
Purpose
The purpose of this paper is to address the need to rethink the traditional approach to education in the university engineering curriculum. The paper examines two engineering projects led by university students in Sweden: the design and construction of a solar-powered car taking part in the Bridgestone World Solar Challenge and the creation of a business model for the ownership phase of an electric car together with Polestar.
Design/methodology/approach
An extensive literature review was conducted. Students were interviewed and surveyed on their impressions of their learning experience in the two projects and student logbooks reviewed. Problem-based learning (PBL), the Conceiving, Designing, Implementing and Operating approach and the ABCD procedure are used. Results are compared to theories from the literature.
Findings
PBL in real-world settings can increase engineering students’ technical knowledge and improve their technical skills as they solve complex problems or propose solutions to such problems. Such projects also strengthen students’ commitment, self-confidence and self-esteem as well as promote co-operation and creativity. These are soft skills largely absent from traditional engineering education.
Practical implications
Innovative, student-led learning in the applied engineering curriculum can foster students’ soft skills in ways that teacher-led, lecture-style learning does not.
Originality/value
This research offers a timely perspective on an issue of current interest in engineering education: student-led learning versus teacher-led learning. The paper also provides two illustrative student-led projects that focus on sustainability and mobility.
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At present, humankind is facing rapid and profound changes in society, science, technology, economy and environment. The 21st century has witnessed extraordinary scientific and…
Abstract
Purpose
At present, humankind is facing rapid and profound changes in society, science, technology, economy and environment. The 21st century has witnessed extraordinary scientific and technological progressions. Improvement of technology has generated new educational technique known as e-learning. Nowadays, popularity of e-learning is growing rapidly and numerous educational organizations, public, academic and digital libraries are embracing it. Lately, engineering education is heading toward the blended education system as it successfully combines both chalk and talk system (face-to-face), computer-assisted learning methodologies and internet access feature to learners.
Design/methodology/approach
This work discusses the potential of e-learning as an educational system for engineering topics and the challenges faced by educational organizations and public libraries as their partners in applying this system for engineering topics. In addition, number of national and international successful engineering e-learning trials that have been created, organized and/or hosted by educational organizations and public libraries are presented.
Findings
The author presents challenges and obstacles that stakeholders, teachers, professors and librarians should be aware of to develop and support the e-learning system. Hence, a number of recommendations are provided to build a bridge linking e-learning and engineering education.
Originality/value
This paper is a complementary work to a previously published study. In this paper, the author sheds light on the link between the e-learning system and the engineering education provided by the educational organizations and hosted by public libraries.
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Mohamed A. Shahat, Sulaiman M. Al-Balushi and Mohammed Al-Amri
The purpose of the current study is to assess Omani teachers’ performance on tasks related to the stages of engineering design. To achieve this, data from an engineering design…
Abstract
Purpose
The purpose of the current study is to assess Omani teachers’ performance on tasks related to the stages of engineering design. To achieve this, data from an engineering design test was used, and demographic variables that are correlated with this performance were identified.
Design/methodology/approach
This descriptive study employed a cross-sectional design and the collection of quantitative data. A sample of preservice science teachers from Sultan Qaboos University (SQU) (n = 70) participated in this study.
Findings
Findings showed low and moderate levels of proficiency related to the stages of engineering design. Differences between males and females in terms of performance on engineering design tasks were found, with females scoring higher overall on the assessment. Biology preservice teachers scored higher than teachers from the other two majors (physics and chemistry) in two subscales. There were also differences between teachers studying in the Bachelor of Science (BSc) program and the teacher qualification diploma (TQD) program.
Originality/value
This study provides an overview, in an Arab setting, of preservice science teachers’ proficiency with engineering design process (EDP) tasks. It is hoped that the results may lead to improved instruction in science teacher training programs in similar contexts. Additionally, this research demonstrates how EDP competency relates to preservice teacher gender, major and preparation program. Findings from this study will contribute to the growing body of research investigating the strengths and shortcomings of teacher education programs in relation to science, technology, engineering and mathematics (STEM) education.
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Jerrod A. Henderson, Erik M. Hines, Jared L. Davis, Le Shorn S. Benjamin, Jeannette D. Alarcón and Tyron Slack
In spite of ongoing and recent initiatives aimed at broadening participation in engineering, the representation of diverse groups of learners in engineering graduate programs in…
Abstract
Purpose
In spite of ongoing and recent initiatives aimed at broadening participation in engineering, the representation of diverse groups of learners in engineering graduate programs in the USA remains a challenge. Foregrounding the voices of 26 Black male engineering faculty, this study aims to investigate how institutions might recruit and retain more Black men in engineering graduate programs.
Design/methodology/approach
For this study, inductive thematic analysis was used.
Findings
The authors show that three themes, namely, representation as an asset, invested mentors and faculty, and supportive peer networks described as the “Vibe” manifest as crucial elements for successful recruitment and retention of Black men in engineering graduate programs.
Originality/value
These findings are meant to augment the conversation around diversity, equity and inclusion in engineering graduate programs and to address a dearth of published research on the Black male engineering population. This work is also meant to help institutions conceptualize ways to create a “Vibe” that might be transferable to their institution’s sociocultural context.
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Annie E. Simpson, Greg J. Evans and Doug Reeve
The Engineering Leaders of Tomorrow Program (LOT) is a comprehensive curricular, co-curricular, extra-curricular leadership development initiative for engineering students. LOT…
Abstract
The Engineering Leaders of Tomorrow Program (LOT) is a comprehensive curricular, co-curricular, extra-curricular leadership development initiative for engineering students. LOT envisions: “an engineering education that is a life-long foundation for transformational leaders and outstanding citizens.” Academic courses, co-curricular certificate programs, departmental programs, and stand alone workshops emphasize four domains of leadership: Self, Relational, Organizational, and Societal Leadership. This article introduces the 14 week summer leadership initiative for research students in the Department of Chemical Engineering and Applied Chemistry. Students gather on Friday afternoons from early May to late August to learn and practice leadership. Based on student assessment data, the program is having positive impact.
The purpose of this article is to promote an innovative approach to education development projects by the application of business modelling tools and methods.
Abstract
Purpose
The purpose of this article is to promote an innovative approach to education development projects by the application of business modelling tools and methods.
Design/methodology/approach
The proposed method is based on tools and methods from the business modelling area, such as stakeholder mapping, SWOT analysis, business modelling canvas and scenario analysis. The applicability of the approach is illustrated by a case study conducted on an engineering programme, where qualitative and quantitative data were gathered through interviews, surveys and workshops.
Findings
Utilising business modelling tools for development projects in higher education gives several benefits: (1) knowledge-informed decision making; the methods require good understanding of the current situation as well as possible strategies to be applied, that is data gathering is necessary before decision making; (2) structured decision making by applying a step-by-step approach for the development project; (3) including different stakeholder's perspectives in order to gain a holistic understanding and avoid sub optimisation.
Originality/value
The approach promotes innovation and action driven development rather than a bureaucratic and metric based improvement process. Tools and models from the business area have previously been applied for educational development. However, a holistic business modelling approach for educational development has not yet been applied.
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Nicholas A. Clegorne, Denise R. Simmons and Cassandra McCall
The national society of professional engineers has said, “engineering has a direct and vital impact on the quality of life for all people.” The demand for career-ready engineering…
Abstract
The national society of professional engineers has said, “engineering has a direct and vital impact on the quality of life for all people.” The demand for career-ready engineering professionals has been a consistent, high priority area for the U.S. workforce for the last several decades. Specifically, this call expresses a desire for engineers that are deeply prepared in their technical areas, but also broadly capable as participatory leaders and team members. Thus, leadership-coupled professional competencies that enhance teamwork and problem solving are in high demand from the engineering industry. However, contemporary research suggests that postsecondary engineering programs do not adequately prepare graduates in these areas. This Delphi study identified the consensus perspective of an industry panel regarding the most valuable competencies within the organizational culture of engineering firms. After three iterative rounds, 14 leadership-coupled competencies were identified.
Olivier Boiron, Carole Deumié, Léna Raviol and Margalith Benech-Kopelianskis
This chapter aims to present the context, the approach and the pedagogical tools deployed at École Centrale Marseille (ECM) to promote gender equality in engineering education…
Abstract
This chapter aims to present the context, the approach and the pedagogical tools deployed at École Centrale Marseille (ECM) to promote gender equality in engineering education. The ECM has put several mechanisms in place such as challenging traditional gender stereotypes, social representation of the engineering profession and facing the realities of a professional world that is overwhelmingly masculine, including awareness of the glass ceiling effect on access to positions of responsibility and prevention of sexual harassment. The ECM model combines multidisciplinary studies with a professional grounding with the aim of educating students to be able to transform society. In 1997, the ECM founded the Mediterranean Network of Engineering Schools with the main goal of fostering sustainable development in the Mediterranean basin. The ECM has been part of the community of practice on gender equality initiated by Mediterranean Network of Engineering Schools through its participation in the H2020 TARGET project on gender equality in research and higher education.
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Bothaina A. Al-Sheeb, A.M. Hamouda and Galal M. Abdella
The retention and success of engineering undergraduates are increasing concern for higher-education institutions. The study of success determinants are initial steps in any…
Abstract
Purpose
The retention and success of engineering undergraduates are increasing concern for higher-education institutions. The study of success determinants are initial steps in any remedial initiative targeted to enhance student success and prevent any immature withdrawals. This study provides a comprehensive approach toward the prediction of student academic performance through the lens of the knowledge, attitudes and behavioral skills (KAB) model. The purpose of this paper is to aim to improve the modeling accuracy of students’ performance by introducing two methodologies based on variable selection and dimensionality reduction.
Design/methodology/approach
The performance of the proposed methodologies was evaluated using a real data set of ten critical-to-success factors on both attitude and skill-related behaviors of 320 first-year students. The study used two models. In the first model, exploratory factor analysis is used. The second model uses regression model selection. Ridge regression is used as a second step in each model. The efficiency of each model is discussed in the Results section of this paper.
Findings
The two methods were powerful in providing small mean-squared errors and hence, in improving the prediction of student performance. The results show that the quality of both methods is sensitive to the size of the reduced model and to the magnitude of the penalization parameter.
Research limitations/implications
First, the survey could have been conducted in two parts; students needed more time than expected to complete it. Second, if the study is to be carried out for second-year students, grades of general engineering courses can be included in the model for better estimation of students’ grade point averages. Third, the study only applies to first-year and second-year students because factors covered are those that are essential for students’ survival through the first few years of study.
Practical implications
The study proposes that vulnerable students could be identified as early as possible in the academic year. These students could be encouraged to engage more in their learning process. Carrying out such measurement at the beginning of the college year can provide professional and college administration with valuable insight on students perception of their own skills and attitudes toward engineering.
Originality/value
This study employs the KAB model as a comprehensive approach to the study of success predictors. The implementation of two new methodologies to improve the prediction accuracy of student success.
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