Engineering Education Programs Research Articles

Examining the Application of a Similar Problem-Based Learning Procedure in Teacher Education and Engineering Education Programs

This multiple case study aims to describe how Turkish students in English Language Teaching (ELT) and Electrical-Electronics Engineering Program (EEP) conceive of Problem-based Learning (PBL), and how they experience their studies within a PBL-oriented curriculum. With the inclusion of these two cases into the study, the rationale is to represent two different educational perspectives and to obtain in-depth, extensive, and comparable data. The participants from the ELT and EEP were first-year students who pursued courses in English, which is taught as a foreign language in Turkiye. During one semester, the data were collected through open-ended questionnaires and reflection reports, both of which were analyzed qualitatively with an interpretative phenomenological approach. The results revealed commonalities as well as differences in how students in these two comparable programs perceived and experienced PBL. Commonalities were many in number and involved positive perceptions along with beneficial experiences of PBL. Yet, differences only stemmed from the number of frequencies of some similar issues raised by both groups of students. The most eye-catching difference was that the EEP students emphasized the anticipated benefits of PBL less frequently than the ELT students did. However, at the end of the process, the EEP students proposed benefits gained from PBL more frequently.

Are Professional Skills Learnable? Beliefs and Expectations Among Computing Graduates

Integrating graduate education with professional skills development is still a challenge. People's beliefs about learning impact their learning processes. Therefore, we need to understand the mindset of graduates to determine best practices for promoting professional skills development. In this study, we explore the perspective of computing graduates within an Engineering educational program. This study aims to answer the following research questions: Which skills do computing graduates perceive they need in the workplace, and how do they position themselves regarding these skills? What learning beliefs do computing graduates hold regarding the skills required in the workplace? The research team conducted semistructured interviews with computing graduates within an Engineering program to analyze their experiences. The interviews were analyzed using grounded theory. As a result, the participants viewed professional and technical skills as independent, with professional skills perceived as more relevant to work success. The participants considered themselves to possess these skills. Our findings identify four learning beliefs within a fixed and growth mindset: (1) An essential personal characteristic that context may influence; (2) a learning outcome determined by early experiences; (3) a learning process associated with informal learning experiences; and (4) a learning process associated with formal learning experiences. We acknowledge the differences in perception between alums and the industry regarding possessing essential professional skills. We also highlight the need to position these skills as learnable during lectures contributing to Computing and Engineering Education.

역공학 교육프로그램 개발을 통한 고등학교 기술과 공학교육 사례연구

This study develops a reverse engineering education program and analyzes its implications in
 response to the emphasis on engineering in the revised 2022 high school Technology Education
 curriculum. To this end, the study examined the concept and model of reverse engineering as well
 as the technology curriculum. A reverse engineering education program was developed following the
 stages of hands-on activity development. To ensure the program’s completeness, expert validation
 and teacher feedback from case presentations at the A City Teachers' Association were incorporated
 to achieve both quantitative and qualitative improvements.
 Program practicality was assessed through a preliminary class conducted with 15 general high
 school students in City A over a period of four days in January 2024, consisting of 10 sessions.
 The meaning of the class was assessed through students' online portfolio materials, recorded class
 videos, and teacher reflection journals. The study’s results are as follows:
 First, reverse engineering offers students opportunities to learn product design principles,
 understand the functions of each component, discern the relationships between components, and
 identify areas for product improvement by dismantling a completed product. It affords students a
 concrete understanding of previously abstract engineering principles by working with actual products.
 Second, developed as a 10-session program following the stages of preparation, development, and
 improvement, the program was applied to 15 general high school students in City A during a
 four-day preliminary class, and the resulting data informed final modifications and completion of the
 education program. Third, student experiences were analyzed through themes such as understanding
 engineering principles through participation, experiences of failure and challenges, sense of
 accomplishment in product operation, interest in engineering, and career exploration.
 This study provides insights into implementing the engineering education emphasized in the
 revised 2022 technical and vocational curriculum in school settings. The results have implications
 for the technology education field and future curriculum revisions.

간호대학생을 위한 정보통신과 최신보건의료기술 교육프로그램 개발 및 효과 검증

Purpose : This study aimed to develop and evaluate the effects of an information communication technology and latest healthcare technology education program. Methods : Conducted as a quasi-experimental study with a one-group pretest-posttest design, the study involved 96 grade 2 students. Data were collected from August 28 to December 8., 2023, 14 weeks, 50 minutes per week. The general characteristics of the subjects were analyzed using frequency, percentage, and mean, while the effects on problem-solving ability, critical thinking disposition, nursing information literacy competency, and digital competency assessed using a paired t-test. Results : Nursing students’ problem-solving ability (t＝－4.50, p＜.001), nursing information literacy competency (t＝－5.29, p ＜.001) and digital competency (t＝－3.41, p＜.001) improved after participating in the education program. Conclusion : The information communication technology and latest healthcare technology education program was effective in improving problem-solving ability, nursing information literacy competency, and digital competency of nursing students. This underscores its potential for implementation in educational settings requiring curriculum adjustments to align with evolving learning outcomes.

Pendampingan Program Technocreator dan Perancangan Kurikulum Ekstrakurikuler Robotik untuk SMAK 1 BPK Penabur Bandung

This community service establishes a collaborative effort between Parahyangan Catholic University and SMAK 1 BPK PENABUR Bandung to enhance the TechnoCreator program through community involvement. The program aims to enhance students' understanding of electronics by incorporating advanced technologies like the Internet of Things (IoT) and machine learning. It also introduces the concepts of Industry 4.0 and technopreneurship. The research entailed conducting a series of focused group talks, often known as focus groups, to ascertain the material and learning requirements. Additionally, an extracurricular curriculum for robotics was developed. The outcomes are the creation of novel educational programs, maintenance of guest lectures, strategic planning for the construction of an ESP32-based Internet of Things kit, the design of a prototype industrial automation system, and the implementation of a supplementary robotics program aimed at enhancing students' preparedness for advanced studies in electrical engineering. The activity also seeks to facilitate the transfer of students from secondary education to college. The result implies that this project effectively enhances student learning experiences and can be used as a blueprint for comparable technology education programs in the future.

Penerapan Project Based Learning Pada Mata Kuliah Matematika Diskrit Untuk Meningkatkan Kemampuan Pemecahan Masalah

Learning that focuses on students' problem-solving abilities is the focus of higher education. Students who are able to develop critical thinking skills in solving problems are a necessity along with changes in workforce capability needs in the informatics era. One of the mathematics lessons at the higher education unit level is discrete mathematics. The problem that arises in discrete mathematics learning is that learning outcomes and the percentage of students completing lectures are still relatively low. The aim of this research is to improve students' solving abilities through the application of the project based learning method. This research uses classroom action research methods. The application of the project based learning method in discrete mathematics courses with graph material can improve students' abilities in solving mathematical problems, this can be seen from the research results after corrective actions were taken in learning activities in Cycles I and II. Based on the research results, it shows that through project-based learning, third semester RB class students in the Informatics Engineering Education Program at Indraprasta University PGRI Jakarta have improved their ability to solve mathematical problems in terms of individual grades and classical completion.

Running a successful STEMM summer program: A week-by-week guide.

While some established undergraduate summer programs are effective across many institutions, these programs may only be available to some principal investigators or may not fully address the diverse needs of incoming undergraduates. This article outlines a 10-week science, technology, engineering, mathematics, and medicine (STEMM) education program designed to prepare undergraduate students for graduate school through a unique model incorporating mentoring dyads and triads, cultural exchanges, and diverse activities while emphasizing critical thinking, research skills, and cultural sensitivity. Specifically, we offer a straightforward and adaptable guide that we have used for mentoring undergraduate students in a laboratory focused on mitochondria and microscopy, but which may be customized for other disciplines. Key components include self-guided projects, journal clubs, various weekly activities such as mindfulness training and laboratory techniques, and a focus on individual and cultural expression. Beyond this unique format, this 10-week program also seeks to offer an intensive research program that emulates graduate-level experiences, offering an immersive environment for personal and professional development, which has led to numerous achievements for past students, including publications and award-winning posters.

Boundary interactions of applied physics and mechanical engineering students in a challenge-based learning course

ABSTRACT Higher engineering education programmes increasingly include courses characterised by real-world problems and student collaboration in multidisciplinary teams. Research findings demonstrate that students remain limited in perceiving and meaningfully bridging disciplinary differences in these course contexts. Drawing on the literature on boundaries and boundary interactions, this study sought to investigate how applied physics and mechanical engineering students managed their disciplinary differences in a challenge-based learning course. Using a qualitative, case study methodology, data from two multidisciplinary student teams (n = 12) were collected through reflective journals, individual interviews, and observations of team meetings. The findings confirm the value of disciplinary boundaries in creating new learning opportunities. The students coordinated their disciplinary differences during discussions in team meetings, preparations for the project plan and the stakeholder pitch, and test sessions in the lab. Results provide insights for designing similar courses and for future research.

Integrating Cardiovascular Engineering and Biofluid Mechanics in High School Science, Technology, Engineering, and Mathematics Education: An Experiential Approach.

Science, technology, engineering, and mathematics (STEM) education workshops and programs play a key role in promoting early exposure to scientific applications and questions. Such early engagement leads to growing not only passion and interest in science, but it also leads to skill development through hands-on learning and critical thinking activities. Integrating physiology and engineering together is necessary especially to promote health technology awareness and introduce the young generation to areas where innovation is needed and where there is no separation between health-related matters and engineering methods and applications. To achieve this, we created a workshop aimed at K-12 (grades 9-11) students as part of the Summer Youth Programs at Michigan Technological University. The aim of this workshop was to expose students to how engineering concepts and methods translate into health- and medicine-related applications and cases. The program consisted of a total of 15 h and was divided into three sections over a period of 2 weeks. It involved a combination of theoretical and hands-on guided activities that we developed. At the end of the workshop, the students were provided a lesson or activity-specific assessment sheet and a whole workshop-specific assessment sheet to complete. They rated the programs along a 1-5 Likert scale and provided comments and feedback on what can be improved in the future. Students rated hands-on activities the highest in comparison with case studies and individual independent research. Conclusively, this STEM summer-youth program was a successful experience with many opportunities that will contribute to the continued improvement of the workshop in the future.

Trends of Women’s Participation in Engineering Education in the Republic of Benin and Implications for the Future of Higher Education

Engineering, as well as men’s and women’s valuable labours or contributions, are important for the socioeconomic development of countries. This reality and the lack of data in this field in developing countries brought this paper’s authors to investigate the extent to which female and male students are enrolled and graduate in engineering education faculties in the Republic of Benin, a West African country. To this end, statistics of enrolment, graduation, failure, and exclusion of female and male students of the two oldest engineering education faculties, i.e., the Polytechnics School of Abomey-Calavi (EPAC) and the Faculty of Agricultural Sciences (FSA) of the University of Abomey-Calavi (UAC), have been estimated using Excel software and available enrolment, and academic results’ books and database. Pedagogical bylaws and other education policy documents were also reviewed for the sake of understanding the gender participation trends of the studied faculties. The analysis of almost four decades (1985–2022) of data revealed that very few (about 4,912, including 694 women) students got enrolled in the engineering programmes of the studied faculties. The total number of engineering students enrolled in the two faculties represents less than 1% of the total number of those who got their baccalaureate over the study period. Of the total number of women enrolled over the four decades, about 25% got excluded, while only about 22% of men got excluded at the polytechnic school EPAC. Meanwhile, at the Faculty of Agricultural Sciences FSA, 2% of the women enrolled were excluded against 1% of men. These results show that students are more excluded in the industrial engineering programmes of the polytechnic school compared to the agricultural engineering programmes of FSA. The main reasons identified for the small number of students enrolled in the engineering education faculties were, among others, the limited number of scholarships and places given to the engineering programmes by the government, donors and the faculties due to limitations in infrastructure and other resources available. With regards to the very poor participation of women in engineering programmes, socio-cultural stereotypes, poor social support or care provided to ladies and women, poor gender-responsiveness of STEM education and pedagogies, poor and late information on the advantages of engineering education and careers, sexual harassment, and early pregnancy, are few of the reasons mentioned by interviewees. More advocacy and more gender-responsiveness of further interventions might help improve the overall number of engineering students and the participation of women and other valid but less-represented people in engineering education programmes in universities of the Republic of Benin.

Different coalescence sources of light nucleus production in Au-Au collisions at GeV* *Supported in part by the National Natural Science Foundation of China (12175115,12375074), the Natural Science Foundation of Shandong Province, China (ZR2020MA097), and the Higher Educational Youth Innovation Science and Technology Program of Shandong Province, China (2020KJJ004, 2019KJJ010)

We study the production of light nuclei in the coalescence mechanism of Au-Au collisions at midrapidity at GeV. We derive analytic formulas of the momentum distributions of two bodies, three bodies, and four nucleons coalescing into light nuclei and naturally explain the transverse momentum spectra of the deuteron (d), triton (t), helium-3 (3He), and helium-4 (4He). We reproduce data on the yield rapidity densities, yield ratios, and averaged transverse momenta of d, t, 3He, and 4He and provide the proportions of contributions from different coalescence sources for t, 3He, and 4He in their production. We find that besides nucleon coalescence, nucleon+nucleus coalescence and nucleus+nucleus coalescence may play requisite roles in light nucleus production in Au-Au collisions at GeV.

Project Management Institute methodology in educational models. Case study: Building Academy of the Civil Engineering educational program of the Technological University of Huasteca Hidalguense

The research aims to integrate the PMBOOK manual into the teacher's planning and to be considered by the students in the process. Descriptive qualitative research was carried out to determine the functioning and characteristics of the teacher planning process. Stakeholder variables were considered with the academy, subject, and student requirements; planning variables with duration components; quality follow-up systems; human resource management; communication; risks or impacts on execution; and necessary acquisitions. Seven risks to be managed in the project were identified. The research supports the implementation of management models within the teacher's educational environment, providing him/her with tools for monitoring and class control, as well as a basis for repetition for the planning of other subjects in other academies or careers.

Emerging challenges and opportunities in innovating food science technology and engineering education

Progress in science, technology, innovation, and digital capabilities call for reassessing food science, technology, and engineering (FST&E) education and research programs. This survey targeted global professionals and students across food disciplines and nutrition. Its main objectives included assessing the status of FST&E higher education, identifying challenges and opportunities, and furnishing recommendations. Seven topics affecting the future of the FST&E curricula were evaluated by the panel as ‘High’ to ‘Very high’, namely: ‘Critical thinking’, followed by ‘Problem-solving projects’, ‘Teamwork/collaboration’, ‘Innovation/Open innovation’ and ‘Multidisciplinary’. The importance of academic partnership/collaboration with the Food Industry and Nutrition Sciences was demonstrated. Significant positive roles of the food industry in collaboration and partnerships were found. Other essential food industry attributes were related to internships, education, strategy, and vision. Collaboration between FST&E and nutrition sciences indicated the high standing of this direction. The need to integrate or converge nutrition sciences and FST&E is emphasized, especially with the growing consumer awareness of health and wellness. The study provides insights into new education and learning opportunities and new topics for future curricula.

Predictors to Students’ Enrollment Pattern into Technology Education Programmes in Tertiary Institutions in Rivers State, Nigeria

This descriptive survey examined the factors influencing students' enrollment pattern into technology education programs in tertiary institutions in Rivers State. From a population of 522 students, using proportionate random sampling techniques sample size of 120 respondents was selected. A 4-point rating scale questionnaire with a reliability index value of 0.820 that had been validated by two measurement and evaluation specialists was used to collect the data. Two additional research assistants who work for the institutions helped administer the instrument to the respondents. 113 of the 120 administered copies were deemed suitable and sufficient for the descriptive mean and standard deviation data analysis, while the remaining 7 were deemed not useable. The study established a threshold of 2.50 for agreement or disagreement in response to research questions. To test the null hypotheses at significant levels of 0.05, an analysis of variance (ANOVA) was utilized. The findings demonstrated that factors such as parental influence, peer pressure, lack of career awareness, interests and personal preferences, and the social status of technology education programs all had a substantial impact on students' decision to enroll in the programs. It's recommended to reframe public opinions regarding the potential of technology programs through career awareness, advocacy initiatives, and public awareness campaigns.

Bridging Silos: Collaborating to Create Authentic Learning Experiences for Future Instructional Designers

Authentic learning experiences such as internships can enhance employability and support the development of interpersonal skills. Arranging internships can be challenging for instructional design and technology (IDT) education programs, involving a need for collaboration with others across disciplinary areas to connect students with real-world instructional design needs and project ideas. This paper offers a design case of a partnership of investigators from multiple disciplines at a large, urban, public university in the southwestern United States that was leveraged to create summer internships for IDT students. Interviews were conducted with participating students six months following the program. There were noted impacts of the internship on their identities as novice IDT professionals, with certain components of the internship structure more directly shaping their IDT skills for working on transdisciplinary team projects.

Analyzing Email Communication Patterns Among Bachelor of Information and Communication Technology Education (BICTE) Students: A Case Study

This study explores the difficult scenery of email communication between undergraduate students enrolled in the Bachelor of Information and Communication Technology Education (BICTE) program within the university. The research explores various facets of email usage, including structure, literacy, and performance, shedding light on the prevalent challenges faced by students in effectively conveying messages. Significant findings encompass issues such as inapt structure, the absence of vital information, empty subjects, casual language, and the tendency to send multiple emails at once. Through the analysis of 175 actual emails exchanged between students and department heads, the study seeks to unravel patterns, trends, and deficiencies in email communication. The identified challenges underscore the importance of enhancing digital literacy and communication skills among BICTE students, addressing the delicate balance between formality and informality in academic emails, and promoting organized correspondence to facilitate a positive and efficient learning environment. The insights gleaned from this research aim to inform strategic improvements in communication training within the BICTE program, ultimately fostering a more effective and professional email communication culture.

Improvised Pyrography Designer Kit

Pyrography, an ancient art form, has experienced a resurgence due to DIY culture and the introduction of various kits. The Improvised Pyrography Designer Kit is an innovative tool that offers enthusiasts the opportunity to explore creativity and enhance woodburning abilities. This art form, which involves creating intricate designs on wood surfaces using heated tools, has gained popularity for its therapeutic benefits. However, limited access to suitable materials poses challenges for beginners and those with developmental needs. The kit caters to various skill levels and combines traditional artistry with contemporary tools and materials. Research on heat-modified wood (TMW) explores its impact on wood stability and durability, addressing the science behind pyrography. Pyrography's non-erasable and paint-resistant nature allows for high visualization and planning, making it a specialized medium for artistic expression. The "Improvised Pyrography Designer Kit" development focuses on accessibility and user satisfaction, offering adjustable temperature settings, interchangeable tips, diverse wooden surfaces, safety equipment, and an instructional guide. The research methodology involves a sampling procedure using online platforms and academic institutions to gather diverse participant groups, including Sumacab Elementary School's Technology and Livelihood Education program participants. The Enhanced Pyrography Designer Kit plays a transformative role in industrial arts education, catering to various skill levels, facilitating hands-on learning, and empowering teachers and students in the realm of pyrography. The design phase involves systematic critical studies to enhance the kit's features, providing a conceptual design through orthographic and isometric projections. The development phase emphasizes prototyping as a crucial component of product development, ensuring improved decision-making, learning, and communication.

THE EFFECT OF AUTOMOTIVE LABORATORY INFRASTRUCTURE ON STUDENT LEARNING SATISFACTION IN DIESEL MOTOR PRACTICUM COURSE IN MECHANICAL ENGINEERING STUDY PROGRAM PALANGKA RAYA UNIVERSITY

In this study, regression analysis was used to examine the relationship between the availability of laboratory facilities and student satisfaction in the Mechanical Engineering Education program at UPR. The basic assumptions of the regression model were met, which included normality of residual distribution, homoscedasticity, and no autocorrelation. The test results showed that there was no heteroscedasticity and autocorrelation in this regression model, and the residual values had a normal distribution. In regression analysis, it is important to evaluate the significance of independent variables on the dependent variable. The test results showed that the predictor variable (availability of laboratory facilities) had a significant effect on the dependent variable (student satisfaction). An increase in laboratory facilities availability would contribute to a 1.162 increase in student satisfaction. The R-Square value of 0.637 or 63.7% indicates that 63.7% of the variation in student satisfaction can be explained by the availability of laboratory facilities, and the remaining is influenced by other variables not included in the model. This shows that the availability of laboratory facilities has a significant effect on student satisfaction. In conclusion, this study shows that the availability of laboratory facilities has a significant positive effect on student satisfaction in the Mechanical Engineering Education program at UPR. These findings can be used as input for the university to improve the availability of laboratory facilities to provide a better learning experience for students.

MATHEMATICAL MODELS OF CHEMICAL PROCESSES WITH VARIABLE CHARACTERISTICS

The article discusses the construction of mathematical models of complex chemical processes when different factors act on the result of a chemical reaction at different points in time. The method of least squares is used. This material can be used to teach university students in the disciplines of Mathematical Statistics, Numerical Methods, General Technologies of Food Production, Food Chemistry, etc. Applications from the analysis of experimental research models and laboratory testing of innovative technologies for the development of different types of galusa can be supported by incoming students in the chemical engineering program. Examples from the analysis of experimental research models of laboratory tests of new acid components for a carbonate collector can be applied in the training of students in the Chemical Engineering educational program.

Trend of Female Enrolment in STEM at Higher Education Level in India

Participation of women in science, technology, and engineering is not only an important aspect in the social and economic development of the nation; it is a critical constituent in the process of improving the quality of life of women themselves. In science, technology, and engineering education only the participation of men is not enough, women's participation is equally important because in India women constitute half of mankind (47.5 %). Women play a very important role in the progress of a family, society, and country and contribute their bit to the national economy. Through science, technology, and engineering education, women contribute to the empowerment of themselves. This study aims to examine the position of women in science, technology, and engineering education programs at higher education in India through the Annual Report of the All-India Survey on Higher Education (AISHE) Department of Higher Education, Ministry of Education, Government of India, from 2013-14 to 2019-2020. This was a qualitative and documentary research. The study found that enrolment trend of female students among Others Backward Classes (OBC) in STEM comparatively higher than General SC, ST female students in six years. Enrolment in engineering and technology is not hopeful, the enrolment growth rate is very little and discontinuous, gender gap exists. The study concludes that the enrolment growth rate of female students in STEM in six years gradually increasing. The study suggests remedial measures to overcome constraints faced by females in pursuing science, engineering, and technology education.