Skills Of Engineering Students Research Articles

Games and Arts as Tools for Developing Generic Skills in Engineering Students

In today’s educational landscape, the integration of innovative pedagogical approaches is essential for improving student learning. In this respect, game-based learning appears to be a strategy that not only actively engages students—who often struggle to understand scientific concepts, leading to negative emotions and discouragement—but also helps them acquire transferable skills. Particularly in the field of telecommunications engineering, where the practical application of knowledge is essential, the use of educational games offers a unique opportunity to explore and reinforce specific and general skills. In this study, a cross-sectional quantitative methodology was implemented using a representative sample of 64 undergraduate students in the sixth semester of the telecommunications engineering program at a public university. In general, educational games are primarily intended to evoke emotions in participants, such as enjoyment, to help them cultivate a “receptive learning mindset” and to effectively teach a specific subject. In contrast to these approaches, the game proposed in this study incorporates humanistic skills and artistic tools to construct antennas within a specific context. This enabled students to engage in a practical, applied learning experience in their field of study, focusing on three key aspects: appropriating knowledge, building values, and learning about life, as well as recognizing others in society and interacting with the environment. The results obtained using the proposed game-based strategy were compared with those obtained using conventional teaching tools. The results showed that play not only imparted knowledge but also contributed to students’ overall development by fostering the values and skills essential to their personal and professional success. The results underscore the significance of developing games that authentically simulate project processes and activities. This emphasizes the importance of aligning game dynamics with real-world challenges and situations in the field of telecommunications engineering. This simulation-based approach may be the key to maximizing the impact of game-based learning on the training of future professionals in this field. This comparative study helps fill a gap in knowledge about game-based learning in engineering education by providing valuable insights. It is also important to comprehend the impact of game-based learning on an antenna course and the students’ willingness to engage with this innovative teaching style in the classroom.

ARGUMENTATIVE STRATEGIES IN THE DEVELOPMENT OF CRITICAL THINKING SKILLS IN ENGINEERING STUDENTS

This study allowed to contribute and systematize the knowledge on the subject of the effects of the argumentative strategy in the development of critical thinking skills in engineering students, which will also allow the realization of other investigations. This research acquires significant relevance and topicality because we worked with modern theoretical constructs derived from the models of argumentation, critical thinking. The objective of this document was tofinalize the degree of relationship between argumentative strategies and critical thinking skills in Engineering students 2022. The results of this research constitute a reference for subsequent research at different levels on the effects of argumentative strategy on the development of critical thinking skills in engineering students from public universities in the rest of the country. Among the main findings, it was determined that between argumentative strategies and critical thinking skills there is a directly proportional relationship, of small to moderate effect in engineering students.

The Factors Driving Career Planning and Mentoring in Four Year UG Engineering Education using ML Techniques

Abstract: Career Planning is a continuous process of evaluating individual career goals through selfassessment, market research and objectively meeting the goals through continuous learning. In the context of Industry 4.0, career planning is not just limited to working professionals, but also plays a major role for the professional engineering students. Mentoring becomes a solid supporting prop to reach these goals systematically. It requires a philosophy, proper design of methodology, and organization structure. This study explores various factors driving career planning and mentoring in Four year UG Engineering Education. In this context, authors conducted literature survey and student's survey on 171 students to understand various factors, skill levels needed in designing career planning model and proposed mentoring model using Machine Learning Techniques (k-Means Clustering Algorithm). Further, authors surveyed 1525 students to understand career aspirations, designed Center for Career Planning organization and experimenting this model in a leading private group engineering college. Keywords: Career Planning ; Under Graduation Student Career Options; Skills for Engineering Students; Mentoring; Machine Learning.

Developing Soft Skills in Engineering Students with COVID-19 Pandemic: Challenges and Limitations of Digital Classes

Developing Soft Skills in Engineering Students with COVID-19 Pandemic: Challenges and Limitations of Digital Classes

Analysis of labour market needs for engineers with enhanced knowledge in sustainable renewable energy solutions in the built environment in some Asian countries

Despite the rapid growth in the uptake of renewable energy technologies, the educational profile and the skills gained at University level do not always comply with the practical needs of the organisations working in the field. Furthermore, even though the residential sector has very high potential in curbing its CO2 emissions worldwide thus meeting the challenging goals set out by the international agreements, such reduction has been limited so far. Within this context, the ‘Skybelt’ project, co-funded by the EU under the framework of the Erasmus + programme aims at enhancing in several Universities of Asia and Europe the engineering skills of students of all level for application of sustainable renewable energy solutions in the built environment. With the target of increasing the employability of graduates and the impact of the project, a survey on the labour market needs for specialists with enhanced knowledge and skills in the topic of the project has been conducted in the related Asian countries. Hence, relevant industries, labour market organisations and other stakeholders have been interviewed and the main results of this analysis is reported in the present paper. As first outcome of this activity, the obtained results have been considered in the selection of the modules to be improved according to a student centred study approach.

The Role of Formal Education in Developing Critical Thinking Skills of Engineering Students

The hereby paper intends to acknowledge and discuss the concept of critical thinking and the influence of this ability on engineering students. The purpose of this research is to establish the criteria according to which some students think more critically compared to other students in the same field of study. Logic is a term that seems simple, although very few know how to access that logical part of the human brain. This research has shown that the students’ level of critical thinking is not related to the year of study. Therefore, there are no activities in faculties that have a significant influence on the development of critical thinking. Moreover, it has resulted that female participants think more critically than men participants, but on an insignificant level. Regarding satisfaction in life and its link to critical thinking, it has resulted that unfulfilled students obtained a level of critical thinking higher than the fulfilled ones, a difference that is not of significant relevance. The results of this research are based on two methods: online questioning and focus group.

A Study of Factors Influencing the Problem-Solving Skills of Engineering Students

Problem-solving skill is one of the essential attributes of an engineering graduate. It refers to the ability of the person to analyse a given problem and offer the best solution within the constraints. Engineering curriculum has the mandate of equipping students with skills and competencies in problemsolving. Several factors influence the problemsolving skills in addition to the technical skills and com peten cies o ffered thro ug h cu rri cular interventions. Psychological factors, which are habitual patterns of behaviour, thought and emotion, also influence problem-solving skills. This study focuses on investigating the influence of psychological factors like motivation, perception, stress, team working skills, learning styles, general self-efficacy on problem-solving skills of engineering students. This study focused on first-year students of undergraduate engineering program registered for a course titled Engineering Exploration. This course is a three-credit multidisciplinary course that effectively uses Activity-Based Learning (ABL), Design-Based Learning (DBL) and Project-Based Learning (PBL) pedagogical practices. The data collected for the study was through interviews and the use of well-structured questionnaires administered to first-year students enrolled for the course offered at the university. Results show that the psychological factors of students like motivation, perception, general selfefficacy and teamwork skills have a positive influence on problem-solving skills, while stress has a negative effect. However, the difference in learning styles does not influence problem-solving skills.

Growing the Development Skills of Engineering Students in Extracurricular Activities of Vehicle Manufacturing

Growing the Development Skills of Engineering Students in Extracurricular Activities of Vehicle Manufacturing

Evaluación de factores de entorno que afectan el desarrollo de habilidades espaciales en estudiantes de primer semestre en Ingeniería Industrial

Spatial ability is one of the most important skills that an engineer, an architect or an artist should master. The conceptualizing process of an idea is the hardest stage of any creative process. Such a skill has become so vital that many authors believe its measure is critical to establish the likely academic and/or professional success, i.e. a noticeably defined type of intelligence. This paper has a description of basic concepts associated to spatial skill, showing a standardized assessment method for mind rotations, and also a statistical analysis of results for a sample of first semester students of Industrial Engineering in Francisco Jose de Caldas University in Bogota. The final section offers an analysis about some factors that may affect their performance and outlines feasible strategies to enable and develop spatial skill of new curricula students. It is a part of `Generation and validation of curricula for development of spatial skills of Engineering students through ICT implementation`, a project developed since August 2012.

Toward Teaching Methods that Develop Learning and Problem Solving Skills in Engineering Students

Problem solving skills and abilities are critical in life and more specifically in the engineering field. Unfortunately, significant numbers of South African students who are accessing higher education are lacking problem solving skills and this results into poor academic performance jeopardizing their progress especially from first to second year. On the other hand, teaching problem solving to under-prepared first year learners is a challenge to academics that are required to think in innovative ways about teaching and learning strategies in order to respond in an efficient manner to South Africa’s high demand for quality engineering graduates. This paper discusses two successful sample lessons of how higher-order thinking skills can be integrated into the content of a so called “bottle-neck” subject namely Electrical Engineering 1 (EE1), with the goal of enhancing problem solving skills and consequently improve under-prepared learners’ performance. The importance of developing active student engagement practice as well as conceptual understanding is highlighted.

Assessing Process Skills in Engineering Students

Assessing process skills in an undergraduateengineering program is an important and complex issue.Attributes like teamwork, ethics and professionalism aresubjective skills that are difficult to accurately assess. AtMemorial University’s Faculty of Engineering andApplied Science (FEAS), these skills are developed andassessed in ENGI 7102, The Engineering Profession. Thecourse uses one-on-one interviews, small groupdiscussions, a close connection to capstone design workand a blended approach to theory that allows for face-tofaceactivities and assessment. This paper will describethe methodology for the course development andinstructional design, along with a discussion of theactivities and assessments that capture process skillattributes for evaluation. In addition, ENGI 7102’s role inassessing graduate attributes for accreditation will behighlighted.

Perceptions of Faculty about Information Literacy Skills of Postgraduate Engineering Students

Purpose: This study identifies perceptions of faculty about the current level of information literacy (IL) skills of engineering students in higher education in Pakistan. It may help to design better IL programs for the tertiary level students. Methodology: The study used ACRL Information Literacy Competency Standards for Science and Engineering/Technology as the basis to assess these perceptions. Teachers of the National University of Science & Technology (NUST), who were teaching engineering students of postgraduate level, were selected as population. A structured questionnaire was sent to 113 faculty members and the response remained 80 percent. Paired samples t-test was used for data analysis through Statistical Package for Social Sciences (SPSS). Findings: Research indicates that faculty perceived IL skills of their PhD level students higher than those of MS level students. Originality: The term “Information literacy” is yet new on the Pakistani library scene. Regarding perceptions of faculty about information literacy skills of their students so far no study has been carried out in Pakistan. This study will help to identify existing IL skills of Pakistani students of university level, their requirements and how these requirements can be best fulfilled.

Developing Leadership Skills in Engineering Students – Foundational Approach through Enhancement of Self-Awareness and Interpersonal Communication

Engineering leadership education is emerging as a vital addition to the development of theprofession. However, practitioners of engineering leadership education are still defining outcomes, objectives and curricula. The assumptions, desired outcomes, and our pedagogical approach to engineering leadership education discussed in this paper starts with a strategic assumption to minimize the emphasis on development of “vision” that is a clear focus of leadership training in business and other disciplines. While vision is clearly a critical leadership characteristic, engineering schools already excel at developing students who envision solutions to complex problems. Therefore, less effort is needed for the engineer to transition “problem solving” into “leadership vision.” Instead, the focus is placed on interpersonal communication (vs. organizational communication) and understanding of motivation and behaviors of self and with respect to interactions with others. This paper will present the methodology and reflective assessments in teaching engineering students “leadership communication,” and “self-awareness.”Leadership communication consists of techniques to develop intentional listening skills and questioning/interviewing approaches to define problems and understand motivations with emphasis on application of lessons learned from behavior inventory assessment. Further, the use of self and group reflection will be discussed in the context of both learning leadership concepts and increasing self-awareness.

Methods to Study Enhancement of Problem Solving Skills in Engineering Students Through Cooperative Problem-Based Learning

This paper explains methods used in determining enhancement of problem solving skills in engineering students undergoing Cooperative Problem-Based Learning (CPBL). The transformation of learning maturity, from novice to expert, is examined using both, quantitative and qualitative methodologies. The process of enhancing problem solving skills is examined qualitatively using discourse analysis, interviews and reviews of student's reflection journals. The categorization and analysis are done by mapping Piaget's definition of novice versus expert for cognitive activities, with SOLO taxonomy of learning for cognitive level. This is then mapped with problem solving cycles using the House of Quality (HOQ) approach for quantification.

Oral Communication Skills of Engineering Students of Pakistan in Perspective of Industrial Internships

The purpose of this study was to determine impact of industrial internship training on oral communication skills of engineering students during this program. Fifty engineers from two engineering organizations participated in this study. Participants of this study had industrial internship training from different organizations. Purposive sampling method was used for data collection purpose. The results of the study revealed that industrial internship trainings contribute to develop oral communication skills of engineering students such as oral presentation skill, meeting skill, discussion skill, conversation skill, and project participation skill during this internship program. However, the results of this study are consistent with other literature review findings on industrial internship trainings for engineering students.

Development of "Real World" Project Skills for Engineering Students

This work investigates the possible relationship between project results at first and final years of an engineering course for the same set of students to determine appropriateness of final year projects in a working environment. To determine if any significant prediction was applicable a multiple linear regression analysis model was applied to all sets of data. The analysis of results indicates that there is no significant correlation between grades from first year projects and final year projects. In terms of predictability of performance, exposure to first year projects is more of an initial adaptation to a teaching and learning environment. It is less of a suitable predictor of grade performance in project work in final year. For students to do well in their final year project, a period in industry greatly enhances their independent learning skills resulting in an overall enhanced learning experience. The major benefits to students in their final year project are in professional and personal areas, such as improved abilities to formulate, solve difficult problems and gain skills with independent learning.

Development of the Elements of Teamwork Skill for Engineering Students

Development of the Elements of Teamwork Skill for Engineering Students

Professional Skills for Engineering Students

Abstract Computer based Records of Achievement have been incorporated into a personal skills course in a university Engineering Department. It has been found that when making an entry into the Record, the process of reflecting on experiences through the curriculum is an important learning aid.

The Development of Problem Solving Skills in Engineering Students in Context

The Development of Problem Solving Skills in Engineering Students in Context