Non-engineering Majors Research Articles

LANGUAGE COMPETENCE OF POLYTECHNICAL NON-ENGINEERING GRADUATES NEEDED IN THE INDUSTRY WORLD

Changes in patterns, requirements, and competition for industrial workers have caused language lectures, both Indonesian and English courses, to be encouraged to prepare graduates from polytechnic non-engineering majors to have language competencies that are in line with industry needs. For this reason, a research was conducted on "Language Competence of Graduates of the Polytechnic Non-Engineering Department Needed by the Business World and the Industrial World" which can be used as a reference for syllabus formulation and study material for language lectures. This study aims to describe the language competencies needed by the business world and the industrial world. To achieve this goal, the descriptive method is used with the data sources of this research consisting of resource persons, namely non-engineering alumni as well as the business and industrial world as well as curriculum documents of the Bandung State Polytechnic Department of Non-engineering, documents regarding KKNI, industrial competency references and language competencies. From this research, it is known that the language competencies needed by the industrial world are 1) writing competence for office administration activities: correspondence, making reports, designing activities/proposals, making agendas and meeting minutes, developing own ideas or other people's ideas; 2) speaking competence for presentations, telephone calls, communicating with relations, negotiating, and promoting; 3) the competence to read accurately, quickly and fluently to manage information, SOPs & work instructions, company rules / regulations, process data accurately, and 4) listening competence to communicate and negotiate. These competencies are in accordance with the qualifications of the KKNI level 5 and 6 which must be possessed by polytechnic D3 and D4 graduates.

The Role of E-Learning Readiness on Workload: Perspective Engineering and non-Engineering Students

Changes in learning methods from face-to-face to online learning due to pandemic covid-19 have an impact on student readiness in learning and the mental workload felt by students, that can determine the achievement of the learning process. There are differences in the characteristics of learning demands in engineering and non-engineering majors. Therefore, this study aims to evaluate the level of readiness and mental workload of students during the implementing full online learning based on the characteristics of the education department. Data collected by distributing online questionnaires to 180 students (90 students majoring in engineering and 90 students in non-engineering). Self-directed learning (SDL), technical readiness (TC), and comfort with non-face to face communication (CFT) used to measure e-learning readiness, meanwhile NASA TLX used to measure mental workload. Results showed differences between engineering and non-engineering students, especially in the Self-Directed Learning (p < 0,05). Non-engineering students perceived that they are more prepared to manage their learning process independently during online learning. Related to mental workload students perceive higher demands from online learning activities, the engineering group had higher level of time-related demands. According to correlation testing there was a negative and significant correlation between the self-directed learning dimension scores of E-Learning Readiness and the NASA TLX scores (p < 0,05). These results indicated the role of student’s e-learning readiness, especially self-directed learning readiness can reduce perceptions related to the mental workload experienced by engineering students in online learning. This condition was not applied on non-engineering students. Future study needed to explore the characteristics of study programs that relate to both variables and if the condition applied on other learning conditions such as hybrid learning.

Development of an AR-Based AI Education App for Non-Majors

The purpose of this study is to develop an AR-based app to teach non-engineering majors AI and analyze the educational effect. AIEduAR has developed a visual solution that displays the methods of teaching non-engineering majors how the machine learning on their own. Eighty-eight undergraduates who had not received any AI education were given lessons on AI learning principles and required to solve 10 problems using AIEduAR. Through AIEduAR, the students inputted data into augmented reality, set data attributes and learning rates, and entered new data to check out the accuracy of trained AI. Analysis of the technology acceptance model and Instructional Materials Motivation Survey questionnaire concluded that they are highly likely to accept and learn AR technology in AI education. Moreover, AIEduAR turned out to be effective in boosting their confidence in learning and instantaneous feedback. This study has successfully incorporated AR into AI education and developed learning steps required for AI education using AR.

The iPad as a virtual oscilloscope for measuring time constants in RC and LR circuits

In a university introductory physics laboratory, the measurement of time constants in RC and LR circuits usually employ a conventional oscilloscope. The standard oscilloscope with its many knobs and switches often intimidate first-time users and can cause anxiety especially among non-physics and non-engineering majors. On the other hand, an iPad has a more familiar, less intimidating and friendlier touch-pad interface. We report our experience in using the iPad as a virtual oscilloscope in an introductory algebra-based physics laboratory course. We used a commercial electronic accessory called Oscium iMSO that turns the iPad into a virtual oscilloscope. Using blind surveys and direct observation, we report student responses to this pedagogical tool.

Investigating environments of university makerspaces: perspectives on environment preference approaches

This study draws upon the four determinants of environmental preferences to examine how to design spaces that can attract like-minded university students to innovate within. Images of eight different makerspaces are presented to a valid sample of 303 university students from Engineering, Design, and Non-Engineering and Design majors to understand their perspectives related to space preferences. ANOVA is used to investigate differences of student preferences. Using the same questionnaire given to the students, 30 lecturers were asked to reaffirm perceptions of environmental preferences, including the benefits and limitations of implementing makerspaces in universities. Results show that students and lecturers indicate the highest preference for the same two images, wherein the spaces are considered mysterious and inspire an evident level of intrigue, leaving one wanting to see or learn more about the space. As such, this study sheds new light on designing makerspaces to attract more innovators, especially in the Asian context.

Analysis of English Placement Test Scores and Student Opinions to Improve Differentiated Curriculum by Level and Major

This study investigated the test scores and student responses about placement in the General Education English Program by level and major. Using composite scores of College Scholastic Ability Test for English (CSAT) and the in-house speaking test (SEPT), the study placed students into four levels (2–5). It also categorized 1,847 students into three groups: Humanities and Social Science (HS), Business Administration and Law (BL), and Science and Engineering (SE). Higher levels showed significant differences in oral proficiency while having similar results on the CSAT. Lower levels attained similar scores on the SEPT but represented a vast range of CSAT scores. Participants across all levels understood the purpose of the placement test, perceived the content of the SEPT as appropriate, and positively responded toward the accuracy of placement. HS and BL scored higher on the test than SE, confirming the contrast between engineering and non-engineering majors. HS, however, showed more positive evaluation on the accuracy of placement than BL and SE. Across groups and levels, all participants opposed exclusively using CSAT in course placement. This study discusses utilizing data by various variables to enhance differentiated instruction and to meet unique needs of students at all levels with different majors; it also addresses using CSAT scores as the exclusive criterion.

Educational practices for motivating engineer's mind to students in the non-engineering majors

Educational practices for motivating engineer's mind to students in the non-engineering majors

Influence of an Environmental Studies Course on Attitudes of Undergraduates at an Engineering University

Studies suggest that at engineering universities, where the percentage of males and engineering majors is high, pro-environmental attitudes are likely to be weak and may not change. The 15-item New Ecological Paradigm (NEP) scale was used to measure differences in student attitudes before and after an environmental studies course. Results revealed students held more pro-environmental attitudes about the validity of the ecological crisis, the existence of resource constraints, and the delicacy of nature's balance after the course. Students did not shift their views regarding the domination of humans over the environment or their belief in human ingenuity to overcome resource limits. Engineering majors showed weaker endorsement of the NEP compared to non-engineering majors, but the increase in their endorsement after the course was statistically significant.

Planting Seeds: Including Nanotechnology Education into Engineering Curricula

ABSTRACTAs part of a Nanotechnology Undergraduate Education program funded by NSF, a team of faculty at Michigan Technological University has developed a suite of educational and research experiences intended to introduce undergraduate students to the exciting prospects and challenges of nanoscale science and engineering. Although open to all students, the program was designed in particular for engineering students whose curricula have relatively little flexibility. Engineering students at Michigan Tech follow a common first-year curriculum, and as is true at most engineering colleges, their courses of study are highly structured. In order to bring introductory nanotechnology content to both engineering and non-engineering majors, activities were developed to fit into or to modestly supplement existing curricular frameworks. The program seeks to introduce students to three foundational aspects of work at the nanoscale: the underlying scientific principles, possible scientific and engineering applications, and the societal implications of implementation of nanotechnology. A web site (http://nano.mtu.edu/) was developed as a central focal point for nano-related research activities at Michigan Tech. This paper presents additional background and discusses the challenges related to the project, a brief overview of the educational activities, a more in-depth description of those activities deemed to be the most successful, and a description of some lessons learned.

GENDER AND ACHIEVEMENT-RELATED BELIEFS AMONG ENGINEERING STUDENTS

are more likely than men to leave such majors. The results indicated that (a) among the engineering majors, women were more likely than men to identify engineering aptitude as a fixed ability, a belief that was associated with a tendency to drop classes when faced with difficulty; (b) female engineering majors were more likely to perceive male and female engineering students as receiving different treatment than their male counterparts; and (c) female engineering majors tended to place more emphasis on extrinsic factors and less emphasis on intrinsic factors than female nonengineering majors, a pattern not seen among men. Implications for intervention programs are discussed.

Enhancement of Mechanics Education by Means of Photoelasticity and Finite Element Method

The goal of this project is to enhance mechanics education by incorporating experiments using photoelastic stress analysis and finite element analysis within the existing curricula. Specific instructional objectives for students are to: (a) increase conceptual understanding of stress distribution through photoelastic and finite element based visualization, (b) gain experience with photoelasticity and finite elements including their advantages/limitations, and (c) appreciate the synergism between experimental and numerical methods of stress analysis. At UOP, one transmission polariscope set, one reflection polariscope set, and accompanying accessories have been purchased and installed for students' use. This equipment has also been used for in-class demonstrations and motivational presentations to high school students. Additional apparatus have been made in-house and/or purchased by departments at UOP and USAFA. All mechanical engineering students at UOP have benefited from this project. Several experiments have been introduced in the curriculum, and several student projects have been completed. A similar combination of photoelastsic demonstrations plus finite element results has been used at USAFA, which has exposed both engineering and non-engineering majors to this educational enhancement.

A course in musical acoustics for nonengineering majors at the University of Hartford

The University of Hartford’s College of Engineering provides a service course entitled ‘‘Introduction to Musical and Architectural Acoustics’’ for nonengineering students majoring in such degree programs as music (at the Hartt School), technology fields, or the liberal arts. The material covers: acoustics terminology and concepts; a study of the science of each musical instrument family; sound radiation patterns of instruments and the implications for sound recording technology; the auditory system and hearing conservation; and an introduction to architectural acoustics related to such applications as band room and auditorium design. This presentation will describe some of the multi-media techniques for in-class presentation of the material as a means of better disseminating complex information using a sensory-rich environment. The extent to which this course fits into the assessment goals and general education science requirements of these nonengineering majors will also be discussed.

Introducing Structures to Nonengineering Majors

Education in structural engineering is traditionally the responsibility of colleges of engineering and architecture. However, a major segment of students in such fields as design, arts and sciences, and fine arts can benefit from the knowledge of structural theory, concepts, and language. Such material can be presented by excluding traditional higher level college mathematics and sciences as prerequisites. The use of nonmathematical techniques in presenting this subject can be of strategic importance in advancing the basic principles of engineering sciences to nonmajors and improve the badly needed dialogue between engineering and other professions. Nontraditional techniques will also broaden the scope of the students that engineering is a creative design profession. Introduction of structural concepts to undergraduates in arts and sciences using visual techniques, historic overview, basic mechanics, and structural theory will provide new information for their imagination, educational development, and interest in engineering sciences.

Microcomputer graphics for statistical education

Statistics pervades all facets of our lives and is one of the most important courses for non-science or non-engineering majors. The microcomputer frees students and teachers from much of the drudgery of numerical calculations, while providing the graphics to enhance understanding. This article demonstrates how microcomputer graphics can be used to do such things as instill the concept of randomness, make plausible the convergence of the binimial to the normal distribution, and give convincing visual displays of the Central Limit Theorem.

Personality and learning FORTRAN

Relationships between personality traits and achievement in introductory FORTRAN were examined among 326 college students. Personality was assessed via seven different multiple-choice tests, and achievement was assessed with four course exams, the first serving as a covariate. The course became more difficult as it progressed, and the relevance of personality to achievement increased. Ultimately, relatively introverted subjects, who were hard-driving and ambitious (Type A personality) obtained higher grades than their more extroverted, easy-going counterparts. There was no evidence that non-engineering majors were temperamentally “unsuited” for computer programming.