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Using Theory To Improve Design Instruction In A New Common First-Year Programme For Engineers, Una Beagon, Ted Bruke, Shannon M. Chance, C. Fionnuala Farrell, John Mcgrory
Using Theory To Improve Design Instruction In A New Common First-Year Programme For Engineers, Una Beagon, Ted Bruke, Shannon M. Chance, C. Fionnuala Farrell, John Mcgrory
Shannon M. Chance
We represent a group of lecturers teaching a design module in a new common first-year engineering programme, delivered for the first time in the 2014-5 academic year, which provides a single entry point for all honours Bachelor of Engineering majors at our institution. In this paper, we describe the rationale and format of the Design Projects module. We explain how we used theories by Crismond and Adams [1] in the module and what we observed in doing so. The Design Projects module comprises three separate group-based design projects. It has four weekly contact hours over the entire academic year and …
Influence Of Collaborative Learning On Women’S Experiences Of Engineering Education, Shannon M. Chance, Brian Bowe
Influence Of Collaborative Learning On Women’S Experiences Of Engineering Education, Shannon M. Chance, Brian Bowe
Shannon M. Chance
In a study of 55 electrical engineering students, Yadav, et al., found learning gains among students in Project-Based Learning (PBL) to be twice the gains of those taking traditional lecture courses. Du and Kolmos indicate group based PBL is more supportive and appealing to women than traditional lecture formats. Savin-Baden posits that female and minority students are more likely to ask questions in non-competitive PBL environments. This study interrogates the claim that PBL is particularly supportive to female and minority students. This work-in-progress uses a phenomenological research methodology to investigate how collaborative learning (in formal as well as non-formal settings) …
Using Architecture Pedagogy To Enhance Engineering Education, Shannon M. Chance, Mike Murphy, Gavin Duffy, Brian Bowe
Using Architecture Pedagogy To Enhance Engineering Education, Shannon M. Chance, Mike Murphy, Gavin Duffy, Brian Bowe
Shannon M. Chance
Based on evidence, numerous advisory boards and scholars insist engineering education must change (NSB, 2007; McKenna, Froyd, King, Litzinger, & Seymour, 2011) and that hands-on, inquiry-driven, project-based learning pedagogies can enhance STEM education (Boyer & Mitgang, 1996). These pedagogies have formed the core of architectural education since the Renaissance and have been in continuous use since that time. As such, engineering educators can benefit from observing how architecture students learn and understanding how they are taught. Likewise, architecture can benefit from applying the group-based learning strategies employed by engineering teachers who use studentcentered, project-based pedagogies. Trans-disciplinary approaches hold particular merit.
Rubric For Assessing Epistemological Development Of Students Who Are Learning Design, Shannon M. Chance
Rubric For Assessing Epistemological Development Of Students Who Are Learning Design, Shannon M. Chance
Shannon M. Chance
There is an extensive base of literature that attempts to describe how college students understand “knowledge” and their role in generating it. Educators draw from this literature to help students develop increasingly sophisticated ways of using knowledge. Although existing research aims for broad generalizability, it is clear that various disciplines have developed their own unique value systems. Scholars of “hard,” physical science are likely to hold very different ideas about the nature of “fact” and “inevitability” than those in the “softer,” social sciences [1]. Various disciplines conceptualize, use, and generate new knowledge in ways that differ dramatically, yet little research …
Introducing New Engineering Students To Mechanical Concepts Through An “Energy Cube” Project, Micheal P. O'Flaherty, Shannon Chance, Fionnuala Farrell, Chris Montague
Introducing New Engineering Students To Mechanical Concepts Through An “Energy Cube” Project, Micheal P. O'Flaherty, Shannon Chance, Fionnuala Farrell, Chris Montague
Shannon M. Chance
The objective of this paper is to describe a problem based learning module, called the “Energy Cube”, offered by Dublin Institute of Technology that is designed to teach mechanical, building services and manufacturing engineering concepts to first year engineering students. The Energy Cube project gives students hands-on experience in areas ranging from heat transfer, lighting and energy efficiency to industrial and product design. In the Energy Cube, students design and construct (using cardboard, clear plastic, and glue) a model of a building that admits as much daylight as possible while being energy efficient and aesthetically pleasing. The students, working in …