Engineering Technology Education Research Articles

Building a sustainable model of integrated stem education: investigating secondary school STEM classes after an integrated STEM project.

This study investigated the sustainability of an integrated STEM education program. Two US high school science teachers and an engineering technology teacher sustained implementation of an integrated STEM curriculum after the conclusion of the funded program, TRAILS. Class observations were conducted to examine how the teachers implemented the integrated STEM curriculum and how they maintained integrated STEM teaching in a science and engineering technology education (ETE) teacher pair using science and engineering technology shared practices. After the integrated STEM lesson, their students’ academic achievements were compared to those of the students who previously participated in the project. The results reveal that the students showed no difference from the previous TRAILS students in terms of academic achievements as measured by STEM knowledge test scores, which may indicate that the teachers successfully maintained consistency and effectiveness of the implementation. Additionally, a twenty-first century skills survey was newly conducted to examine students’ growth in confidence in twenty-first century skills after they were taught the integrated STEM lesson. The students showed increased confidence in critical thinking, which indicates that the students benefitted from the teachers’ instructions even after the conclusion of the funded program and the absence of support. Based on the findings from the teachers’ experiences of multiple years of integrated STEM teaching, the study discusses how to better support teachers for the successful implementation of an integrated STEM curriculum as a sustainable education program in secondary schools.

Do Engineering Educators Read?: Appraising a University Reading Program

Abstract: This paper sought to find out how effective implementing a reading program called Project Read Everything About your Field, Digest, and Share (Project READS) among the School of Engineering, Architecture and Information Technology Education (SEAITE) faculty members of the University of Saint Louis, Philippines, because of the underutilization of library resources. As it has been five years since its implementation, the need to find out how well the Project Implementation was necessary. This descriptive study then presents the evaluation of the Project READS program of the among full-time and part-time engineering educators. The results reveal that most of them are engaged in professional readings along their field of specialization. Moreover, Project READS is effective and sustainable. Suggestions to further improve the Project's implementation are also advanced to fully appreciate this professional reading project's effect on engineering educators and learners. Keywords: Project READS, Reading program, Effectiveness of a Reading Program in Engineering and Architecture

Assessment of Augmented Reality Technology’s Impact on Speed of Learning and Task Performance in Aeronautical Engineering Technology Education

ABSTRACT Objective: This study compared learning and skill transfer among university aviation students using interactive Augmented Reality (AR) technology versus traditional paper-based instruction. While similar AR use and research in university education exists, this study piloted a comparative method assessing knowledge retention and transfer. Background: AR technology is a popular tool used in technical education. But learner behaviors observed like game play and exploration during this study could impact future learning strategy design as AR use increases. Method: 36 university undergraduate students enrolled in a university aeronautical engineering technology program were divided into AR and paper-based groups and compared on first-time task execution times for starting an aircraft auxiliary power unit (APU). A two-sample Kolmogorov-Smirnov test comparing times for task completion was used. Results: Learner task times using AR were consistently faster, replicating similar AR studies, compared to learners using paper-based. However, AR test subjects also took longer interacting with the technology, including gaming-style “play” and exploration of the digital twin AR flight deck environment. This is believed to enhance learner innovation, knowledge retention and transfer, warranting further study. Conclusion: AR users had significantly reduced task execution times. Pre-task “gamification and play” were also observed among the AR users, which could impact how educators and the industry assess and leverage learning strategies when using AR for job task training.

Think-aloud Technique in Assessing Practical Experience: A Pilot Study

The learning domains such as cognitive, affective and psychomotor for Engineering Technology programs should be identified and valued. The acquisition of hands-on experience in workplace settings and laboratory classes is just as important as explicit technical knowledge, and should be measured in psychomotor domain. However, the explicit knowledge is valued in engineering technology education. Furthermore, practically all assessments measure cognitive value. This implicit devaluation of hands-on experience could significantly impair engineering technology students’ ability to acquire and value practical skills. Therefore, developing a new model to include effective assessment in psychomotor domain could be one way to overcome this problem. Thus, the aim of this project is to find ways to measure changes in hands-on experience in engineering laboratory classes. The second aim is to test the relationship between hands-on experiences acquired in laboratory classes with the ability to diagnose simple experiment faults in laboratory arrangements. The method of think-aloud is used in the research where the finding of students’ attainment is compared to experts’ acquisition. The results show that the value of psychomotor domain in laboratory classes via hands-on experience can be assessed and valued between two groups of students which is experiment and control group. Methodologies and detail results for this research are described in this project.

Human Kinetics and Engineering (Technology) Education Teachers, Perception on Health Safety Practice Skills: Legal Liabilities and Tort Administrative Agenda

Human Kinetics and Engineering (Technology) Education Teachers, Perception on Health Safety Practice Skills: Legal Liabilities and Tort Administrative Agenda

Preface of ISMEVD 2019

Research and Community Service Unit Politeknik ATI Makassar is proud to present The 2019 International Scientific Meeting on Engineering and Its Vocational Education (ISMEVD) 2019 held on 31 October 2019. The event was also attended by Director of Politeknik ATI Makassar Ir. Amrin Rapi, ST., MT., Assistant Director I Windi Mudriadi, ST., MT., Assistant Director II Herlina Rahim, ST., M.Sc., and Assistant Director III Ir. Muhammad Basri, MM. This event was also attended by Head of Research and Service Unit, Merla Madjid, SS., M.Hum., Head of Professional Certification Unit Dr. Sariwahyuni, SP. M.Sc., Head of Teaching Factory Dr. Eng. Abdul Nasser Arifin, ST., M. Eng., Head of Business Incubator Widya Hastuti A., S.Si.T., MM., Ph.D., Head of Internal Quality Assurance Unit Drs. Haruddin. MM, as well as the academic community, lecturers, and researchers from polytechnic, other Ministry of Industry work units, and more than 100 participants and seminar invitations. The event was opened by the master ceremony and continued with the report of the committee chairman Dr. Eng. Abdul Nasser Arifin, ST., Men, followed by welcome and introduction for invited participants, guest speakers, and seminar participants from the Director of Polytechnics ATI, Ir. Amrin Rapi, MT. Dr.Ir. H. Masjono, M. Eng., Head of Quality Assurance and the moderator of the event, then gave insights on the theme of this seminar. The main event of the seminar was speeches from guest speakers. The first speaker was Prof. Dr. Isa Setiyasah Toha, M.Sc., who has gladly accepted the committee’s invitation to become one of the main speakers at this seminar. He is a Professor of ITB Industrial Engineering and currently serves as Director of Politeknik Industri Logam Morowali and an academic senate member of Institut Teknologi Nasional Bandung. Currently, he is also an editor/reviewer in the ITENAS journal, ITS technology journal, Gema Teknik UNS, and ITB industry engineering and management journal. In his speech, he emphasized the role of a polytechnic in process technology. He discussed how to increase the role of engineering technology education in polytechnics, especially in the field of process technology, materials, and process engineering technology. After the tea break, the event continued with the second guest speaker, Prof. Kuan Yew Wong. He is a professor of Industrial Engineering and leads the Industrial and Systems Engineering Research Group at the Faculty of Engineering, Universiti Teknologi Malaysia (UTM), and working in close collaboration with industries and other stakeholders to develop and implement solutions for operational improvement. Prof. Wong discusses his research on the development of an integrated sustainability assessment method for the food manufacturing industry.All the expert talks were quite engaging, and knowledge filled. The participants were actively involved and appreciative of the quality of the expert sessions delivered.Merla Madjid, SS. M.HumChair - ISMEVD 2019Department of Agro-Industry Manufacturing EngineeringUPPM Politeknik ATI Makassar, Indonesia

DEVELOPING A CONVERGENCE METHODOLOGY BETWEEN ENGINEERING TECHNOLOGY AND FASHION DESIGN EDUCATION

DEVELOPING A CONVERGENCE METHODOLOGY BETWEEN ENGINEERING TECHNOLOGY AND FASHION DESIGN EDUCATION

Developing A Convergence Methodology Between Engineering Technology and Fashion Design Education

Developing A Convergence Methodology Between Engineering Technology and Fashion Design Education

Effects of Design Thinking Education and Engineering Technology Education Research for Connect Renewable Energy as Regional Innovation

Effects of Design Thinking Education and Engineering Technology Education Research for Connect Renewable Energy as Regional Innovation

Project-based Approach to Engineering Technology Education

Abstract The paper contains an overview of the history of engineering education in the United States. It also explains the differences between engineering and engineering technology from an historical perspective. The similarities and differences between those two programs are also being addressed. The article also explains the concept of the project-driven approach in teaching engineering technology courses. The procedure to secure and administer funding for the projects is also addressed. The paper also includes some practical guidelines for implementing a project-based approach.

Predicting Faculty Performance in Higher Education using Machine Learning

Higher education is witnessing significant change in transferring of knowledge and experience from the faculty to the student community on a large scale. Domains requiring a high degree of skill development such as engineering technology education need a place in the university of deeper faculty communication and information percolation process. Despite various measurement and accounting system are prevailing in the current educational system. Known advanced methods for automated evaluation of faculty performance has emanated successfully yet. Here we propose a Machine Learning technique which can interact both with faculty and students to collect feature-oriented parameters of the academic processes prevailing in engineering domain to qualitative and quantitatively access the faculty performance in the modern ways. By using various machine learning methods such as Support Vector Machine, Logistic Regression, Naïve Bayes, Random Forest and Deep learning are used to build the models. The proposed model could identify the faculty’s performance who are likely to improve the course teaching for the students to enhance the teaching – learning process. Model accuracy is used to evaluate the performance of the faculty in the course. To identify the Machine learning algorithm performance F1-Measure and Area under Curve (AUC) value are compared. Evaluation result indicates that Random Forest algorithm is best suitable algorithm for faculty performance prediction for course evaluation through feedback questionaries’ given by the students. It has a 73.1% higher accuracy, 78.7% F1- measure and 0.73 value of AUC when compared to other models. This model is used for decision making support in the higher educational university.

Conceptualising the knower for a new engineering technology curriculum

Purpose The most recent alteration in engineering technology education in South Africa is the establishment of a new degree qualification – Bachelor of Engineering Technology. The new qualification standards alone do not give a clear distinction between knowers in the engineering technician and engineering technologist categories. This lack of clarity about what knower the new programme is intended to produce is a stumbling block to educators who need to plan, develop and implement the new curriculum. The purpose of this paper is to conceptualise the intended knower dispositions for the new programme by carrying out a comparative analysis with the existing programme, thereby assisting curriculum designers particularly with development of effective scaffolding for engineering technology students. Design/methodology/approach In this paper, the authors conceptualise the intended knower dispositions for the new programme by carrying out a comparative analysis of the current and new exit-level outcomes. Each of the qualifications for the engineering technology programmes are comprehensively interpreted and analysed in this paper. This paper uses Bloom’s taxonomy and Luckett’s knowledge plane as lenses to perform the analysis and draw a distinction between knowers in the engineering technician and engineering technologist categories. Findings The analysis used in this paper suggests that the engineering technologist category exhibits a relative shift towards subjective and theoretical “ways of knowing”. It is found that the shift from practical ways of knowing to theoretical will evoke a shift from contextual to conceptual knowledge. The authors also flesh out how this shift could influence the new curriculum particularly with regard to developing effective scaffolding for engineering technology students. A useful tool for mapping these shifts in knowing is also established in this paper. Originality/value The most recent alteration in engineering technology education in South Africa is the establishment of the new Bachelor of Engineering Technology qualification. This qualification marks a paradigm shift in the nature of engineering technology education itself. In this paper, this paradigm shift is conceptualised. It is expected that the interpretation of the new qualification standards, and the influence of the shift in intended knower and exit-level outcomes on curriculum will be grappled with by engineering technology educators in South Africa in the coming years, as the new programmes are established around the country. This conceptual paper is significant because it marks the first work towards grappling these crucial and forthcoming issues in the country.

An exploratory evaluation of a South African project-based curriculum module focused on authentic technological practice utilizing student portfolios and an open-ended questionnaire

Learners today need more than the core subjects offered at school to be successful in the twenty-first-century. By involving technology student teachers in activities that are authentic to technological practice, as teachers, they should be able to provide stimulating and relevant learning for learners (Turnbull in Int J Technol Des Educ 12(1):23–40, 2002), which include twenty-first-century skills that enable them to develop minds and responsibility for the future (Snape and Fox-Turnbull in Int J Technol Des Educ 23:51–68, 2013). Previously, a fourfold set of criteria, developed by Ankiewicz (Proceedings of the PATT 29 conference, Marseille, France, 2015b), was applied to the first four semester modules of the academic major Engineering Graphics and Technology Education. It is found that there was a strong emphasis on conceptual knowledge with little time spent on practising procedural knowledge. Ankiewicz (2015b) anticipated that the final module might address these concerns as it was designed as a project-based module aimed at aspects of authentic technological practice. Students are expected to solve real-world technological problems. However, after the first year of offering the module the module’s success is unclear. The purpose of this study was to explore the extent to which the module succeeds in developing technology student teachers’ procedural knowledge. A qualitative study (Merriam in Qualitative research and case study applications in education, Jossey-Bass, San Francisco, 1998) was conducted in which students’ portfolios and open-ended questionnaires were analysed. Indications are that the module contributed positively to enhancing the procedural knowledge of the students enrolled for this module.

Engineering Technology Education Based on the Reconfigurable Manufacturing Paradigm: A Case Study

Engineering technology deals with the development and implementation of engineering and technology. Engineering technology education focuses on providing more specialized and applied engineering education, as opposed to theoretical knowledge. Consequently, institutions providing engineering technology education curricula need to develop applied courses that take advantage of recent advancements in automation, information and communication technologies to show integration, interoperability, modularity and flexibility in modern manufacturing environments. Since the late 1990s, the reconfigurable manufacturing paradigm has been introduced to extend the flexibilities and capabilities of modern manufacturing systems. Unfortunately, in scientific literature, there is still a lack of works that describe success stories related to the application of the reconfigurable manufacturing paradigm in engineering technology education. This article provides a case study that takes advantage of the reconfigurable manufacturing paradigm to introduce students to the complex tasks of design and operation of reconfigurable manufacturing systems (RMS). The article describes how a course is designed based on project management methodology in order to get students faced with the complexity of designing, implementing, assessing the performance and operating an RMS.

Use of Dynamic Visualizations for Engineering Technology, Industrial Technology, and Science Education Students: Implications on Ability to Correctly Create a Sectional View Sketch

Use of Dynamic Visualizations for Engineering Technology, Industrial Technology, and Science Education Students: Implications on Ability to Correctly Create a Sectional View Sketch

Challenges in Implementing Engineering Technology Education in Malaysia

As Malaysia races against time to achieve Vision 2020 to be a developed nation, there is an urgent need for highly-skilled human resources to fulfill the requirements of the industry. This calls for an expansion of the engineering technology program to increase the number of technical graduates. However, various challenges are faced by the institutions in the implementation of the Engineering Technology programs, which have significant negative impact on the nation in general and in particular the graduates from the programs. Data was collected from a brainstorming session between six organizations involved in providing engineering technology education in Malaysia and the UniversitiTeknologi Malaysia (UTM) and a convention on Engineering Technology Future in Malaysia. These challenges are categorized into four and discussed in this paper.

就職力の高い卒業生を育てる工学技術教育について

就職力の高い卒業生を育てる工学技術教育について

The Effect of Creative Engineering Technology Education Program for Infant's Creativity in Kindergarten

The Effect of Creative Engineering Technology Education Program for Infant's Creativity in Kindergarten

ENGINEERING TECHNOLOGY EDUCATION TOPICS

DOI: 10.14684/intertech.13.2014.6-7 Presented here are engineering technology education topics. Women who study engineering are excited about science and to discover how science can be applied to make positive change in the world. Successful strategies at Camosun College for building capacity for gender balance include encouraging the development of programs that portray positive role models for women. To enhance creativity in engineering and engineering technology students, the Research Initiation Grant in Engineering Education project at Drexel University has established interdisciplinary research collaboration between engineering/engineering technology faculty and cognitive scientists to test methods for integrating creativity pedagogy into undergraduate courses. The impact of construction industry on the economy is immense. Green and sustainability are embedded in many construction-related curriculums, while many more educational institutions seek to incorporate it into their more modern construction curriculum. Here are encapsulated some existing constraints in the existing and the new processes with discussion of some remedial action. Index Terms - creativity in students, encouraging women to pursue engineering, green construction engineering.

A Study on Participants’ Perception Change of Engineering Technology Education Program

A Study on Participants’ Perception Change of Engineering Technology Education Program