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Journal articles on the topic 'Engineering undergraduate students'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Murray, Mike, Andy Ross, Nicola Blaney, and Louise Adamson. "Mentoring undergraduate civil engineering students." Proceedings of the Institution of Civil Engineers - Management, Procurement and Law 168, no. 4 (August 2015): 189–98. http://dx.doi.org/10.1680/mpal.1400043.

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2

Cox, Monica F., Osman Cekic, Benjamin Ahn, and Jiabin Zhu. "Engineering Professionals’ Expectations of Undergraduate Engineering Students." Leadership and Management in Engineering 12, no. 2 (April 2012): 60–70. http://dx.doi.org/10.1061/(asce)lm.1943-5630.0000173.

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3

GATTIS, CAROL, HEATHER NACHTMANN, and ALISHA YOUNGBLOOD. "The students-recruiting-students undergraduate engineering recruiting programme." European Journal of Engineering Education 28, no. 1 (March 2003): 71–82. http://dx.doi.org/10.1080/0304379021000055777.

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4

Mishkin, Hagit, Niva Wangrowicz, Dov Dori, and Yehudit Judy Dori. "Career Choice of Undergraduate Engineering Students." Procedia - Social and Behavioral Sciences 228 (July 2016): 222–28. http://dx.doi.org/10.1016/j.sbspro.2016.07.033.

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5

Pei, Gui Hong, Lin Zhi Zhang, and Li Li Liu. "Topic Selection and Quality Control of Undergraduate Graduation Design for Building Environment and Equipment Engineering." Advanced Materials Research 838-841 (November 2013): 3204–7. http://dx.doi.org/10.4028/www.scientific.net/amr.838-841.3204.

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Topic selection is the first step for undergraduate graduation design. It which formulates the orientation and extent of graduation design is the precondition of high quality graduation design. In order to improve the effect of undergraduate graduation design and enable student's practice ability, innovation ability to obtain the comprehensive exercise. The experiments were conducted from 2009 to 2011. The experimental group undergraduates were in building environment and services engineering major of Southwest Petroleum University. The research testifies selecting topic that combining the students future jobs and diversified is an important part of perfect graduation design and favorable factor to improving the study enthusiasm and initiative of students.

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PECULEA, Lorena. "INSIGHTS INTO THE ATTITUDE TOWARDS REMOTE EDUCATION OF UNDERGRADUATE ENGINEERING STUDENTS." JOURNAL PLUS EDUCATION 31, no. 2/2022 (November 1, 2022): 172–87. http://dx.doi.org/10.24250/jpe/2/2022/lp.

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The implementation of emergency remote education due to the COVID-19 pandemic may affect students’ online learning attitudes. Exploring these attitudes, as higher education adapts to uncertainty, has become more critical than ever. This study aims to obtain information about students' attitudes towards remote education by studying in a hybrid format in the first semester of the 2021-2022 academic year due to the COVID-19 pandemic. A non-experimental research design with quantitative research methods was used. A total of 135 students enrolled in undergraduate programs at the Technical University of Cluj-Napoca, Romania, responded to the survey. The study found that students had a neutral attitude towards remote education. There was no statistically significant difference by gender and residence area. However, the results indicated that the 4th year students had higher attitude scores towards remote education than those in previous years. The findings of this study may also provide suggestions for further developments and improvements in students’ online learning attitudes and in the pedagogy of engineering disciplines in the post-pandemic perspective.

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Parvez, Mohammad, Manish Agrawal, and Md Nehajul S. K. "Anxiety, Depression and Stress Among Undergraduate Students: a Comparative Study of Mathematics and Engineering Students." Journal of Advances and Scholarly Researches in Allied Education 15, no. 7 (September 1, 2018): 192–97. http://dx.doi.org/10.29070/15/57929.

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8

Foster, Christopher, and Leslie Spencer. "Are Undergraduate Engineering Students at Greater Risk for Heart Disease than Other Undergraduate Students?" Journal of Engineering Education 92, no. 1 (January 2003): 73–77. http://dx.doi.org/10.1002/j.2168-9830.2003.tb00740.x.

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9

Krasnova, Tatiana, and Ivan Vanushin. "Blended Learning Perception among Undergraduate Engineering Students." International Journal of Emerging Technologies in Learning (iJET) 11, no. 01 (February 1, 2016): 54. http://dx.doi.org/10.3991/ijet.v11i01.4901.

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Technology is constantly evolving in more sophisticated forms giving new opportunities for educators to transfer learning into virtual space. New educational technology trends are associated today with blended learning where traditional methods of teaching merge with online sessions. Blended learning with its learner-centered approach has a potential to enhance the quality of teaching and learning. Russian higher institutions embrace this technology as a strategy to engage and motivate students and thereby augment the learning process. The paper studies students’ engagement and satisfaction with the online courses and their overall perception from learners’ perspective. The findings could serve as a reference point to promote online courses and to achieve considerable educational benefits.

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10

Shallcross, D. C. "Career Preferences for Undergraduate Chemical Engineering Students." Education for Chemical Engineers 1, no. 1 (January 2006): 30–38. http://dx.doi.org/10.1205/ece.05007.

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11

Carew, A. L., and C. A. Mitchell. "Characterizing undergraduate engineering students' understanding of sustainability." European Journal of Engineering Education 27, no. 4 (December 2002): 349–61. http://dx.doi.org/10.1080/03043790210166657.

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12

Wallen, Matthew R., and Abhay S. Pandit. "Encouraging undergraduate engineering students towards civic engagement." European Journal of Engineering Education 34, no. 2 (April 23, 2009): 141–48. http://dx.doi.org/10.1080/03043790902829299.

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13

Mahmood, Zaigham. "Teaching software engineering to undergraduate computing students." International Journal of Teaching and Case Studies 3, no. 2/3/4 (2011): 112. http://dx.doi.org/10.1504/ijtcs.2011.039551.

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14

Hubenthal, Michael, Tom Boyd, John Lahr, and John Taber. "Undergraduate engineering students investigate inexpensive seismometer design." Eos, Transactions American Geophysical Union 84, no. 18 (2003): 166. http://dx.doi.org/10.1029/2003eo180003.

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15

Radcliffe, David F., and Tat Y. Lee. "Design methods used by undergraduate engineering students." Design Studies 10, no. 4 (October 1989): 199–207. http://dx.doi.org/10.1016/0142-694x(89)90002-1.

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16

McNeill, Nathan J., Elliot P. Douglas, Mirka Koro-Ljungberg, David J. Therriault, and Ilana Krause. "Undergraduate Students' Beliefs about Engineering Problem Solving." Journal of Engineering Education 105, no. 4 (October 2016): 560–84. http://dx.doi.org/10.1002/jee.20150.

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17

Pomales-García, Cristina, and Yili Liu. "Excellence in Engineering Education: Views of Undergraduate Engineering Students." Journal of Engineering Education 96, no. 3 (July 2007): 253–62. http://dx.doi.org/10.1002/j.2168-9830.2007.tb00934.x.

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18

Sciffer, Scott, and Mahsood Shah. "Widening the Participation of Disadvantaged Students in Engineering." International Journal of Quality Assurance in Engineering and Technology Education 4, no. 1 (January 2015): 1–13. http://dx.doi.org/10.4018/ijqaete.2015010101.

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The University of Newcastle, Australia has a long history of providing enabling education which provides access and opportunity for students to participate in undergraduate education. The enabling programs at the University allow higher school leavers, and mature aged adults to prepare for undergraduate degrees. Students who complete enabling education at the University undertake undergraduate studies in various disciplines including engineering. This paper outlines the extent to which enabling programs have played an important role in widening the participation of disadvantaged students in engineering disciplines. The different levels of academic preparedness of students in enabling programs and barriers faced in learning require effective strategies for teaching and engaging students in learning. The paper outlines the strategy used in teaching an advanced level of mathematics to the diverse groups of students to prepare them for success in first year undergraduate engineering programs. While research on undergraduate engineering education is significant, limited studies have been undertaken on enabling or university preparatory programs and their impact in various professions.

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19

Graeff, Erhardt, and Alison Wood. "Undergraduate Engineering as Civic Professionalism." Good Society 30, no. 1-2 (December 1, 2021): 76–95. http://dx.doi.org/10.5325/goodsociety.30.1-2.0076.

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Abstract Undergraduate engineering education is not doing enough to address engineering’s culture of disengagement—a culture that inhibits modern society’s ability to serve the public interest and mitigate the threat of technologies amplifying harm. We argue for visions of undergraduate engineering that purposefully embrace the humanities and make civic education integral in order to educate engineers as civic professionals. Two case studies from our college, one curricular and one extracurricular, illustrate how we are building toward a new vision by offering learning experiences in which students can evolve their personal and professional commitments to the common good and practice technical skills in ways responsible to democracy and society.

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20

Jongho, John, Meg Handley, Dena Lang, and Mike Andrew. "Engineering Leadership Development: Contribution of Professional Skills to Engineering Undergraduate Students’ Leadership Self-efficacy." International Journal of Educational Methodology 8, no. 1 (February 15, 2022): 69–80. http://dx.doi.org/10.12973/ijem.8.1.69.

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<p style="text-align: justify;">Corresponding to industry trends and changes in engineering education accreditation criteria, non-technical professional skills training is now seen as central to baccalaureate engineering education. Beyond simply developing good managers in the engineering fields, engineering educators have adopted a goal to prepare engineering students to be leaders who can provide vision to their organizations with strong ethical standards. This study investigated engineering undergraduate students’ leadership efficacy development associated with such professional skills as self-awareness, global competence, ethical awareness, creativity, and teamwork skills. Responding to an online survey, 247 engineering undergraduates who were enrolled in an engineering leadership course participated in this study. Results of this study indicated that there are positive associations among the five professional skills (e.g., self-awareness, ethical awareness, global competency, creativity, and teamwork skills), and engineering leadership self-efficacy for engineering undergraduate students. The five professional skills (self-awareness, ethical awareness, global competency, creativity, and teamwork skills) predicted 54% of the overall variance of engineering leadership self-efficacy.</p>

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21

N. S., Vijayalakshmi, and A. H. Sequeira. "Campus Adaptations Vary On Source of College Expense among Engineering Undergraduate Students." Journal of Advances and Scholarly Researches in Allied Education 15, no. 3 (May 1, 2018): 55–72. http://dx.doi.org/10.29070/15/56765.

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22

Lu, Chaoyang, Yanyan Jing, Danping Jiang, Yang Zhang, Zhiping Zhang, and Yameng Li. "The Positive Role of Competitive Consciousness in the Teaching Process of Energy and Power Engineering Specialty." Journal of Higher Education Research 3, no. 3 (June 27, 2022): 241. http://dx.doi.org/10.32629/jher.v3i3.829.

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With the develop of the pluralistic and competitive society, the reform and thought of teaching model in high undergraduate education was investigated, which providing the development direction to explore and innovate the teaching model of undergraduates fundamentally. This article mainly presents the teaching ideas developing competition consciousness in combination with learning of Energy and Power Engineering majors against some problems in traditional high undergraduate education such as only led by teachers, the lack of class interaction, the decrease of student subjective initiatives and others. Not only stimulates it undergraduates to assimilate knowledge, attain fair competition space and develop competition consciousness sufficiently, but also it is benefit for students to play an important role in teaching and mobilizes the inherent motivation of students in maximum.

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23

Bell, Sarah, Andrew Chilvers, Liz Jones, and Nicole Badstuber. "Evaluating engineering thinking in undergraduate engineering and liberal arts students." European Journal of Engineering Education 44, no. 3 (November 29, 2018): 429–44. http://dx.doi.org/10.1080/03043797.2018.1552663.

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24

Shahabadkar, Pramod, Ajinkya Joshi, Vaishali Lele, and Vilas Patil. "Understanding Aspirations of First Year Undergraduate Engineering Students." Journal of Engineering Education Transformations 34 (January 31, 2021): 86. http://dx.doi.org/10.16920/jeet/2021/v34i0/157110.

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25

Islam, Mazharul, and M. Ruhul Amin. "Renewable-Energy Education for Mechanical Engineering Undergraduate Students." International Journal of Mechanical Engineering Education 40, no. 3 (July 2012): 207–19. http://dx.doi.org/10.7227/ijmee.40.3.5.

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26

Oyedokun, Zacchaeus. "Stimulating Oral Communication Skill in Engineering Undergraduate Students." International Journal of Electrical Engineering Education 28, no. 2 (April 1991): 183–88. http://dx.doi.org/10.1177/002072099102800216.

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27

GILL, PETER. "Aspects of undergraduate engineering students' understanding of mathematics." International Journal of Mathematical Education in Science and Technology 30, no. 4 (July 1999): 557–63. http://dx.doi.org/10.1080/002073999287824.

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28

Macedo, Jose, Kurt Colvin, and Daniel Waldorf. "Machine vision course for manufacturing engineering undergraduate students." Journal of Manufacturing Systems 24, no. 3 (January 2005): 256–65. http://dx.doi.org/10.1016/s0278-6125(06)80016-6.

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29

Litzinger, Thomas A., John C. Wise, and Sang Ha Lee. "Self‐directed Learning Readiness Among Engineering Undergraduate Students." Journal of Engineering Education 94, no. 2 (April 2005): 215–21. http://dx.doi.org/10.1002/j.2168-9830.2005.tb00842.x.

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30

Gilmartin, Shannon K., Marissa E. Thompson, Emily Morton, Qu Jin, Helen L. Chen, Anne Colby, and Sheri D. Sheppard. "Entrepreneurial intent of engineering and business undergraduate students." Journal of Engineering Education 108, no. 3 (July 2019): 316–36. http://dx.doi.org/10.1002/jee.20283.

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31

Faber, Courtney J., Rachel L. Kajfez, Anne M. McAlister, Katherine M. Ehlert, Dennis M. Lee, Marian S. Kennedy, and Lisa C. Benson. "Undergraduate engineering students' perceptions of research and researchers." Journal of Engineering Education 109, no. 4 (October 2020): 780–800. http://dx.doi.org/10.1002/jee.20359.

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32

ABDİOĞLU, Mevlüde, Ceyhun ÖZKAL, and Ayşegül DALOĞLU. "Designing an EAP Course for Undergraduate Engineering Students." Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 42, no. 3 (December 30, 2022): 2393–429. http://dx.doi.org/10.17152/gefad.976649.

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This case study specifies the academic English needs of English Medium Instruction (EMI) Electrical and Electronics Engineering (EEE) students in a state university in Turkey. Curriculum design process of the project rested on Nation and Macalister’s (2010) framework. 33 students, five instructors in EEE department, and a language instructor took part in the need analysis (NA) stage. The data collection tools included checklists, questionnaires, and semi-structured interviews. The quantitative data gathered through the student and instructor questionnaires were analysed through SPSS Statistics v.22 software package programme. Codes, categories, and themes were generated to interpret the qualitative data. Based on the findings of the NA and environment analysis, we offered curriculum renewal for the English I-II courses by taking students’ learning needs and environmental constraints into account. The resulting data revealed that the existing English for General Purposes (EGP) course failed to satisfy both students and instructors. An English for Academic Purposes (EAP) course geared towards motivating students towards using English in their departmental courses and future work/studies was suggested. The results of the NA as well as the chosen principles were the main drivers and determinants of the goals, content, format, and proposed assessment procedures of the new course.

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33

Gray, Christine Allison, Ron E. Gray, Martha M. Canipe, Shadow W. J. Armfield, and Robin Tuchscherer. "Developing Engineering Identity in an Introductory Engineering Course: A Multi-Case Analysis." Journal of Research in Science Mathematics and Technology Education 4, no. 3 (September 15, 2021): 153–77. http://dx.doi.org/10.31756/jrsmte.431.

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Research in engineering education has identified several factors relevant to the development of students’ identity as engineers. Here we examine the engineering identity of undergraduate engineering students after an introductory engineering course. The specific research question explored here is: "How do engineering students in an introductory engineering course interpret competence, performance, and recognition in relation to their identities as engineers?” We used a modified engineering identity framework to explore the development of engineering identity within the undergraduate engineering context through a multiple case study approach. Six students majoring in engineering participated in the study. The students had divergent perspectives on what it meant to be competent as an engineer. In all cases, students connected both competence and performance as an engineer with persistence. At this introductory stage, self-recognition as an engineering person took center stage for each student. All were able to identify themselves strongly as an engineering person. The findings add to the current understandings about the development of engineering identity, and suggest that engineering identity may be critically important in conversations about the steps faculty may take in working with students to promote increased retention of undergraduate students in engineering.

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34

HARGREAVES, D. J. "How Undergraduate Students Learn." European Journal of Engineering Education 21, no. 4 (December 1996): 425–34. http://dx.doi.org/10.1080/03043799608923429.

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35

Leckie, Gloria J., and Anne Fullerton. "Information Literacy in Science and Engineering Undergraduate Education: Faculty Attitudes and Pedagogical Practices." College & Research Libraries 60, no. 1 (January 1, 1999): 9–29. http://dx.doi.org/10.5860/crl.60.1.9.

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What are science and engineering faculty doing with respect to the development of information literacy in their undergraduate students? To explore this question, science and engineering faculty at two large Canadian universities were surveyed and interviewed regarding their perceptions of their students’ information literacy skills and their own pedagogical practices related to such skills. Faculty awareness of, and support for, a variety of bibliographic instruction methods and the perceived role of science and engineering librarians in information literacy instruction also were investigated. Based on the survey results, suggestions for the design of library instruction for science and engineering undergraduates are made.

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36

Roscoe, Rod D., Samuel T. Arnold, and Ashley T. Clark. "Bridging Psychology and Engineering: Undergraduate Conceptions of Human Systems Engineering." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 64, no. 1 (December 2020): 510–14. http://dx.doi.org/10.1177/1071181320641115.

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Instruction and coursework that link engineering and psychology may enable future engineers to better understand the people they are engineering for (e.g., users and clients) and themselves as engineers (e.g., teammates). In addition, human-centered engineering education may empower engineering students to better solve problems at the intersection of technology and people. In this study, we surveyed students’ conceptions and attitudes toward human systems engineering. We aggregate responses across three survey iterations to discuss students’ knowledge and beliefs, and to consider instructional opportunities for introductory courses.

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37

González-Lizardo, Angel E. "Interdisciplinary Research for Engineering Skills Development." Acta Universitaria 18, no. 3 (September 1, 2008): 14–19. http://dx.doi.org/10.15174/au.2008.121.

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This work reports the results of an ad hoc interdisciplinary research experience for undergraduate engineering students at the Plasma Engineering Laboratory (PEL) of the Polytechnic University of Puerto Rico (PUPR). The strong features of this experience and their relationship with Accreditation Board for Engineering and Technology (ABET) outcomes are pointed out, and a qualitative description of the results is discussed, in terms of the performance of the students during the experience and after it. An example of the different activities performed by a team of undergraduate students, and their relationship with the ABET outcomes is presented. The undergraduate research at the PEL provides the students with a unique opportunity to practice engineering before graduation through real life problems, innovation, collaboration with other institutions, and presentation of their work for engineering and scientific audiences.

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38

Nelson, Kari L., Claudia M. Rauter, and Christine E. Cutucache. "Life Science Undergraduate Mentors in NE STEM 4U Significantly Outperform Their Peers in Critical Thinking Skills." CBE—Life Sciences Education 17, no. 4 (December 2018): ar54. http://dx.doi.org/10.1187/cbe.18-03-0038.

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The development of critical thinking skills in recent college graduates is keenly requested by employers year after year. Moreover, improving these skills can help students to better question and analyze data. Consequently, we aimed to implement a training program that would add to the critical thinking skills of undergraduate students: Nebraska Science, Technology, Engineering, and Math 4U (NE STEM 4U). In this program, undergraduates provide outreach, mentoring, and science, technology, engineering, and mathematics (STEM) education to K–8 students. To determine the impacts of serving as an undergraduate mentor in this program on critical thinking, we compared undergraduate mentors (intervention group) with nonmentor STEM majors (nonintervention, matched group) using the valid and reliable California Critical Thinking Skills Test (CCTST) as a pre/post measurement. Importantly, before the intervention, both NE STEM 4U mentors and nonmentor undergraduates scored similarly overall on the CCTST. However, the posttest, carried out one academic year later, indicated significant gains in critical thinking by the NE STEM 4U mentors compared with the nonmentors. Specifically, the math-related skills of analysis, inference, and numeracy improved significantly in mentors compared with nonmentors.

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39

Rodenbusch, Stacia E., Paul R. Hernandez, Sarah L. Simmons, and Erin L. Dolan. "Early Engagement in Course-Based Research Increases Graduation Rates and Completion of Science, Engineering, and Mathematics Degrees." CBE—Life Sciences Education 15, no. 2 (June 2016): ar20. http://dx.doi.org/10.1187/cbe.16-03-0117.

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National efforts to transform undergraduate biology education call for research experiences to be an integral component of learning for all students. Course-based undergraduate research experiences, or CUREs, have been championed for engaging students in research at a scale that is not possible through apprenticeships in faculty research laboratories. Yet there are few if any studies that examine the long-term effects of participating in CUREs on desired student outcomes, such as graduating from college and completing a science, technology, engineering, and mathematics (STEM) major. One CURE program, the Freshman Research Initiative (FRI), has engaged thousands of first-year undergraduates over the past decade. Using propensity score–matching to control for student-level differences, we tested the effect of participating in FRI on students’ probability of graduating with a STEM degree, probability of graduating within 6 yr, and grade point average (GPA) at graduation. Students who completed all three semesters of FRI were significantly more likely than their non-FRI peers to earn a STEM degree and graduate within 6 yr. FRI had no significant effect on students’ GPAs at graduation. The effects were similar for diverse students. These results provide the most robust and best-controlled evidence to date to support calls for early involvement of undergraduates in research.

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40

Balasubramanian, M., Senthil Selvan.S, V. R.Prasath Kumar, and Mahadevan S. "A Comparative Study on the Application of Quality Assessment Schemes in Academic and Construction Industries." International Journal of Engineering & Technology 7, no. 2.12 (April 3, 2018): 425. http://dx.doi.org/10.14419/ijet.v7i2.12.11510.

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In this study, the development of professionalism of undergraduate students of civil engineering is essential to face the challenges in the modern world and this study describes professional internship program for each semester in the civil engineering department at SRM Institute of Science and Technology. Based upon literature reviews of the professional internship program for each semester questionnaires are prepared and given to faculties, undergraduates of SRM Institute of Science and Technology and also get from the construction contractors, to predict issues in the traditional professional internship program. For undergraduates questionnaires consider weighted percentage of before and after professional internship program are Wb and Wa. The expert groups were utilized to planning, implementation, evaluation, and execution of the professional internship program at the SRM Institute of Science and Technology. An implementation of the professional internship program for each semester of undergraduate students of the civil engineering department at SRM Institute of Science and Technology. The outcomes obtained for civil engineering undergraduates are getting from valuable resources, that professional internship program for each semester is needed undergraduates to develop the carrier and gain knowledge and should create best civil engineers.

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41

Baker, Derek K., and Ertan Ağar. "International Summer Engineering Program on fuel cells for undergraduate engineering students." International Journal of Hydrogen Energy 36, no. 5 (March 2011): 3712–25. http://dx.doi.org/10.1016/j.ijhydene.2010.12.106.

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42

Malykhin, Oleksandr Volodymyrovych, and Nataliia Oleksandrivna Aristova. "IMPROVING COMPUTER ENGINEERING AND INFORMATION TECHNOLOGIES UNDERGRADUATE STUDENTS’ TRAINING THROUGH COMBINATION OF FORMAL, NON-FORMAL AND INFORMAL LEARNING." ENVIRONMENT. TECHNOLOGIES. RESOURCES. Proceedings of the International Scientific and Practical Conference 2 (June 20, 2019): 208. http://dx.doi.org/10.17770/etr2019vol2.4113.

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The paper analyses benefits of combining formal, non-formal and informal learning in Computer Engineering and Information Technologies undergraduate students’ training. The results of research conducted in the 2017/2018 academic year are shown. A total of 106 students earning BA in Computer Engineering and Information Technologies at National University of Life and Environmental Sciences of Ukraine volunteered to participate in the research. The aim of the research was to investigate the influence of combining formal, non-formal and informal learning on improving Computer Engineering and Information Technologies undergraduate students’ training through the increase in their general self-efficacy. To collect data from 106 computer engineering and information technologies undergraduate students we applied a mixed methods approach implying the combination of qualitative and quantitative methods. The quantitative data were collected using a pre-test and a post-test based on a questionnaire on general self-efficacy. Qualitative methods included classroom observations and interviews with computer engineering and information technologies undergraduate students. The authors compared the results obtained in the experimental and control groups and drew conclusions concerning the positive effects of combining formal, non-formal and informal learning on improving Computer Engineering and Information Technologies undergraduate students’ training through the increase in their general self-efficacy.

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43

Luckie, Douglas B., Benjamin W. Mancini, Noor Abdallah, Ali K. Kadouh, Alisha C. P. Ungkuldee, and Ashley A. Hare. "Undergraduate teaching assistants can provide support for reformed practices to raise student learning." Advances in Physiology Education 44, no. 1 (March 1, 2020): 32–38. http://dx.doi.org/10.1152/advan.00090.2019.

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Graduate students who serve as teaching assistants are a critical part of STEM (science, technology, engineering, mathematics) education and research at large universities in the U.S. Yet just like faculty, graduate students are not immune to the publish or perish paradigm, which can compete with one's dedication to teaching. While in recent years many STEM faculty members have become aware of how well undergraduates can assist instructors in their teaching, many, if not most, university faculty still teach in traditional settings, where graduate students are the norm and use of undergraduates is a completely unexploited opportunity. Undergraduates can serve as effective teaching assistants and may bring unique skills and experience to undergraduate instruction not held by graduate students. Undergraduate teaching assistants (UTAs) can provide additional support for reformed practices, which raise student learning. Based on cost, prior experience and success as students in same course, and shared vision with professors, a number of institutions have initiated UTA programs and reported increased student learning. The audience of this paper is faculty who are not familiar with the use of UTAs in university teaching, and the purpose is to review the literature on UTAs, contrast the contributions of UTAs and graduate teaching assistants, and examine the potential value of UTAs in undergraduate education.

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44

Gross-Avinir, Ohela, and Adaya Meirovich. "Undergraduate Students' Academic Dishonesty." Social Issues in Israel 30, no. 2 (2021): 435–60. http://dx.doi.org/10.26351/siii/30-2/7.

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45

Dukhan, Nihad, and Mark R. Schumack. "Reflection-based assessment of service learning in undergraduate engineering." International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 5, no. 2 (October 19, 2010): 32–43. http://dx.doi.org/10.24908/ijsle.v5i2.2393.

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Virtually all engineering education organizations from around the world agree on the critical awareness of the societal context of engineering for graduating engineers. Service learning is one viable way that can bring about students’ awareness of their role in society. However, the body of literature addressing service learning as a pedagogy and strategic ways of implementing it in the already-full engineering curricula, as well as its assessment is relatively small. This paper describes a concise engineering service-learning component in a typical heat transfer course for mechanical engineering students. The service-learning component was used to probe the students’ ability to a) articulate the societal context of engineering, b) explain the importance of pro-active community service, and demonstrate an inclination to continue such service in the future, c) exhibit an appreciation of communication with non-engineers and finally, d) challenge some of the students’ stereotypes regarding other members of the community. Reflections were conducted by the students when answering a set of carefully-phrased questions addressing the above four issues. The responses of all students were analyzed as explained in this paper. The recorded benefits of service learning are described and can be expected from similar service-learning components in other engineering courses.

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46

Bungău, Constantin, Adrian Petru Pop, and Adriana Borza. "Dropout of first year undergraduate students: A case study of engineering students." Balkan Region Conference on Engineering and Business Education 2, no. 1 (December 20, 2017): 349–56. http://dx.doi.org/10.1515/cplbu-2017-0046.

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Abstract The phenomenon of drop out studies appears in the current Romanian context as an acute problem of the national education system. In the present research we will try to identify how factors such as the average obtained in the baccalaureate exam, the place of provenance and the number of credits obtained at the end of the first year of study influence the abandonment. Using a bivariate analysis method, we followed the correlation between the variables "number of students expelled after the first year of study" in the case of students enrolled in the first year of study and having obtained a "grade less than or equal to 7 in the baccalaureate exam" and, respectively the correlation between the variable "number of students expelled after the first year of study" and the origin from urban or rural areas. As can be seen from the data collected, an obvious need to investigate the expectation of students at high risk of drop out - as regards the teacher-student relationship - can be presumed: what are the most effective ways of transmitting knowledge and what communication is acceptable by college students.

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Bassey, Isong, Dominic Afuro, and Mbodila Munienge. "An Investigation of Software Engineering Knowledge of Undergraduate Students." International Journal of Modern Education and Computer Science 7, no. 12 (December 8, 2015): 42–50. http://dx.doi.org/10.5815/ijmecs.2015.12.06.

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Lawson, Duncan A. "How Well Prepared are Students for Undergraduate Engineering Mathematics?" International Journal of Mechanical Engineering Education 23, no. 4 (October 1995): 352–62. http://dx.doi.org/10.1177/030641909502300408.

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Many universities admit students to degree courses in mechanical engineering from a wide variety of backgrounds. The majority enter with a study of A level mathematics. An increasing proportion enter having previously studied for BTEC qualifications. The conventional rule of thumb which is used is that BTEC level 3 is equivalent to A level. In this paper this rule of thumb is examined by comparing the performance of A level and BTEC students in a diagnostic test, taken at the start of their course, and the results of the end-of-year examination. The results of students entering the mechanical engineering stream of degree courses at Coventry University in 1991 and 1992 are used to provide the data for this study. The diagnostic test results also show the key areas of weakness in the level of mathematical competence of many students on entry to universities.

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Hamlet, Leigh C., Arkajyoti Roy, Giovanna Scalone, Regina Lee, Cristina Poleacovschi, and Jessica Kaminsky. "Gender and Engineering Identity among Upper-Division Undergraduate Students." Journal of Management in Engineering 37, no. 2 (March 2021): 04020113. http://dx.doi.org/10.1061/(asce)me.1943-5479.0000876.

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TAKAGO, Daisuke. "An Approach of Engineering Education for CS Undergraduate Students." Journal of JSEE 66, no. 6 (2018): 6_117. http://dx.doi.org/10.4307/jsee.66.6_117.

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