Engineering Learning Communities Research Articles

Maximum Correntropy Criterion with Distributed Method

The Maximum Correntropy Criterion (MCC) has recently triggered enormous research activities in engineering and machine learning communities since it is robust when faced with heavy-tailed noise or outliers in practice. This work is interested in distributed MCC algorithms, based on a divide-and-conquer strategy, which can deal with big data efficiently. By establishing minmax optimal error bounds, our results show that the averaging output function of this distributed algorithm can achieve comparable convergence rates to the algorithm processing the total data in one single machine.

An Engineering Learning Community to Promote Retention and Graduation for Community College Students

AbstractThis study explores an intervention for community college engineering students that holds promise for strengthening the production of engineers. While learning communities at four-year univ...

An Engineering Learning Community To Promote Retention And Graduation Of At-Risk Engineering Students

Retention and graduation rates for engineering disciplines are significantly lower than desired, and research literature offers many possible causes. Engineering learning communities provide the opportunity to study relationships among specific causes and to develop and evaluate activities designed to lessen their impact. This paper details an engineering learning community created to combat three common threats to academic success of engineering students: financial difficulties, math deficiencies, and the lack of a supportive engineering culture. The project tracks participants in the learning community from first year through graduation to assess the effectiveness of its activities in improving retention and graduation rates. Scholarships were made available to address the financial difficulties; tutors, mentors, study groups, and a “freshman-to-sophomore bridge” summer program were provided to address math deficiencies; cohort engineering courses, active learning techniques, required group meetings, required group study sessions, dedicated study space, and dedicated faculty advisors were used to promote a sense of community. Quantitative retention and graduation rates for the cohort are compared to other engineering groups at the same institution. Qualitative results collected via student surveys and interviews, and lessons learned by project administrators are also presented. Retention and graduation rates of the cohort are better than those of comparable groups at the same institution. Graduation rates based upon freshman math placement are also higher than comparable groups.

Rationale and methodology for a national study of higher education science and engineering learning communities

This paper reports on a major national study of higher education science and engineering learning communities in New Zealand. The scope of the research project along with a description of the methodology and method used in the study together with rationale for the study and research approach adopted are provided here. Details of the theoretical framework and a discussion of paradigm that underpinned the study are presented. A discussion of issues of reliability and validity and measures taken to maximize these also is presented. The paper begins with an overview of the New Zealand compulsory education sector and traces the now multitudinous pathways into higher education nationally. It thus provides a valuable context for this national study of higher education science and engineering learning communities.

Developing an understanding of higher education science and engineering learning communities

This article sets the scene for this special issue of Research in Science & Technological Education, dedicated to understanding higher education science and engineering learning communities. We examine what the literature has to say about the nature of, and factors influencing, higher education learning communities. A discussion of issues in, and synthesis of, research into higher education learning communities completes the paper. This paper clearly identifies a need to better understand higher education learning communities: their nature, influential factors and forces that shape our higher education learning communities.

Border crossing and enculturation into higher education science and engineering learning communities

Two earlier papers in this special issue detail staff and student perceptions of their higher education science and engineering learning communities for the New Zealand university and polytechnic sectors (Campbell et al. 2008; Cronje and Coll 2008). These findings suggest the students in these communities gradually come to share some of the views and values of the learning community as a whole; we can argue they become gradually enculturated into this learning community. The extent to which this happens, how it happens and the implications are considered here. The research findings suggest students are rapidly enculturated into their higher education learning communities and quickly take on board the culture developed by lecturers and tutors.

Implications arising from a national research project on higher education science and engineering learning communities

This final paper in this special issue of Research in Science & Technological Education on higher education science and engineering learning communities seeks to summarize the key findings from the...

Student perceptions of higher education science and engineering learning communities

This paper presents student perceptions of higher education science and engineering learning communities derived from a cross‐case analysis of four case studies across the New Zealand university and polytechnic sectors. Here we explore student expectations and experiences of the higher education sector and canvas their views as to the infrastructure and resources in their institutions of study, and how they see their learning serves their careers’ aims. Student perceptions of pedagogies employed in their institutions along with their preferred pedagogies follows, including staff–student interactions and consideration of the importance of practical skill development. The paper finishes by considering student perceptions of support structures and an analysis of their understanding of aspects of the nature of science (NoS) and engineering. The research findings suggest the students feel they become more independent and responsible for their own learning, enjoy smaller class sizes and interactive learning activities such as practical work and tutorials, and they stressed the importance of establishing good relationships with their teachers. Polytechnic students were more positive about their learning and felt the practice features of their learning led to enhanced career prospects. Students from university and polytechnic sectors were aware of formal learning support structures but only used them as a last resort, instead they first worked with peers and teachers.

Personal and relationship dimensions of higher education science and engineering learning communities

The research reported here follows previous articles in this special issue which detail a national study involving a team of researchers across four higher education institutions in New Zealand. A key theme that emerged from a collection of questionnaire, interview and observational data was the central importance of teacher–student and student–student relationships, as part of the learning communities. Both teachers and students highlighted the value of developing a personal dimension to their relationships that engendered a greater sense of access and loyalty to that community. Contextual factors such as approachability of teachers, class size and teaching environment appeared to be important to relationship building and enculturation in higher education science and engineering learning communities.

Staff perceptions of higher education science and engineering learning communities

This paper presents staff perceptions of higher education science and engineering learning communities derived from a cross‐case analysis of four case studies across the New Zealand university and polytechnic sectors. First we report staff expectations and experiences in terms of infrastructure and resources, and their own careers. Staff perceptions of the diversity and differences in learning styles of their students are next, followed by the importance of practical skill development, pedagogies employed and their rationale, along with scaffolding and supporting of learning. The paper concludes by considering the nature of science (NoS) and engineering, and what messages about the NoS are presented by higher education staff. The research findings suggest that staff face conflicting demands on their time, with requirements for research and administration affecting their teaching roles. Lecturers report considerable diversity and students often ill‐prepared for higher education study, and consider that students are required to learn a huge amount of information. While some staff attended courses in teaching, they feel unable to apply their learning in order to enhance student learning because of concerns that time spent doing so would reduce the amount of time available to deliver content. Class sizes were identified as having considerable impact on student learning and lectures offer little opportunity for active student engagement. Practical classes are highly valued, being seen as crucial for learning practical techniques and problem‐solving. Small classes and practical classes provide opportunities to develop good working relationships with students. Lecturers felt that students need to become more independent and self‐reliant in their learning, and that they needed to be supported in this process at the institutional level.