Engineering Curriculum Research Articles

Development of an Interprofessional Education Project in Dentistry Based on the Positive Behavior Support Theory: Pilot Curriculum Development and Validation Study.

Effective interprofessional education (IPE) can facilitate teamwork between dentists and dental technicians, thereby enabling the efficient provision of high-quality dental care. This study aimed to design and assess an IPE module named Project 35, which was offered to dental and dental technology students early in their undergraduate training as a precursor to a more comprehensive IPE curriculum in dentistry and dental technology. Leveraging positive behavior support (PBS) theory, Project 35 was devised as an innovation and entrepreneurship educational training framework. It used project-based learning to cultivate teamwork skills and to promote the professional development of dental and dental technology students. The pilot study was designed to present the IPE module and preliminarily assess its validity. In survey 1, which was conducted immediately after the course, the dental and dental technology students' self-reported skill acquisition and attitudes were assessed and compared. Survey 2, conducted 1 year after the course, focused on the comparative benefits of Project 35 training for dental technology students versus an untrained group. A total of 66 students, including 36 dental students and 30 dental technology students who had undertaken the training, were recruited. Project 35 training improved teamwork skills for students in both disciplines comparably, and the students recognized the training as highly valuable and effective. The mean values for all items indicating skills improvement of students ranged from 4.13 (SD 0.797) to 4.63 (SD 0.495) for dental students and from 4.13 (SD 0.869) to 4.74 (SD 0.619) for dental technology students. Among the dental technology students, the trained group showed greater independent and innovative approaches and was more optimistic about the future of the profession than the nontrained group (P<.05). Despite the small sample size, the validity of the Project 35 training system was evident, and the success of our pilot study provides a sound basis for the future development of IPE in clinical dental and dental technology education programs.

Portfolio Assessment and Contact-Hour-Based Evaluation (ChbE) in Architectural Education

In Architectural Education, the assessment of design courses involves the collective participation of the studio masters, the jurors, and the department board to assess the student’s ability to interpret and proffer solutions from thought processes to design proposals. Unfortunately, the assessment process is heterogeneous in the National Board for Technical Education (NBTE) accredited Schools of Architectural Technology, as institutions deploy atypical assessment scoresheets with varying variables and concomitant weightings. In most cases, such non-standard assessment variables laud students’ cognitive ability to the detriment of their affective and psychomotor persuasions in design development. This has structurally flawed the measurement of performance in the design ethos of Architectural Technology students. This issue necessitated the inception of this study towards defining the limits of assessment and evaluation protocols of design courses in Architectural Education and determining the variables that constitute criteria for assessment of portfolios. The study involved four (4) NBTE-accredited institutions that offer Architectural Technology. The methodology adopted structured questionnaires and interviews, observations, comparative analysis of scoresheets from such institutions, and archival retrieval of policy documents. Purposive sampling was adopted to administer structured questionnaires to 45 lecturers out of 63 lecturers serving in these institutions thus constituting 71.43% of the academic staff population. Results revealed poor evaluation of design miscellany in Architectural Education and the adoption of an incompatible assessment structure of design courses in the October 2020 NBTE curriculum for Architectural Technology. The study recommended the adoption of a standard Portfolio Assessment Sheet (PAS) and nouveau Contact-hour-based Evaluation module (ChbE) for measuring competence in design miscellany. A review of the assessment structure of design courses in the October 2020 NBTE curriculum and appraisal of the subsisting policy on Architectural Education were also considered imperative.

Evaluation of a school-based health promotion intervention in a resource-constrained community

The purpose of this study was to evaluate the outcome of a school-based health promotion intervention that was implemented in three primary schools in a resource-constrained community in Bronkhorstspruit, South Africa, among Grade 4 to 6 learners. I accordingly investigated the learners’, teachers’ and parents’ experiences, perceptions and potential behavioural changes in terms of healthy food practices after the implementation of the Win-LIFE (Wellness in Lifestyle, Intake, Fitness and Environment) intervention. The study forms part of a broader institutional project. I followed an evaluation research design, applying Participatory Reflection and Action (PRA) principles, an interpretivist paradigm and a qualitative approach. The conceptual framework was based on Bronfenbrenner’s (1979) bio-ecological theory and Bandura’s (1986) social cognitive learning theory. A purposeful sample of 31 learners, 18 teachers and 31 parents participated in PRA-based data-generation and documentation activities. In addition, I used observation-as-context-of-interaction, field notes, research diaries and audio-visual techniques. In terms of results, the teacher-participants valued the PRA-based nature and their involvement as partners in developing and implementing the intervention. They also perceived the intervention as valuable to others, experienced some challenges during the implementation and made certain recommendations for future implementation. The parent-participants indicated that they gained knowledge about healthy food practices because of the Win-LIFE intervention. They started applying their newly gained knowledge yet required additional guidelines. Finally, the learner-participants’ experiences (reported as part of two master’s studies) of the enriched Life Skills curriculum (Bentley, 2016) and Natural Sciences and Technology curriculum (De Vos, 2017) were positive. They valued the experiential and cooperative learning approach and supportive facilitators, resulting in positive learning outcomes and their application of the newly gained knowledge, despite some challenges they identified. The findings thus indicate that the Win-LIFE intervention was valuable to teachers, learners and parents, increasing their awareness of, as well as their knowledge and skills regarding healthy eating practices (food choice, production, preparation and storage) and healthy living, thereby enabling them to adopt a healthier lifestyle. Furthermore, the teachers’ repertoire ofteaching strategies was extended. The learners, on the other hand, began to engage in their own learning more actively, based on the confidence, discipline and ability that they gained to retain information. Learners also transferred their knowledge and skills to their parents and other family members.

Data proficiency in MAE education: Insights from student perspectives and experiences

This paper explores how mechanical and aerospace engineering (MAE) students understand and improve their data proficiency throughout their engineering curriculum. Data is essential for engineering students to be proficient in handling, as it is involved in every aspect of engineering. With the growing ubiquity of data and data analysis in all engineering fields, engineering students need to learn and master data skills to be competitive in the current and future job market. However, there is a lack of research on how non-computer science or software engineering majors perceive data proficiency and how they seek opportunities to develop data skills, especially as it relates to specific subdomains. In this paper, we investigate how students perceive data proficiency and how they develop using interview data from N = 27 MAE students at a research institution in the southeastern United States. Using the How People Learn framework, we analyzed the data through thematic analysis methods with a postpositivist approach, considering the bounded context of this study. The results show that MAE students value data proficiency as a crucial skill for their future careers and recognize its importance in making evidence-based engineering decisions. The study also reveals that, even though data proficiency is often a “hidden competency,” MAE students intuitively find various ways to enhance their data skills. These findings may help engineering educators to tailor their instruction to their students’ needs, address misconceptions about data and data proficiency, and prepare a data-literate future engineering workforce.

예비기술교사의 기술교과 교육과정 개념 형성과 변화: C대학 강좌를 중심으로

Objectives This study aims to identify the process of pre-service technology teachers' understanding of the cur-riculum through the formation and change of pre-service technology teachers' conceptions of the technology curriculum. Methods A total of 94 pre-service technology teachers taking the ‘Technology Curriculum’ course were surveyed to collect their conceptions of the technology curriculum before and after the course. The number of pre-service technology teachers studied was 48 in 2022 and 46 in 2023. The collected concepts were analyzed for frequency, centrality, clustering groups, structural hole, and ego network analysis using semantic network analysis. Results Before taking the course, pre-service technology teachers recognized the concept of achieving ‘educational goals’ as the main concept. In addition, it was possible to apply curriculum-related contents after the class, and changes in concepts occurred in curriculum-related specialized contents. In addition, it was possible to apply cur-riculum-related contents after the class, and changes in concepts occurred in curriculum-related specialized contents. In addition, it was possible to confirm that concepts were expanded and differentiated in terms of curric-ulum design and operation from the perspective of technical subjects teachers after the class. Conclusions Through this study, the concept of curriculum was materialized, and it can be used as a basis for fu-ture curriculum revision through changes to a cohesive conceptual structure and influence relationships with major curriculum variables.

DETERMINANTS OF ENTREPRENEURIAL INTENTS AMONG ENGINEERING STUDENTS: INSIGHTS FROM THE COLLEGE OF ENGINEERING AND TECHNOLOGY AT THE UNIVERSITY OF DARES SALAAM, TANZANIA

This paper aims to investigate the determinants of entrepreneurial intentions among engineering students at the College of Engineering and Technology (CoET) in the University of Dar es Salaam. Understanding the factors influencing students intends to pursue entrepreneurial actions, the paper addresses the insights to adopt entrepreneurial attitudes built within engineering curricula that emphasized determinants to nurture entrepreneurial intentions among university students across different degree specializations. Demographic characteristics such as gender, family background, attitude, entrepreneurial support, and learning from role models were considered. Primary data was collected through structured questionnaires and secondary data was from the internet, journals, and books. A total of 124 (82.67%) questionnaires were duly filled out and returned. Data was analysed using SPSS V.25 to conduct descriptive and inferential statistics. Generally, the need for independence is the key factor in the entrepreneurial intent of future engineers. The study revealed that most students had entrepreneurial intentions emanating from attitudinal factors such as creativity, leadership, locus of control, the need for achievement, and government entrepreneurial support. Both age and family background have insignificant influence on entrepreneurial intention among engineering students. It is recommended that, various agents have to be involved in increasing the promotion towards the creation of business enterprises and encouraging more female students to enroll in engineering studies.

A Comprehensive Framework for Research-based Learning to Elevate Undergraduate Research

Objectives: This study proposes a comprehensive framework for Research-based Learning (RBL) that actively engages undergraduate students from diverse disciplines in collaborative research, and aims to enhance their problem-solving and research skills. Methods: RBL was introduced in the 2020-21 curriculum for six engineering branches at Thakur College of Engineering &amp; Technology (TCET), Mumbai, and was expanded to include three additional branches in 2023-24. It comprises four courses namely RBL1, RBL2, RBL3, and RBL4, spanning from the third to the final year. RBL activities were designed and implemented for over 4,300 students from 2020 to 2024. Findings: The outcomes of RBL activities were analyzed based on students’ achievements at the end of each semester. Application of the framework across different engineering branches for 4 years produced tangible outcomes in the form of an increase in in-house publications, participation in project competitions, and improved students' skills contributing to individual growth and institutional branding. The number of publications in TCET increased from 133 to 274 from 2022 to 2024. The total prize money received by students through participation in different project competitions amounted to INR 9.44 lakhs. The effectiveness of the framework is evaluated through online feedback surveys. A survey of 605 students consisting of 5 questions yielded 87.76% positive responses, while a survey of 83 teachers consisting of 9 questions showed positive feedback ranging from 90% to 96.4%. The successful research outcomes and positive feedback from students and teachers support the implementation of the framework in other institutions offering degree programs. Novelty: The RBL framework is integrated into the undergraduate engineering curriculum, providing time-bound achievements. It offers flexibility for online and offline use and is scalable for large groups of undergraduate students. Keywords: Research-based learning (RBL), Undergraduate research (UR), Research outcomes, Publications, Problem-solving skills

Engineering under oppressive regimes: exploring the role of engineers during apartheid South Africa

ABSTRACT Engineers’ contribution to society tends to be located in rational, technical constructs devoid of social and political interests. This paradigm presents a challenge to engineering educators tasked with undergraduate engineering curriculum content that links to society in some way. This article reports on a study undertaken by engineering educators who were motivated to understand the role of the social and political on the work of engineers. It explores how engineers conceived of their role during apartheid, an oppressive political regime for the majority of South Africans that officially ended in 1994. Interviews were conducted with engineers and academic staff to examine how participants’ navigated engineering practice and academic work during that period. The thematic findings allow for a conceptualisation of the apartheid ‘system’ they encountered, depicts how they saw their role in this system and explores the underlying reasons for why they behaved in the ways that they did.

Study on the Teaching Reform of Translation Technology in the Context of New Liberal Arts

At present, the world is in a period of great change and development. Driven by emerging technologies such as artificial intelligence, big data, and the Internet of Things, the translation technology requirements for translation talents are higher. The study of translation technology has become the core curriculum of translation major, which has a profound impact on translation education under the background of the construction of new liberal arts. Guided by the new requirements of the development of language service industry, this paper discusses in detail the teaching mode of the core course of translation technology under the background of the new liberal arts from the aspects of the dilemma of translation curriculum, the principles of the design of translation technology curriculum, course content, teaching methods and course assessment. This paper explores how to reform the translation technology curriculum and realize the innovative development of education and teaching.

Design and Testing of a Web-Based Student Information Management System

Politeknik Piksi Ganesha is an institution of higher learning located in Bandung, Indonesia, specializing in engineering and technological curricula. The research's general objective is to describe the design and implementation of the web-based Student Information Management System (SIMS) to manage student data at Politeknik Piksi Ganesha Bandung. The functional and non-functional specifications are represented using Unified Modeling Language (UML) based on broad data collection through observation, interviews, and a literature review. It also entails black-box testing, which measures the system's performance against set criteria, focusing on the output without the details of its internal workings. The significant findings indicate that SIMS enhances highly administrative processes, accuracy in data, and good communication among stakeholders by applying clear UML diagrams of the system. This successful system development meets the institution's requirements and adds to the bar for other developments within the educational technology sector. The result has also emphasized the need for practical design methodologies and testing frameworks to develop reliable information systems to improve decision-making in academic institutions. The research has contributed significantly to the discipline because it has shown how different technological innovations can alleviate the problems surrounding managing student information at higher education levels.

Building Collaborative Innovation Platforms for Engineering Education

The paper discusses the challenges of co-creating a 21st-century engineering, architecture, and urbanism curriculum in Egypt, emphasising the need for collaboration between the government, industry, and higher education providers. The paper aims to overcome barriers in the Government-University-Industry (GUI) nexus to align and enhance the engineering sector's contribution to Egypt's economic prosperity. The study identifies cultural, educational, and structural factors influencing innovation in Egypt and addresses gaps at the national, university, and program levels. The paper highlights the similarities of innovation landscape with the UK. The authors identified, poor communication and alignment between national goals, industrial strategy, and academic research that hinder engineering innovation in Egypt. The research highlights the inflexibility and lack of clarity in the current engineering curriculum, contrasting the evolving demands and advancements in engineering technology. The paper also refers to the UK Apprenticeship Education Programme as a possible model for improving industrial collaboration and discusses its relevance to Egypt's technical education initiatives.

A Preliminary Curriculum to Promote Social Skills via Social Narratives and App Development in Youth With Autism

The challenges faced by transition-age youth (TAY) with level one autism spectrum disorder (L1-ASD) during the transition to adulthood can be exacerbated by disability-related hurdles, particularly in employment and post-secondary education. Existing social skills training interventions for TAY with ASD often include building social narratives and teaching targeted social skills, which are often geared towards individuals with more pronounced forms of ASD. To address the gap, this paper presents the Development of Interpersonal Skills Through Narratives and Technology (DISTNT) curriculum. The DISTNT curriculum innovatively combines social narratives with technology, specifically mobile applications, to enhance social skill development in TAY with L1-ASD with a specific focus on employment. This paper outlines the curriculum’s conceptual framework, structure, and practical applications, offering insights and recommendations for practitioners seeking effective interventions for this population.

Implementation of Electrical Engineering Curriculum in the Era of Industry 4.0 in Indonesia: Stakeholder Participants Qualitative Interviews

The rapid development of science and technology has led to fundamental changes in terms of qualifications, competencies, and requirements to enter the industrial world. This has led to the adjustment of the effectiveness of collaboration between industry and higher engineering education, thus necessitating further consideration of engineering higher education curricula that are oriented towards the industrial revolution. The aim of this study is to examine how the electrical engineering curriculum can be adjusted and improved to be more relevant to the technological advancements and industrial demands of the Fourth Industrial Revolution era in Indonesia. This qualitative descriptive study utilizes the Focus Group Discussion (FGD) method and semi-structured online interviews. Stakeholder participants including the heads of Electrical Engineering programs in the top twenty universities in Indonesia have been involved in this study. We explore perspectives on the implementation of the electrical engineering curriculum, its rationale, objectives, methods, and challenges in its execution. Herewith, curriculum revisions are deemed necessary while still adhering to the fundamental principles based on accreditation institution guidelines. The findings highlight that incorporating the latest technologies with a focus on practical skills relevant to the development of Industry 4.0 is essential. The latest technology supporting practical skills for electrical engineering students needs to be improved. Active involvement from all parties in the curriculum implementation is the key to producing competent graduates prepared to face global challenges in the era of the Fourth Industrial Revolution.

Smart Factory integration in industrial engineering curriculum: Preparing students for industry 4.0 challenges

This paper discusses the integration of Smart Factory technology into Industrial and Systems Engineering education, focusing on its transformative impact and educational implications. Smart factories are revolutionizing the modern manufacturing industry by leveraging Cyber-Physical Systems (CPS) and cutting-edge technologies. Through the integration of Artificial Intelligence (AI) and the Internet of Things (IoT), these factories enhance production efficiency, minimize costs, and elevate the overall quality of their goods and services. Understanding the impact of smart factories and the educational implications that follow from this technology is crucial. Doing so enables us to prepare students for the challenges of the modern manufacturing industry, fostering a more informed, skilled, and adaptable workforce. Therefore, this research highlights the benefits of incorporating smart factory concepts into industrial engineering education to prepare students for “Industry 4.0” challenges. By providing hands-on experience with smart factory technology, this research aims to enhance industrial engineering students' theoretical knowledge and practical understanding of smart factories.

Case Study of High School Technology Curriculum “Robot Hardware Development” - Based on the case of inter-school common curriculum in S area

Case Study of High School Technology Curriculum “Robot Hardware Development” - Based on the case of inter-school common curriculum in S area

Design and Application of “STEM+” 6E Teaching Mode in Information Technology Teaching

The concept of “STEM+” integrates art, humanistic literacy, and social values in the traditional STEM education concept, advocates cross-disciplinary integration, and aims to cultivate compound talents equipped to tackle future challenges. In 2022, the Ministry of Education issued the “Compulsory Education Information Technology Curriculum (2022 Edition),” emphasizing the core literacy of information science and technology and the integration of interdisciplinary disciplines, and encouraging the teaching mode suitable for discipline characteristics. The 6E teaching mode is a student-centered teaching strategy characterized by active exploration and cross-disciplinary integration. This article innovatively designed the “STEM+” 6E teaching mode, which is applied to junior high school information technology teaching, which can better achieve core literacy teaching goals.

A theoretical analysis of philosophical dimensions in engineering education

This article presents a theoretical analysis of the philosophical dimensions embedded in engineering education, highlighting the importance of integrating ethical, social, and environmental considerations into the development of future engineers. As engineering increasingly shapes society through technological innovation, philosophical inquiry becomes crucial in addressing contemporary challenges such as sustainability, technological ethics, and social justice. The paper explores how philosophical frameworks, such as utilitarianism, deontology, and virtue ethics, provide engineers with tools to critically evaluate the broader impact of their designs and decisions. By embedding these ethical perspectives within the engineering curriculum, educators can prepare students to navigate the moral complexities inherent in technology and innovation. Moreover, the analysis underscores the role of philosophy in promoting sustainability in engineering, encouraging students to adopt a long-term view of environmental stewardship and resource management. The discussion also highlights the importance of addressing issues related to technological ethics, particularly in the development of artificial intelligence, automation, and biotechnology, where ethical challenges are becoming increasingly prominent. In addition, the paper examines the contribution of philosophy in fostering critical thinking and social responsibility, ensuring that engineers consider the societal implications of their work, especially in marginalized communities. Ultimately, this theoretical analysis argues that integrating philosophy into engineering education is essential for preparing engineers who are not only technically proficient but also ethically conscious, socially responsible, and capable of addressing the complex global challenges that define modern society.

Spatial ability predicts short-term retention of declarative technical information in authentic engineering educational settings: an original study with two conceptual replications

ABSTRACT An association between spatial ability, particularly visualisation, and science, technology, engineering, and mathematics (STEM) education has been repeatedly demonstrated over the past four decades. Understanding this relationship is of critical importance as substantial evidence illustrates the malleability of spatial ability and that the effects of associated training interventions transfer to desirable STEM outcomes such as improved educational performance and reduced attrition rates. There currently exists a number of theories as to why spatial ability relates to STEM, such as that the nature of STEM activity is inherently spatial. However, there is a need to better understand this relationship from a cognitive perspective. This research examined the hypothesis that spatial ability is predictive of short-term retention for declarative technical information associated with engineering curricula. An original investigation in an authentic educational setting found that visualisation and interest in the lecture material were significant predictors of short-term knowledge retention. This effect was then replicated in two subsequent conceptual replication studies. Based on this predictive finding, it is theorised that increases in spatial ability may support the elongation of the knowledge forgetting curve which would have significant implications for instructional design.

Community engagement enhances undergraduate civil engineering capstone design projects

Abstract Over the past several decades numerous studies have shown the value of community engagement in global water, sanitation, and hygiene (WASH) programs. Engaging and collaborating with communities through the design process enables wider community acceptance and ownership of WASH interventions, ensures a more functional and impactful design, and opens the door for co-benefits of these systems. Accounting for a range of dimensions within a community is critical to creating WASH designs that provide the most benefits. Undergraduate engineering curriculums focus on design, but often do not explicitly account for the social, environmental, and economic elements that affect the success, efficacy, and sustainability of a design. There is increasing emphasis on educating engineers on sustainability and systems thinking so they are equipped to solve complex, multidisciplinary problems. To understand how social, environmental, and economic elements fit into engineering design and how to create sustainable WASH interventions, undergraduate engineering students benefit from participating in WASH design projects that engage and collaborate with communities. This perspective highlights the value of community engagement with partners in Uganda in teaching water resources and environmental engineering design to undergraduate civil engineering students.

Exploring the Utilisation of Generative AI Tools by Undergraduate First-Year Mechanical Engineering Students in Programming Assessments.

Integrating the fundamentals of computer science and programming skills into the undergraduate engineering curriculum has been a primary focus for many educational institutions worldwide. Learning the basics of programming from the beginning of undergraduate engineering education allows students to incorporate such skills into their future work easily. Therefore, an introductory programming course for first-year undergraduate students has been running since 2021 in the Mechanical Engineering Department at University College London intending to teach the fundamentals of Python programming language. However, it is well-known that generative artificial intelligence (Gen AI) tools in higher education are moving so fast that a wait-and-see approach cannot be taken. These applications have received much global attention from academics on their impact and proper use within the teaching-learning process. This paper investigates first-year undergraduate mechanical engineering students' use of Gen AI tools in their programming assessment. The results show that 60% of the cohort used tools that helped mainly to check their code, improve their English language, and understand error messages. However, 40% abstained from using any. Based on these findings, recommendations on how Gen AI tools can be utilised by undergraduate students in ways that support their learning and enhance their ability to achieve learning outcomes are made.