Undergraduate Engineering Classrooms Research Articles

Characterizing Computational Thinking in the Context of Model-Planning Activities

Computational thinking (CT) is a critical skill needed for STEM professionals and educational interventions that emphasize CT are needed. In engineering, one potential pedagogical tool to build CT is modeling, an essential skill for engineering students where they apply their scientific knowledge to real-world problems involving planning, building, evaluating, and reflecting on created systems to simulate the real world. However, in-depth studies of how modeling is done in the class in relation to CT are limited. We used a case study methodology to evaluate a model-planning activity in a final-year undergraduate engineering classroom to elicit CT practices in students as they planned their modeling approach. Thematic analysis was used on student artifacts to triangulate and identify diverse ways that students used CT practices. We find that model-planning activities are useful for students to practice many aspects of CT, such as abstraction, algorithmic thinking, and generalization. We report implications for instructors wanting to implement model-planning activities into their classrooms.

Addressing Test Anxiety Using Game-Based Assessment.

This paper identifies an opportunity to integrate gamification in undergraduate biomedical engineering (BME) classrooms to alleviate student test anxiety and promote student perception of their academic performance. Gamification is a popular educational strategy that does not appear to be widely explored or adopted in higher education, particularly in a BME setting. This study proposes methods for the development, implementation, and evaluation of academic games and provides concrete practices and detailed instruction in which games can be used as an alternative to a traditional exam to support student mental health. The reflection provides the feedback received from students which demonstrates a balanced view of using game-based activities for tests and evaluations, cautiously optimistic based on the initial positive attitude seen from students.

Individual-Centred Approaches to Accessibility in STEM Education

Equitable access to high-quality higher education is in line with the United Nations Sustainable Development Goals 4, 5, and 10, which indicate that it is crucial for a future sustainable society. Globalisation and reductions in systemic barriers to university admission are creating increasingly diverse higher education classrooms, but traditional education methods may unfairly disadvantage some groups of students. Creating equity in access to high-quality education requires teaching approaches that are considerate of each student’s individual sociocultural context as it affects their educational attainment. Building on discipline-based education research (DBER) principles in science, technology, engineering, and mathematics (STEM) education, a modified holistic approach is proposed that primarily centres on students and tailors the teaching methods to the needs of the individuals and the dynamic of the whole class. This work demonstrates that educational attainment and student confidence was improved by applying an individual-centred teaching approach in a highly diverse undergraduate engineering classroom. Trials of this approach in a pilot classroom showed clear and consistent improvement over standard active learning approaches. Best practice guidelines for individual-centred teaching in STEM classrooms are provided. Further work is needed to examine the efficacy of this approach in a generalised setting, but the positive outcomes for student attainment are in line with existing research in the literature. The best practice guidelines presented herein may serve as a starting point for other educators to become more aware of the sociocultural needs of their individual students and classrooms, which may result in a move towards equity in STEM higher education.

Games as a Pedagogy for Teaching & Reinforcing Engineering Concepts to Learners

Engineering learners often find traditional classrooms lectures more difficult to assimilate contents. Studies suggest that it will be difficult for learners to concentrate in class more than 15 minutes. Hence different pedagogy approaches may be required to make learners’ active participation inside class. Usage of games to actively engage learners is one of the excellent pedagogical approach. Incorporating games can help learners with an active environment in order to promoting learning by doing. Our proposed work is mainly focused on the modified implementation of casual & tailor-made games to teach and make undergraduate engineering learners’ participation active & stimulating in classrooms. Games were exclusively designed to suit the needs of the subject topic. Our work on the implementation of modified games in undergraduate engineering classrooms has proved that, learners actively participate in classroom sessions. This was validated by using T test and P test results and the repeatability was ensured by conducting the pedagogy for three consecutive years 2016 to 2019

Using scaffold innovation-thinking frameworks to integrate food science and technology into the transdisciplinary engineering design classroom

Technology and innovation are essential for students to not only learn and understand the technical skills, but also identify a problem, discover a solution, and communicate the value proposition. In this study, innovation-thinking frameworks were integrated into undergraduate transdisciplinary engineering and technology classrooms with a topic of food science and technology, exploring design within the area of new product development. The qualitative analysis, conducted using NVivo, indicated that the food science and technology focused educational experiences had the potential of transforming student self-reported perspectives related to metacognitive reflection, connecting the topics to the real-world and communicating. The findings offer exciting insights into the benefit of integrating self-regulated learning, visualization, and communication technology into future food-related education programs.

Collaborative Projects with simulation assignments in mechanical engineering thermodynamics courses

In the undergraduate engineering classroom, some level of collaborative learning can be employed to enhance learning. Separately, enhancements in curriculum may include the use of computer technology to provide interactivity. The present study explores a new approach to facilitate learning of an engineering thermodynamics course and seeks to address the question: “What are the impacts of a themed Collaborative Project (CP) with a simulation component, on students and their understanding of thermodynamics?”. This approach was implemented into a sophomore-level thermodynamics course at a private university in the New England area of the United States. Over the duration of the semester, the clean water-themed CP required students to: solve thermodynamics problems linked to this theme; use thermodynamics fundamentals to check the results of clean water-related thermo-fluid simulations conducted using COMSOL Multiphysics® software; and ultimately, use thermodynamics to develop a device to clean water. This approach has the potential benefit not only of demonstrating various uses of thermodynamic analysis but also in preparing career-ready students who are better capable of strategically utilizing engineering software in tandem with their fundamental engineering backgrounds. Results presented include select student work, student perceptions as per surveys, and comparison of changes in average final exam grades as compared to previous courses. While students shared limited enthusiasm in utilizing the software, they expressed that they understood thermodynamics, and they performed better on final exam questions. This study follows up on a previous effort, which revealed various benefits for students who experienced such a CP.

Strategies to mitigate student resistance to active learning

BackgroundResearch has shown that active learning promotes student learning and increases retention rates of STEM undergraduates. Yet, instructors are reluctant to change their teaching approaches for several reasons, including a fear of student resistance to active learning. This paper addresses this issue by building on our prior work which demonstrates that certain instructor strategies can positively influence student responses to active learning. We present an analysis of interview data from 17 engineering professors across the USA about the ways they use strategies to reduce student resistance to active learning in their undergraduate engineering courses.ResultsOur data reveal that instructor strategies for reducing student resistance generally fall within two broad types: explanation and facilitation strategies. Explanation strategies consist of the following: (a) explain the purpose, (b) explain course expectations, and (c) explain activity expectations. Facilitation strategies include the following: (a) approach non-participants, (b) assume an encouraging demeanor, (c) grade on participation, (d) walk around the room, (e) invite questions, (f) develop a routine, (g) design activities for participation, and (h) use incremental steps. Four of the strategies emerged from our analysis and were previously unstudied in the context of student resistance.ConclusionsThe findings of this study have practical implications for instructors wishing to implement active learning. There is a variety of strategies to reduce student resistance to active learning, and there are multiple successful ways to implement the strategies. Importantly, effective use of strategies requires some degree of intentional course planning. These strategies should be considered as a starting point for instructors seeking to better incorporate the use of active learning strategies into their undergraduate engineering classrooms.

Engineers at Play: Games as Teaching Tools for Undergraduate Engineering Students

AbstractBackgroundMany students may not respond strongly to instruction that they do not perceive as engaging. One pedagogical approach to help engage students involves the use of games. Educational games can provide students with a motivating and stimulating environment while providing them with immediate feedback to promote learning.PurposeThis systematic review examines research focused on the implementation of games to teach undergraduate engineering students; it summarizes prevailing features and cites examples from a variety of engineering disciplines.Scope/MethodThe systematic review was conducted through a detailed search of Science Direct journals and the Scopus, Web of Science, Compendex/Inspec, and ERIC Education Research Abstract databases using terms pertinent to games in engineering education. A total of 191 papers was included after application of the inclusion/exclusion criteria. After screening those to determine if assessment of student learning outcomes was performed, 62 papers were found suitable for more detailed analysis.ConclusionsResearch on the implementation of games in undergraduate engineering classrooms has shown that, despite diverse forms of assessment applied, there is a general trend that both student learning and attitudes are improved by game‐based activities. However, since only a relatively small subset of the literature demonstrates a systematic, validated approach in assessment, significant opportunities remain for future research.

Civil Engineering Faculty Incorporation of Sustainability in Courses and Relation to Sustainability Beliefs

AbstractProfessional practice within civil and environmental engineering demands that practitioners within the field have knowledge of sustainability. Engineering education has attempted to reflect this standard, as noted in statements of expected student outcomes from ABET. Yet, the degree of integration of sustainability in engineering education is varied and inconsistent across and within institutions of higher learning. In order to address this issue, this study investigates one of the potential barriers to integrating sustainability into undergraduate engineering classrooms: educators’ beliefs regarding sustainability. The two-fold relationship between civil engineering faculty beliefs about sustainability and actual practice of integrating and incorporating sustainability within their classrooms is investigated in this study. Using thematic analysis of semistructured interview data; we present three personas that emerged from the data set. These personas represent characteristics shared among partic...

An international collaboration to promote inquiry‐based learning in undergraduate engineering classrooms

PurposeThe purpose of this paper is to describe specific techniques of “inquiry‐based learning” employed by three instructors in Engineering schools, one in Europe and two in the USA.Design/methodology/approachTheorists such as Bransford et al. argue that twenty‐first century educators need to teach students to do more than simply remember and repeat information. Engineering educators Prince and Felder critique traditional methods of teaching in which instructors focus on mathematics and theory, but fail to convey practical applications of that knowledge. They advocate moving students to a higher level of learning – past the stage of memorizing and reciting data – to more sophisticated methods of analysis, synthesis, and application of knowledge. To enact such transformations, Prince and Felder recommend “inductive teaching methods,” including “inquiry‐based learning,” in which students learn through engaging with challenges and a series of questions. The paper provides examples of inquiry‐based learning activities from each of the authors. The paper then discusses the cross‐pollination of ideas and describes how the authors have shared inquiry‐based teaching strategies and collaborated to develop new and relevant assignments and approaches to teaching.FindingsThe willingness of learners to discuss a range of pedagogical topics, from specific practices to shared experiences and readings, led to an exchange of ideas, and also to deeper reflections on current practices. The cross‐pollination of assignments and techniques resulted in well‐structured, stimulating, and relevant research projects that engage engineering students from Texas to Portugal, and from communication to technical classes.Research limitations/implicationsThe use of inquiry‐based learning activities and the sharing of resources across continents aimed at improving learning and teaching requires expanding upon and further development.Originality/valueThe paper demonstrates the use of cross‐pollination of ideas, development of assignments and improved approaches to teaching.

SCALING ISSUES ASSOCIATED WITH USING CLASSROOM TECHNOLOGIES

The modern engineering classroom has associated with it a myriad of educational technologies. Proponents of such technologies suggest that instructors avail themselves of technologies such as wikis, blogs, vidcasts, podcasts, screencasts, clickers, and backchannel instant messaging, in addition to managing their courses using the nigh ubiquitous online learning management systems. While the educational value of these technologies remains in question, their eventual inclusion into the classroom seems almost a certainty. Many of the discussions of educational technologies take place in the context of pilot studies or special-purpose initiatives. These contexts, where the ratio of students to teaching staff is generally small and where dedicated technical resources are usually available, do not mirror the usual Canadian undergraduate engineering classroom. This paper discusses the challenges faced when introducing education technologies into contexts where the number of students is much greater than the number of teaching staff, and where the resources to execute, support, and enhance the technologies are lacking.

Linked-Class Problem-Based Learning In Engineering: Method And Evaluation

Problem-Based Learning (PBL) is a problem-centered teaching method with exciting potential in engineering education for motivating and enhancing student learning. Implementation of PBL in engineering education has the potential to bridge the gap between theory and practice. Two common problems are encountered when attempting to integrate PBL into the undergraduate engineering classroom: 1) the large time requirement to complete a significant, useful problem and 2) the ability to determine its impact on students. Engineering, mathematics, and science professors at West Texas A&M University (WTAMU) have overcome the large time commitment associated with implementation of PBL in a single course by integrating small components of the larger project into each of their classes and then linking these components with a culminating experience for all the classes. Most of the engineering students were concurrently enrolled in the engineering, mathematics, and science classes and were therefore participating in all activities related to the project. This linked-class PBL experience addressed course concepts, reinforced connections among the courses, and provided real-world applications for the students. Students viewed the experience as beneficial, increasing their understanding of content and applications in each discipline. This paper provides details about implementation and evaluation of one PBL project and how difficulties in evaluation of the linked-class PBL experiences are being addressed.