A transformation model of engineering education

A transformation model of engineering education at the undergraduate level is constructed to define the human and technical resources that contribute to the production of a university-trained engineer. The theory of technical systems is applied in the development of the model to transform a graduating pre-university pupil into a university-trained engineer. Two co-aligned themes are identified as the executive system and the execution system, which dictate who and what will do the work and how the work will be completed, respectively. The model is an extension of an existing model and further depicts the duality of the pre-university pupil as an operator and as the operand as related to engineering education. Consequently, the proposed model details the student perspective from the bottom-up in an implicit manner and the top–down perspective from administrators and professors in an explicit manner. The model's utility is in providing a means by which to coordinate efforts of pre-college and university-level educational sectors in the production of entry-level engineers.     

Outcomes for engineering students delivering a STEM education and outreach programme

University science outreach programmes are used to encourage more school students to select science, technology, engineering, and mathematics (STEM) subjects in further education and pursue science-related careers. The benefits of science outreach programmes are often espoused from the perspective of programme participants. Little attention, however, is given to what university students delivering the programmes gain from the experience. This paper seeks to illustrate the benefits of engineering students delivering STEM outreach programmes in schools. It reports on a qualitative case study of the experiences of two STEM Education and Outreach team members from a regional university in Australia. Content analysis of interview data highlighted not only the participants’ motivations and perceived benefits of being involved in the STEM programme but also revealed the skills and attributes honed throughout the experience. Involvement in the STEM outreach programme resulted in the development of social and personal responsibility generic graduate attribute skills, evidenced through their motivations to be involved, the demonstration of understanding of teaching and learning, and application of science communication skills. This study demonstrates that designing and delivering STEM outreach programmes assists in the development of skills that will be beneficial when pursuing careers in engineering in the future.     

工程伦理教育中案例教学的必要性与改革研究

重视工程伦理教育是当今世界各国工程教育发展的共同趋势。以培养学生工程伦理实践能力为取向的工程伦理案例教学是工程伦理教育的重要方法,工程伦理案例教学适应了工程教育回归实践的需要,也适应了“新工科”人才培养的需要,实现了工程伦理案例的教育学转换。为保证工程伦理案例教学效果,对工程伦理案例的教学设计与学习架构,要体现跨域整合与高阶学习相结合、自我建构与多向互动相结合、循序渐进与典型针对相结合、新型评价与教学分析相结合     

Re-considering the ontoepistemology of student engagement in higher education

The aim of this article is to reconsider and explore the ontoepistemology of student engagement in higher education as part of a democratic education, going beyond neo-liberal groundings. This is urgent as the concept of student engagement seems to be taken for granted and used uncritically in higher education. In addition, higher education is affected by, and under pressure from, different global and societal forces, which raises questions about the purpose of education. In our exploration, we mainly draw on the philosophy of Gilles Deleuze and his co-writers Felix Guattari and Claire Parnet, but also Karen Barad and writers who are inspired by these theories. We present four arguments on which we elaborate: (1) Rethinking power relations, (2) Questioning linearity and how to use goals, (3) Appreciating pedagogical relationships as multiple voices and becoming-multiple-others, and (4) Considering assemblages, rhizomes and lines in student engagement. These arguments open up, as we argue, the possibility of rhizomatic thinking about learning in higher education where multiplicities, otherness and the unpredictable are appreciated. In addition, we regard the exploration of assemblages that are intercorporeal, affective and entangled as something powerful when reconsidering student engagement as part of democratic education.     

Model for the organisation of an education in engineering

In this article it is described how the department has encouraged learning outcome discussions among the teachers and students. The typical development process of a new course is described. A two dimensional learning outcome model is also briefly introduced. This model is used to discuss what kinds of knowledge and skills are relevant in a specific course and how teaching models for these subjects can be designed and assessed.

The teachers have gained more experience of various alternatives to organise a course in order to fulfil its objectives, regardless of what they are. The students now meet a variety of teaching models during the education programme. Each of them adapted to the aim and the objectives of the course.     

Through the lens of home-educated children: engagement in education

Engagement and participation are important for successful outcomes in education, yet disaffection in the UK, according to some exclusion and absence statistics, shows a growing trend. The purpose of this research was to develop a starting point for a theory of children’s engagement in education using grounded theory method. Evidence from home-educating families suggests that disaffection is a problem that is unique to school education. The research investigated home educated children's perceptions and experiences of home education. A flexible, semi-structured, qualitative design, encouraging children to determine the structure of their narratives was employed, using photovoice. Analysis followed grounded theory method and the results highlight themes for future development, refinement and further investigation. Important findings are that perceptions of self, and flexible and supportive learning contexts that provide children with a sense of active and autonomous involvement are linked to learning engagement and enthusiasm for learning. The conclusion outlines reasons why educational psychologists should become involved in discussion and research relating to home education. Limitations of the research are discussed and issues for future research are considered.     

A triangular approach to integrate research,education and practice in higher engineering education

Separate approaches in engineering education, research and practice are not very useful when preparing students for working life; instead, integration of education, research and industrial practices is needed. A triangular approach (TA) as a method to accomplish this integration and as a method to provide students with integrated expertise is proposed. The results from the application of TA, both at the course and programme level, indicate that the approach is suitable for developing engineering education. The student pass rate for courses where TA has been used has been higher than for previous approaches, and the student feedback has been very positive. Although TA aims to take both theoretical and practical aspects of engineering as well as research and education into account, the approach concentrates mainly on activities and therefore leaves the goals of these activities as well as the values behind these goals uncovered.     

A model for developing and assessing youth-based environmental engagement programmes

In this paper, we argue that a fundamental cultural shift is needed to effectively address anthropogenic causes of climate change. Evidence suggests that youth are well positioned to create such transformation. While various studies have contributed empirical evidence to numerous youth-based non-formal environmental engagement programmes, what is missing in the environmental education literature is discussion of a systematic approach to the development and evaluation of these programs. In this paper, we draw on the youth civic engagement literature to propose a framework that can be used as a basis to guide further development of evidence-based practices. Five major components are described as follows: (1) the engagement activity; (2) the engagement process; (3) initiating and sustaining factors; (4) mediators and moderators; and (5) outcomes. This approach to youth engagement can inform both researchers trying to study effective ways of creating change and practitioners developing environmental programmes that aspire towards a culture of sustainability.     

From the dominant engineering education perspective to the aim of promoting service to humanity and the common good: the importance of rethinking engineering education

ABSTRACT

Recognising the broader role and impact of engineering in contemporary society makes it necessary to rethink engineering education to strengthen its purpose of service to humanity and to the common good. From this perspective, future engineers need a more comprehensive education that is not only bound to the technical area but also incorporates critical reflection and ethical education. With the objective of facilitating the process of rethinking engineering education, the present study analyses the official mission of Portuguese higher education institutions offering engineering courses to identify current engineering education conceptions and the importance attached in them to the service to humanity view. The results reveal that the dominant conception is centred on the economic view of engineering and of the engineer. These results reinforce the need to build a new perspective that strengthens the role of engineering as a service to humanity, social justice and the common good.     

The academic engagement of White and ethnic minority students in distance education

At UK institutions of higher education, the academic attainment of White students tends to be higher than that of students from other ethnic groups. A postal survey of Open University students found very little difference in academic engagement in those from different ethnic groups. The differences in pass rates and course grades remained statistically significant even when any effects of differences in academic engagement had been controlled. This is consistent with previous findings that quantitative variations in the attainment of students from different ethnic groups are not reflected in concomitant qualitative variations in their experience of higher education. The explanation for the attainment gap in ethnic minority students must be sought elsewhere than in the nature of their experience of higher education.     

On the developing role of physical models in engineering design education

Recent research, undertaken using participative observation methods within the Leonardo Da Vinci project ‘Open-Dynamic-Design’, provides evidence that EU industrial practice continues to value the flexibility of physical models across a range of disciplines. This research is placed within the philosophical educational framework established by Schon and examples of implementation within the Mechanical and Aerospace Engineering disciplines at the University of Glasgow are discussed. It is argued that physical models support the concurrent optimisation of design and manufacturing processes and that they represent a continuing generic tool to support engineering design education.     

Engaging students emotionally: the role of emotional intelligence in predicting cognitive and affective engagement in higher education

Student engagement is a key predictor of academic performance, persistence and retention in higher education. While many studies have identified how aspects of the college environment influence engagement, fewer have specifically focused on emotional intelligence (EI). In this study, we sought to explore whether EI could predict cognitive and/or affective engagement in a sample of undergraduate psychology students in Ireland. Ninety-one students completed two forms of the student engagement instrument, rating current engagement and retrospective secondary school engagement, along with the trait EI (TEI) questionnaire. After controlling for academic ability, gender and school engagement, multiple regression analyses found TEI to be a positive predictor of both cognitive and affective engagement. Previous academic performance acted as an additional predictor of cognitive engagement, while retrospective affective school engagement predicted current affective engagement. These results suggest that interventions aimed at increasing EI may have positive implications for many aspects of student engagement, and hence performance at third level.     

Preparing for parents: how Australian teacher education is addressing the question of parent-school engagement

Parent-school engagement is widely embraced as a policy and educational ideal, yet to date there are few studies of how teacher education prepares students for this important aspect of their professional lives. In this paper, we consider findings from a recent Australian study that explored how the issue of parent-school relations is currently addressed in Australian initial teacher education programmes. The study is situated within the broader policy context of teaching standards. Our findings challenge suggestions that parent-school engagement is largely absent from pre-service programmes, and although the study recognizes gaps and discontinuities, it also identifies four key domains in which initial teacher education currently prepares students for parent engagement. We argue that students are being prepared for parent-school engagement in a variety of ways, but that there is insufficient continuity to ensure that all beginning teachers have a thorough understanding of how to work effectively with parents.     

Using technology to facilitate effective assessment for learning and feedback in higher education

The aims of this paper are to examine and critically evaluate a selection of different technological methods that were specifically chosen for their alignment with, and potential to enhance, extant assessment for learning practice. The underpinning perspectives are that: (a) both formative and summative assessment are valuable opportunities for learning, and (b) using technology may enhance learning in assessment and feedback processes. Drawing on the literature and empirical evidence from a research study in a Scottish university, the advantages and drawbacks of using technology are examined. It is asserted that, by adopting a flexible approach and taking small incremental steps, the use of different types of technology can be beneficial in facilitating effective assessment for learning and feedback in higher education.     

应充分认识工程设计教育的重要性

本文通过介绍工程设计的概念及其基本特征，指出了工程设计教育在高等工程教育中的重要地位和作用，并进一步对当前工程设计教育中的存在问题进行了分析，提出了加强工程设计教育的若干举措和建议。     

新时期高校土木工程专业教学中出现的问题与对策研究

本文论述了新时期高等教育的特点,并分析了这些特点在土木工程专业课程教学中反映出来的具体问题。结合本校的教改实践,介绍了从教材建设、教学内容、关键教学环节、教学方式以及技术手段等方面解决这些问题的经验。     

Creativity and inspiration for problem solving in engineering education

Problem solving is a critical skill for engineering students and essential to development of creativity and innovativeness. Essential to such learning is an ease of communication and allowing students to address the issues at hand via the terminology, attitudes, humor and empathy, which is inherent to their frame of mind as novices, without the attempt to have to be the expert. Deep learning of scientific fact can be facilitated by using non-conventional tools for teaching, learning and presentation such as drama, video, posters, model making and other similar means. It may be time to break free of the PowerPoint tradition to generate successful approaches for establishing student engagement and maintaining such engagement.