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Full-Text Articles in Education
Global Engineering Ethics: What? Why? How? And When?, Rockwell F. Clancy Iii, Qin Zhu
Global Engineering Ethics: What? Why? How? And When?, Rockwell F. Clancy Iii, Qin Zhu
Journal of International Engineering Education
Even though engineering programs, accreditation bodies, and multinational corporations have become increasingly interested in introducing global dimensions into professional engineering practice, little work in the existing literature provides an overview of questions fundamental to global engineering ethics, such as what global engineering ethics is, why it should be taught, how it should be taught, and when it should be introduced. This paper describes the what, why, how, and when of global engineering ethics – a form adopted from a 1996 article by Charles Harris, Michael Davis, Michael Pritchard, and Michael Rabins, which has influenced the development of engineering ethics for …
Flipped Classroom As Blended Learning In A Fluid Mechanics Course In Engineering Technology, Orlando M. Ayala, Otilia Popescu, Vukica M. Jovanovic
Flipped Classroom As Blended Learning In A Fluid Mechanics Course In Engineering Technology, Orlando M. Ayala, Otilia Popescu, Vukica M. Jovanovic
Engineering Technology Faculty Publications
Flipped classroom has gained attention in recent years as a teaching method in which the time allocated for introducing new concepts and the time used for practicing them are inverted, in order to provide more time for problem based learning and class interaction under direct supervision of the instructor. The implementation of this teaching method is comprised of two main components, the pre-class activities, which consist of individual student work and are largely based on pre-recorded videos, and in-class activities, which are group activities supervised by the instructor. This paper discusses the implementation of the flipped classroom method in a …
The Gap Between Engineering Education And Postgraduate Preparedness, Abdulla Farah Warsame
The Gap Between Engineering Education And Postgraduate Preparedness, Abdulla Farah Warsame
Walden Dissertations and Doctoral Studies
Engineering students entering the workforce often struggle to meet the competency expectations of their employers. Guided by constructivist theory, the purpose of this case study was to understand engineers' experiences of engineering education, deficiencies in practical skills, and the self-learning methods they employed to advance their technical and professional competencies. Working engineers were asked about their experiences overcoming practical skill deficiencies and bridging the gap between education and practice. Interviews with 15 chemical, civil, mechanical, and electrical engineers were analyzed by coding for common statements and identifying themes. Firsthand experiences of the participants captured 3 themes: overall perceptions of engineering …
Olin College: Re-Visioning Undergraduate Engineering Education, Lynn Stein, Mark Somerville, Jessica Townsend, Vincent Manno
Olin College: Re-Visioning Undergraduate Engineering Education, Lynn Stein, Mark Somerville, Jessica Townsend, Vincent Manno
Jessica Townsend
The Franklin W. Olin College of Engineering was created to address several perceived needs for engineering graduates of the future and to be an experimental laboratory for engineering education. As such, Olin College is not only dedicated to innovation within its boundaries but also to catalyzing change throughout the engineering enterprise. The curriculum aims to support life-long learning, teamwork, communication, and contextual understanding, along with rigorous quantitative and qualitative skills.
Olin College: Re-Visioning Undergraduate Engineering Education, Lynn Stein, Mark Somerville, Jessica Townsend, Vincent Manno
Olin College: Re-Visioning Undergraduate Engineering Education, Lynn Stein, Mark Somerville, Jessica Townsend, Vincent Manno
Vincent P. Manno
The Franklin W. Olin College of Engineering was created to address several perceived needs for engineering graduates of the future and to be an experimental laboratory for engineering education. As such, Olin College is not only dedicated to innovation within its boundaries but also to catalyzing change throughout the engineering enterprise. The curriculum aims to support life-long learning, teamwork, communication, and contextual understanding, along with rigorous quantitative and qualitative skills.
Olin College: Re-Visioning Undergraduate Engineering Education, Lynn Stein, Mark Somerville, Jessica Townsend, Vincent Manno
Olin College: Re-Visioning Undergraduate Engineering Education, Lynn Stein, Mark Somerville, Jessica Townsend, Vincent Manno
Lynn Andrea Stein
The Franklin W. Olin College of Engineering was created to address several perceived needs for engineering graduates of the future and to be an experimental laboratory for engineering education. As such, Olin College is not only dedicated to innovation within its boundaries but also to catalyzing change throughout the engineering enterprise. The curriculum aims to support life-long learning, teamwork, communication, and contextual understanding, along with rigorous quantitative and qualitative skills.
Olin College: Re-Visioning Undergraduate Engineering Education, Lynn Stein, Mark Somerville, Jessica Townsend, Vincent Manno
Olin College: Re-Visioning Undergraduate Engineering Education, Lynn Stein, Mark Somerville, Jessica Townsend, Vincent Manno
Mark Somerville
The Franklin W. Olin College of Engineering was created to address several perceived needs for engineering graduates of the future and to be an experimental laboratory for engineering education. As such, Olin College is not only dedicated to innovation within its boundaries but also to catalyzing change throughout the engineering enterprise. The curriculum aims to support life-long learning, teamwork, communication, and contextual understanding, along with rigorous quantitative and qualitative skills.
Meng 4200: Heat Transfer—A Peer Review Of Teaching Project Benchmark Portfolio, Yuebin Yu
Meng 4200: Heat Transfer—A Peer Review Of Teaching Project Benchmark Portfolio, Yuebin Yu
UNL Faculty Course Portfolios
The main goal of attending this course review project is to improve my teaching performance of technical courses so that both the students and I can enjoy the mutual-learning process. Teaching to me is really rewarding. I believe teaching is an art, which can be continuously improved through learning from the peers, collecting and analyzing students' feedback and practice, regardless whether it is technical or practical. With good teaching, any course can be taught in a joyful manner. The specific objectives of the course portfolio include the follows: 1. Document the main materials for future refining through the documentation process …
Elec 2110: Elements Of Electrical Engineering—A Peer Review Of Teaching Project Benchmark Portfolio, Mahmoud Alahmad
Elec 2110: Elements Of Electrical Engineering—A Peer Review Of Teaching Project Benchmark Portfolio, Mahmoud Alahmad
UNL Faculty Course Portfolios
I have been teaching this class for the last five years. As an introductory course to electrical engineering, there is a lot of material that needs to be covered. All the material is important and relevant, and I try to go in-depth in each topic area. This approach has resulted in overwhelming the students and made them struggle with the course content, application and utilization. As I consider this course for the peer review, I am evaluating the depth of each topic and the opportunity to adjust the approach and method used to introduce new concepts and at the same …
Addressing Misconceptions About Heat Transfer In Undergraduate Chemical Engineering Instruction, Katharyn E. K. Nottis, Michael J. Prince, Margot A. Vigeant
Addressing Misconceptions About Heat Transfer In Undergraduate Chemical Engineering Instruction, Katharyn E. K. Nottis, Michael J. Prince, Margot A. Vigeant
Michael J. Prince
Understanding heat, energy and temperature can be difficult. Misconceptions about heat transfer have been found to persist, even after instruction. New instructional methods are needed to address them. This pilot study examined whether researcher-developed, inquiry-based activities could increase conceptual understanding of heat transfer. Twenty-two undergraduate chemical engineering students were assessed before and after instruction with inquiry-based activities. Participants had significantly higher scores on the post-test. An examination of assessment questions revealed substantial improvement on questions closely related to activities. However, participants had difficulty applying concepts in new and related contexts. Educational implications and suggestions for future research will be discussed.
Addressing Misconceptions About Heat Transfer In Undergraduate Chemical Engineering Instruction, Katharyn E. K. Nottis, Michael J. Prince, Margot A. Vigeant
Addressing Misconceptions About Heat Transfer In Undergraduate Chemical Engineering Instruction, Katharyn E. K. Nottis, Michael J. Prince, Margot A. Vigeant
Margot Vigeant
Understanding heat, energy and temperature can be difficult. Misconceptions about heat transfer have been found to persist, even after instruction. New instructional methods are needed to address them. This pilot study examined whether researcher-developed, inquiry-based activities could increase conceptual understanding of heat transfer. Twenty-two undergraduate chemical engineering students were assessed before and after instruction with inquiry-based activities. Participants had significantly higher scores on the post-test. An examination of assessment questions revealed substantial improvement on questions closely related to activities. However, participants had difficulty applying concepts in new and related contexts. Educational implications and suggestions for future research will be discussed.
Addressing Misconceptions About Heat Transfer In Undergraduate Chemical Engineering Instruction, Katharyn E. K. Nottis, Michael J. Prince, Margot A. Vigeant
Addressing Misconceptions About Heat Transfer In Undergraduate Chemical Engineering Instruction, Katharyn E. K. Nottis, Michael J. Prince, Margot A. Vigeant
NERA Conference Proceedings 2008
Understanding heat, energy and temperature can be difficult. Misconceptions about heat transfer have been found to persist, even after instruction. New instructional methods are needed to address them. This pilot study examined whether researcher-developed, inquiry-based activities could increase conceptual understanding of heat transfer. Twenty-two undergraduate chemical engineering students were assessed before and after instruction with inquiry-based activities. Participants had significantly higher scores on the post-test. An examination of assessment questions revealed substantial improvement on questions closely related to activities. However, participants had difficulty applying concepts in new and related contexts. Educational implications and suggestions for future research will be discussed.