scholarly journals Evaluating COs of computer programming course for OBE-based BSc in EEE program

2020 ◽  
Vol 12 (2) ◽  
pp. 86-99
Author(s):  
Muhibul Haque Bhuyan ◽  
Azwad Tamir
Keyword(s):  
Engineering Students ◽  
Evaluation Method ◽  
Computer Programming ◽  
Program Outcomes ◽  
Engineering Programs ◽  
Undergraduate Engineering ◽  
Electronic Engineering ◽  
Target Set ◽  
Simple Evaluation ◽  
Course Outcomes

It is an important and challenging task to develop concepts and skills of undergraduate engineering students in computer programming course and hence their evaluation on higher order skills. Already several methods are developed to evaluate the students of this course for various engineering programs, but a method for undergraduate electrical and electronic engineering (EEE) program was not found in the literature. In this paper, a simple evaluation method for the students of computer programming course of undergraduate EEE (BSc in EEE) program has been reported using result-oriented learning. Detail methodology, course syllabus design, course outcomes (COs) and mapping it with program outcomes (POs) of BSc in EEE, question setting following Bloom’s taxonomy, laboratory experiment, assessment plan, course and PO evaluation data and graphs have been presented along with relevant statistics. All data are presented for a cohort of students who took this course in summer 2019 Semester at EEE Department of Southeast University. It has been observed that the target set by the course teacher has been achieved by the students. Recommendations of the course teacher for further improvement of the COs’ achievement have also been presented. Keywords: CO evaluation, programming course, OBE

Undergraduate Project in Compressor Rig Design, Fabrication, and Testing for Complete Engineering Training

2015 ◽  
Vol 138 (5) ◽  
Author(s):  
Huu Duc Vo ◽  
Jean-Yves Trépanier
Keyword(s):  
Data Acquisition ◽  
Engineering Students ◽  
Mechanical Design ◽  
Plastic Material ◽  
Second Phase ◽  
Engineering Programs ◽  
Undergraduate Engineering ◽  
Compressor Aerodynamics ◽  
The Rich ◽  
Two Phases

An ambitious project in propulsion was introduced as part of the final-year integrator project offerings of the mechanical and aerospace engineering programs at École Polytechnique de Montréal in 2011–2012. It has been running successfully for the past three academic years. The project consists in the design, fabrication, and placement into service of a functional instrumented multistage compressor test rig, including the compressor, for research in compressor aerodynamics. A team of 15–17 senior-year undergraduate engineering students is given a set of design and performance specifications and measurement requirements, an electric motor and drive, a data acquisition system, and some measurement probes. They must complete the project in two semesters with a budget on the order of Can$15,000. The compressor is made from rapid prototyping to keep production cost and time reasonable. However, the required rotation speed of 7200 rpm stretches the limits of the plastic material and presents the same structural challenges as industrial compressors running at higher speeds. The students are split into subteams according to the required disciplines, namely, compressor aerodynamics, general aerodynamics, structures, dynamics, mechanical design and integration, instrumentation, and project management. For the initial phase, which covers the first two months, the students receive short seminars from experts in academia and industry in each discipline and use the knowledge from fundamental engineering courses to analytically model the different components to come up with a preliminary design. In the second phase, covering three to six, the students are trained at commercial simulation tools and use them for detailed analysis to refine and finalize the design. In each of the first two phases, the students present their work in design reviews with a jury made up of engineers from industry and supervising professors. During the final phase, the compressor is built and tested with data acquisition and motor control programs written by the students. Finally, the students present their results with comparison of measured performance with numerical and analytical predictions from the first two phases and hand over their compressor rig with design and test reports as well as a user manual and an assembly/maintenance manual. This complete project allows the students to put into practice virtually all the courses of their undergraduate engineering curriculum while giving them an extensive taste of the rich and intellectually challenging environment of gas turbine and turbomachinery engineering.

scholarly journals EXPLORING STUDENTS’ DEFINITIONS OF SUCCESS: A REVIEW OF THE LITERATURE

2019 ◽  
Author(s):  
Max Ullrich ◽  
David S. Strong
Keyword(s):  
Student Success ◽  
Achievement Motivation ◽  
Engineering Students ◽  
Research Study ◽  
The Other ◽  
Academic Environment ◽  
Review Of The Literature ◽  
Student Group ◽  
Engineering Programs ◽  
Undergraduate Engineering

The term “success” has many different meanings for students and stakeholders in the academic environment [1]. The most common measure of student success employed by researchers and institutions is performance-based measures such as grades and graduation rates. The remainder of the definitions are inconsistent among the various stakeholders in the academic environment. Understanding the importance of the criteria used by students to define their success in Canadian undergraduate engineering programs, as well as the degree to which students are motivated to engage in each criterion with a mastery-based approach, could be useful for reconciling the differences between the student group and the other stakeholders in the academic environment and assist in designing teaching strategies that align with these criteria and thus promote a masterybased view of success. This paper summarizes three achievement motivation frameworks and contributes a synthesis of the literature regarding student and other stakeholder definitions of student success to identify opportunities and methodologies in preparation for a research study on this topic as it applies to success in the context of Canadian undergraduate engineering students.  

The ASME Student Design Contest as a Transitional Design Experience

2005 ◽  
Author(s):  
Robert Choate ◽  
Kevin Schmaltz
Keyword(s):  
Engineering Design ◽  
Engineering Students ◽  
Rapid Prototype ◽  
Design Teams ◽  
Program Outcomes ◽  
Design Component ◽  
The Past ◽  
Cad Models ◽  
Course Outcomes ◽  
Design Experience

Teams of Mechanical Engineering students at Western Kentucky University (WKU) participate in the ASME Student Design Contest (SDC) as a component of a Junior Design course. The required course activities include a design review, a mock contest at WKU, and project documentation. Students are also given the option of attending the Regional Conference SDC. Over the past two years, every team has participated at the Regional SDC, with 19 of 27 students attending. Both the 2004 and 2005 WKU teams won the regional competition. The Junior Design course uses the SDC as an intermediate component of a Professional Plan developed and implemented by the WKU ME faculty to assure that program graduates have experienced key areas of the engineering profession and demonstrated the ability to perform in a professional manner. The Professional Component consists of Engineering Design, Professional Communications, Professional Tools, and Ethics. Students receive instruction and practice in all four areas at least once per academic year. With the Engineering Design sequence, freshmen individually build an artifact, sophomores function in design teams, and juniors extend the design experience to an external audience. Technical rigor and faculty expectations obviously rise at each level. The goal is for seniors to be prepared to implement an industry-based project subject to realistic constraints and customer needs. As one of the two design projects in the Junior Design course, the SDC provides a structured design experience with an external flavor. Student teams must demonstrate both problem solving under constraints as well as creativity. To reinforce the economic aspects of design, teams are given a budget, and must fund over expenditures themselves. In addition to the design component of the SDC, the project also includes Professional Communications in the form of design reviews and design notebooks, and Professional Tools such as software for communication, CAD and analytical calculations. The 2005 class has been effective producing rapid prototype components of their designs from CAD models. The Junior Design implementation of the SDC has evolved over the past three years guided by ongoing assessment of both the course and the Professional Component program outcomes. The milestones and associated requirements in the ASME SDC project provides a definitive set of deliverables throughout the progression of the semester long experience. Individual and team performance can be monitored and evaluated with timely feedback, and course outcomes map well into program level assessment. This is a strength of the Professional Component framework that allows for building upon previous coursework, assessing student progress, and adjusting course coverage based on prior assessments to assure that graduating ME students are capable of practicing as engineers.

scholarly journals The Renewable Energy (RE) Industry Workforce Needs: RE Simulation and Analysis Tools Teaching as an Effective Way to Enhance Undergraduate Engineering Students′ Learning

2021 ◽  
Vol 13 (21) ◽  
pp. 11727
Author(s):  
Shahryar Jafarinejad ◽  
Lauren E. Beckingham ◽  
Mandar Kathe ◽  
Kathy Henderson
Keyword(s):  
Renewable Energy ◽  
Electricity Generation ◽  
Engineering Students ◽  
Simulation Software ◽  
Degree Programs ◽  
Engineering Programs ◽  
Undergraduate Engineering ◽  
Analysis Tools ◽  
Workforce Needs ◽  
The U.S

The share of renewables in the U.S. electricity generation mix is increasing and one of the major obstacles to enhancing employment in the renewable energy (RE) sector is finding skilled/qualified labor to fill positions. RE systems engineer jobs mostly need bachelor′s degrees but there are few RE engineering-focused degree programs. Therefore, there are needs to accurately train undergraduate engineering students at universities and match the education system offerings to meet RE industry demands. This study reviews RE employment by technology, RE industry workforce needs, and engineering programs accreditation, and then suggests possible means, along with theoretical RE concepts, to enhance undergraduate engineering students′ RE learning at universities. In particular, RE industries require technology skills, including analytical, scientific, and simulation software programs or tools. These RE simulation and analysis tools can be used for teaching, training, techno-economic analysis, planning, designing, optimization, etc., and are the focus of this review.

scholarly journals Theoretical Perspectives and Current Challenges of Outcome-Based Education Framework

2019 ◽  
Vol 1 (2) ◽  
pp. 122-129
Author(s):  
Saima Shaheen
Keyword(s):  
Engineering Education ◽  
Engineering Students ◽  
Professional Engineer ◽  
Engineering Programs ◽  
Undergraduate Engineering ◽  
Outcome Based Education ◽  
Learner Centered ◽  
Theoretical Perspectives ◽  
Future Success ◽  
Regulatory Organization

AbstractOutcome-Based education is a performance-based approach for the curriculum development, a future-oriented learner-centered ‘Empowerment Paradigm’ that empowers and endorses all learners with future success. It is an influential and tempting way of restructuring and reorganizing engineering education. Washington Accord, an International accreditation convention, an independent agreement between signatory organizations to provide an external accreditation to undergraduate engineering programs. The accredited engineering programs that qualify an engineer to enter into the practice of professional engineers are equally recognized and acknowledged by other signatory countries and responsible organizations Pakistan Engineering Council (PEC) is a full signatory to the Washington Accord and a regulatory organization for the accreditation of engineering programs in Pakistan. To keep up the permanent membership status, it is the requirement of PEC to implement Outcome-Based in engineering degree awarding institutes in Pakistan. The main aim of Outcome-Based education in engineering education is to empower engineering students with the essential characteristics required to switch themselves into the engineering profession as a global and professional engineer. The focus of current research is to explore the philosophical and theoretical underpinnings of Outcome-Based education. Moreover, to unveil the current challenges in the implementation of OBE framework in engineering education. 

scholarly journals A snapshot of engineering education in Canada

2018 ◽  
Author(s):  
Nancy Nelson ◽  
Robert Brennan
Keyword(s):  
Education Research ◽  
Learning Environment ◽  
Engineering Education ◽  
Engineering Students ◽  
Descriptive Study ◽  
Engineering Programs ◽  
Governing Body ◽  
Undergraduate Engineering ◽  
The Look ◽  
Engineering Education Research

Although all accredited engineering programs in Canada are assessed by the same governing body, each institution has its own set of expectations regarding its distribution of effort, the types of research conducted by its faculty, and the way it delivers its curriculum. Individual departments and programs each have their own strengths and challenges, but collectively they share the responsibility of educating tomorrow’s engineers.This paper presents a summary of the results of a descriptive study examining three aspects of engineering education in Canada: the balance and types of research, teaching, and service that engineering educators are doing, the level to which engineering educators are engaging with engineering education research, and the look and feel of the learning environment that undergraduate engineering students experience in accredited engineering programs in Canada.

scholarly journals Student Attainment Measurement System in Civil Engineering Undergraduate Programme:

2021 ◽  
Vol 17 (2) ◽  
pp. 191
Author(s):  
Mazlina Mohamad ◽  
Oh Chai Lian ◽  
Mohd Raizamzamani Md Zain ◽  
Balqis Md Yunus ◽  
Norbaya Hj. Sidek
Keyword(s):  
Measurement System ◽  
Engineering Students ◽  
Civil Engineering ◽  
Academic Staff ◽  
Program Outcomes ◽  
Engineering Programs ◽  
Outcome Based Education ◽  
The University ◽  
The Impact

Abstract : In ensuring the quality of the offered programs in Malaysia, it is crucial to comply with the long chain of Quality Management processes in obtaining and maintaining accreditation of undergraduate engineering programs. One of the processes is to continually and effectively measure the students’ attainment of program outcomes amid the implementation of Outcome-Based Education. This paper focuses on MyCOPO system, the evaluation of undergraduate bachelor degree engineering students’ attainment measurement system in the Faculty of Civil Engineering, Universiti Teknologi MARA, Shah Alam. A quantitative survey has been conducted to measure academic staff and students’ satisfaction level of MyCOPO implementation in the faculty. This survey has been conducted in line with the university strategy in promoting organisation operational excellence via MyCOPO system, where 47 and 227 respondents were recorded for academic staff and students, respectively. Two sets of questionnaires were designed to determine the impact of the system, the effectiveness on delivery and quality of the system and users’ happiness index. This system is found to be impactful in ease the work, increase the quality and provide satisfaction to related parties. The usage of MyCOPO system is effective and the average rating of happiness index for academic staff and students are 8.2 and 7.2 out of 10 for happiness index, respectively.   Keywords: Attainment measurement system, Civil engineering, outcome-based education, satisfaction.  

scholarly journals The Experiences of Women in Undergraduate Engineering

2018 ◽  
Author(s):  
Natalie Mazur ◽  
Bronwyn Chorlton ◽  
John Gales
Keyword(s):  
Undergraduate Students ◽  
Engineering Students ◽  
Demographic Data ◽  
Female Students ◽  
Male Students ◽  
Significant Finding ◽  
Survey Question ◽  
Engineering Programs ◽  
Undergraduate Engineering ◽  
Experiences Of Women

While it is understood that there is an issue in retention of women in STEM fields, there is little research addressing why this is occurring. This warrants the need to begin identifying the root of this issue, and the direct causes. Undergraduate engineering programs are the first phase students undertake in their pursuit of a career as a professional engineer, and even in this early phase an issue in retention is apparent. The present study addresses factors that may be preventing female students from remaining in the field. In this study, 261 undergraduate students enrolled in engineering programs at an accredited university in Ontario completed a 17-question survey that collected demographic data and asked questions related to challenges students may experience during their education. The survey questions were formulated to understand the severity to which each challenge affects males and females in different ways. Demographic factors were correlated with students’ answers, and significant differences between men’s and women’s answers were found. 65% of female students reported more discouragement or intimidation by peers and professors in their program, compared to 45% of male students. These findings may indicate that female students may be more susceptible to a culture of intimidation than male students. Another significant finding lies within a survey question formulated to understand if female and male engineers have their contributions represented equally. This question showed that male students recognized the names of male engineers 1.75 times more often than they recognized the names of female engineers. The results of this question show that, to some capacity, male engineering students do not recognize female engineers’ contributions as frequently as male engineers’ contributions. Moving forward, there is a need to support female students in engineering as well as to educate students on respect and equity.

Direct Assessment of Course Outcomes: Strategies and Implementations for Mechanical Engineering Courses

2007 ◽  
Author(s):  
J. Zhou ◽  
P. Corder ◽  
K. Aung
Keyword(s):  
Outcome Assessment ◽  
Mechanical Engineering ◽  
Assessment Method ◽  
Assessment Process ◽  
Performance Criteria ◽  
Program Outcomes ◽  
Engineering Programs ◽  
Direct Assessment ◽  
Course Grades ◽  
Course Outcomes

The process of outcome assessment has become a major tool for evaluation of mechanical engineering programs as required by ABET. There are many ways to conduct assessment of course and program outcomes, but the direct assessment method is preferable to all other methods such as course grades and student surveys. Outcome assessment process of courses involves many steps: identifying the performance criteria, collecting the appropriate data, processing the data based on performance criteria, interpreting the results, and deciding the remediation or corrective actions to take. In this paper, strategies and implementations of direct assessment of course outcomes in the Department of Mechanical Engineering are described and discussed. Application and results of these direct assessments relevant to the Senior Capstone Design course in the Mechanical Engineering curricula are presented as an example. The methodology and implementation discussed in this paper may be beneficial to similar curricula at other institutions.

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