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Автор: Grafiati
Опубліковано: 6 вересня 2023

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Статті в журналах з теми "Engineering students study"

1

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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2

C.L., Naveen, and Nagesh R. "Impact of ICT on Reading Habits of Engineering Students: A Study." Indian Journal of Library and Information Science 10, no. 3 (2016): 255–61. http://dx.doi.org/10.21088/ijlis.0973.9548.10316.6.

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3

Venkatesan, Raji, and Judu Ilavarasu. "Effect of Simplified Kundalini Yoga Meditation on Engineering Students: An EEG Study." Indian Journal of Science and Technology 15, no. 24 (June 27, 2022): 1180–86. http://dx.doi.org/10.17485/ijst/v15i24.751.

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4

Mohammed, Dr Nagi Zomrawi. "Engineering Surveying Course Taught to Civil Engineering Students in KSA Universities: A Case Study of Albaha University." International Journal of Trend in Scientific Research and Development Volume-2, Issue-6 (October 31, 2018): 797–801. http://dx.doi.org/10.31142/ijtsrd18642.

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5

Rowe, John W. K. "First Year Engineering Students' Approaches to Study." International Journal of Electrical Engineering & Education 39, no. 3 (July 2002): 201–9. http://dx.doi.org/10.7227/ijeee.39.3.3.

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Анотація:
Student approaches to learning (SAL) and the levels of understanding they achieve are critically linked and closely related to motivation. This paper reports the results of a study involving first year higher education engineering students using the ASI-32 questionnaire to investigate approaches to study and end of year achievement.
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6

Binani, Shradha. "Freshmen Engineering Students’ Perspectives on Engineering Ethics – A Qualitative Study." Journal of Engineering Education Transformations 35, S1 (January 1, 2022): 199–206. http://dx.doi.org/10.16920/jeet/2022/v35is1/22029.

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Engineering ethics is a vital topic in engineering education. Despite its importance, ethics is not much investigated in engineering education as compared to other disciplines. There is need to enhance understanding of undergraduate engineering student’s outlook on ethics at well-established levels to help them appreciate its importance. The study explores the assessment of freshman engineering students’ perception on engineering ethics by analyzing students’ perceptions qualitatively. Engineering ethics applies to every engineer and is very important in professional career which will impact lives. An open-ended survey was designed which was distributed to 23 freshman engineering students. Analysis of the students’ responses resulted in different themes: perceptions about ethics in engineering, ethical dilemma, role of ethics in engineering, morals and ethics, and training requirements on ethics. During the analysis the differences in students’ responses by discipline and gender were particularly examined. Responses from participants of computer sciences and its applied discipline showed relatively more detailed explanation on ethical values compared to other disciplines. Male participants’ responses were more elaborate and with better rationale than female participants. The output of this study will clarify undergraduate engineering students’ understanding on engineering ethics which could be used as a reference in introducing some workshops, webinars, courses, etc. related to engineering ethics to help advance students’ understanding. Keywords: engineering ethics, freshman students, qualitative study
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7

Soni, Dr Vishal, Dr Harish B. Bapat, and Dr Vinayak Khare. "A Study on Apparels’ Impulse Buying Behavior of Engineering Students in Indore City." Global Journal For Research Analysis 3, no. 4 (June 15, 2012): 146–48. http://dx.doi.org/10.15373/22778160/apr2014/49.

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8

Labib, Wafa, Amal Abdelsattar, Yasser Ibrahim, and Abdelhakim Abdelhadi. "What Motivates Students to Study Engineering? A Comparative Study between Males and Females in Saudi Arabia." Education Sciences 11, no. 4 (March 25, 2021): 147. http://dx.doi.org/10.3390/educsci11040147.

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Анотація:
Motivation to study engineering in undergraduate study is of great importance to students. It encourages undergraduate students to enroll in an engineering program and continue their studies without dropping out. Male students enroll in engineering programs with large numbers compared to female students in many parts of the world. In Saudi Arabia, there were limited engineering programs for female students. In this research, the motivation to study engineering is studied and compared between male and female students in the College of Engineering at Prince Sultan University, the first private university in Saudi Arabia. The study was conducted through a detailed survey distributed to 41 male engineering management students and 45 female architectural engineering students. These students’ performance and experience were considered and compared considering their gender to evaluate their persistence toward engineering study. According to the results obtained, the highest degree of the parents had a considerable effect on the selection of engineering major for male and female students. Most surveyed male and female students select an engineering major because of its positive impact on the community and its role in improving the way of life. Male students may differ in that they considered engineering in order to start their own business after graduation with a higher percentage compared to female students. There was a very limited role of the school in selecting engineering majors according to the surveyed male and female students. This role should be enhanced and utilized to encourage more female students to consider engineering majors in their college study.
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Gero, Aharon. "Engineering Students as Science Teachers: A Case Study on Students' Motivation." International Journal of Engineering Pedagogy (iJEP) 4, no. 3 (June 12, 2014): 55. http://dx.doi.org/10.3991/ijep.v4i3.3503.

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The program "Educational Clinic" was recently developed and implemented at the Technion – Israel Institute of Technology. This one year program is designed to train engineering students as teaching assistants in high schools in order to help high school pupils with mathematics and science. The study described in this paper tracked changes in students' motivation to participate in the program throughout the year. Data was collected by questionnaires and interviews. The findings reveal that alongside a fixed high level of extrinsic motivational factors, which reflect student satisfaction of improving their teaching skills, a considerable increase was found in the level of intrinsic motivational factors, which express the students' interest in the program.
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Chandrasekaran, Sivachandran, Binali Silva, Arun Patil, Aman Maung Than Oo, and Malcolm Campbell. "Evaluating Engineering Students' Perceptions." International Journal of Quality Assurance in Engineering and Technology Education 5, no. 4 (October 2016): 42–59. http://dx.doi.org/10.4018/ijqaete.2016100103.

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The focus of this research study is to evaluate engineering graduates' performance on team-based learning practices in engineering education course. Team based learning (TBL) is an effective approach, which emphasizes active learning in a collaborative task. In an engineering curriculum, students are encouraged to develop skills around TBL that helps to enhance graduate employability opportunities. This paper presents an exploratory analysis of evaluating engineering graduates' performance in practising TBL at a postgraduate study level. The cohort of students that participated in this study were primarily postgraduate engineering students at Deakin University.
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Дисертації з теми "Engineering students study"

1

Trammell, Melanie Kaye. "Complexity of Engineering Identity: A Study of Freshmen Engineering Students." Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/91464.

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The General Engineering Program exists at Virginia Tech to provide curriculums that engage, challenge and support entry-level engineers. One important part of this initiative is helping students identify with a specific engineering branch, and overtime develop an identity within it. Yet, there exists little research on what entry-level engineers believe it means to be an engineer, especially during these stages of early formation and continual shifting. In order to generate insight on this topic we developed a contextual inquiry method to help inquire into engineering identity. Two participants were placed in an online chatroom and allowed to talk for ten minutes, with one trying to answer the question 'Am I talking to an engineer or not?' and asked to give their reasoning. Comparisons allow entry-level engineering students to articulate their beliefs on what characteristics, behaviors and personalities make up their cohort -- thus exposing their ideas about identity. Moreover, this methodology also provides opportunities for participants to critique their own bias and further develop and expose their opinions on identity. Additionally, our findings showcase the complexity around student's perceptions of engineers. For example, participants' responses pointed to: many sources that inform identity, the difficulty of identifying what is uniquely engineering, how identity is impacted by the ideal image of an engineer, that identity is a spectrum, and that identity varies with respect to associations and time. As a result, through our inquiry and representation of results we demonstrate the validity of our methodology as a HCI research tool along with the power of narrative forms of representation.
Master of Science
The General Engineering Program exists at Virginia Tech to provide curriculums that engage, challenge and support entry-level engineers. One important part of this initiative is helping students identify with a specific type of engineering, and overtime develop an identity within it. Yet, there exists little research on what entry-level engineers believe it means to be an engineer, especially during their freshmen year of college when they are still forming and changing their ideas about engineering identity. In order to generate insight on this topic we developed a methodology to help inquire into engineering identity. Two participants at a time were placed in an online chatroom and allowed to talk for ten minutes, with one trying to answer the question ‘Am I talking to an engineer or not?’ and asked to give their reasoning. Comparisons allow entry-level engineering students to articulate their beliefs on what characteristics, behaviors and personalities make up their cohort -- thus exposing their ideas about identity. Moreover, this methodology also provides opportunities for participants to critique their own assumptions about engineering identity and further develop and expose their opinions on identity. Additionally, our findings showcase the complexity around student’s perceptions of engineers. For example, participants’ responses pointed to: many sources that inform identity, the difficulty of identifying what is uniquely engineering, how identity is impacted by the ideal image of an engineer, that identity is a spectrum, and that identity varies with respect to associations and time. As a result, through our inquiry and representation of results we demonstrate the validity of our methodology as a Human Computer Interaction research tool along with the power of using written stories to represent results.
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2

Reed, Daniel A. "Evaluating Factors Contributing to Engineering Technology Students' Introductory Physics Experience." Fogler Library, University of Maine, 2007. http://www.library.umaine.edu/theses/pdf/ReedDA2007.pdf.

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3

Goodfellow, Amanda. "Women and engineering : a study of male and female engineering students and graduates /." Title page, contents and abstract only, 1994. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsg651.pdf.

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4

Concannon, James Peter. "A cross-sectional study of engineering majors' self-efficacy." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/6050.

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Анотація:
Thesis (Ph. D.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 3, 2009) Vita. Includes bibliographical references.
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5

Mohammed, Abdul Majid. "Integrated technologies instructional method to enhance bilingual undergraduate engineering students." Thesis, Brunel University, 2014. http://bura.brunel.ac.uk/handle/2438/10488.

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Mathematics permeates almost every aspect of human life and it is a skill much needed by the increasingly complex technological world. It is necessary that this essential skill must be properly developed among students to prepare them for future academic and professional careers. An assessment of the research-based instructional strategies blending with old traditional methods with the modern technological development is a must. Due to the complexity of mathematics learning and the varied learning styles of learners, an integration of appropriate multiple instructional strategies into mathematics education will positively impact mathematical achievement of students. The purpose of this research was to examine the effects of the use of Integrated Technologies Instructional Method (ITIM) as a supplement to the traditional lecture method on mathematics achievement of the Integral Calculus students at the College of Engineering, University of Ha'il, Saudi Arabia. The ITIM includes the four instructional strategies such as the use of the Computer-Supported Collaborative Learning, the collaborative learning, the bilingual support and the study support. Different types of academic supports have been used to examine their effects on students achievement in mathematics. Mathematics, the bedrock of science and engineering, is considered a very important indicator of a student's academic success in professional higher education. Undergraduate engineering students' low achievement in the first year mathematics is an issue demands much attention. The study was undertaken to address students' weak background in mathematics and particularly their high failure rates in this particular course. A total of 218 undergraduate engineering students, comprising of both the experimental and the control groups, were involved in this experimental design study. The control group was taught by the traditional lecture method whereas the experimental group was exposed to the ITIM as a supplement to the traditional lecture method. Apart from the effects of the use of ITIM, students' performance in the previous courses (covariates) such as mathematics, computer, and the English language were compared with their final grades of the Integral Calculus course. The final grades of students were taken as the dependent variable and the ITIM and students' scores in the previous courses as the independent variables. It has been noticed from the literature review that the application of only one instructional strategy does not address the needs of the diverse learning styles of students. A mixed mode method, quantitative and qualitative, was used to collect and analyse data. The quantitative data instruments included students' final exam grades and the student questionnaires. Interviews with students were used as qualitative tools of data collection. An independent t-test, ANOVA, univariate analysis and the stepwise multiple regression analysis were performed to determine the overall statistical significance. The study concluded that there was a statistically significant difference in the performance of the experimental group of students' in terms of their end-of-course grades compared to that of the control group. The regression model revealed significance of covariates on the dependent variable. However, no significant relationship was found between the mathematics achievement and attitudes towards the use of ITIM. The study was an attempt to demonstrate the suitability of the instructional strategies on the bilingual Arab undergraduate engineering students; however, they can probably be applicable to other bilingual students.
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Mamaril, Natasha Johanna A. "MEASURING UNDERGRADUATE STUDENTS’ ENGINEERING SELF-EFFICACY: A SCALE VALIDATION STUDY." UKnowledge, 2014. http://uknowledge.uky.edu/edp_etds/19.

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The purpose of this study was to develop and evaluate engineering self-efficacy measures for undergraduate students (N = 321) and to examine whether students' engineering self-efficacy differed by gender, year level, and major. The relationships between engineering self-efficacy and academic achievement and intent to persist in engineering were also investigated. Data from engineering students from two southeastern universities were collected in spring 2013. Exploratory factor analyses resulted in a unidimensional general engineering self-efficacy scale and a three-factor (i.e., research skills, tinkering skills, and engineering design) engineering skills self-efficacy scale. Multivariate analyses of variance revealed that self-efficacy did not differ by gender or year level. Students in different engineering sub disciplines reported different levels of tinkering self-efficacy. Multiple regression analysis showed that engineering self-efficacy measures predicted academic achievement outcomes but not intent to persist in engineering. Engineering self-efficacy significantly contributed to the prediction of achievement after controlling for prior achievement. Research funded by the National Science Foundation, EEC Award No.1240328.
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7

Goncalves, Marcus V. A. "A study of how the student and exchange visa information system influences the influx and study of graduate international students in science and engineering in the U.S." Thesis, Boston University, 2009. https://hdl.handle.net/2144/33478.

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Анотація:
Thesis (Ed.D.)--Boston University
The influx of international graduate students in science and engineering to the U.S. has changed since the terrorist attacks of September 11, 2001. The implementation of the Student and Exchange Visitor Information System (SEVIS) and related F-1 visa policies have required a higher level of scrutiny of the student visa procedures, and introduced strict student monitoring policies and measures. In addition, the SEVIS monitoring and compliance system has altered the operation of international student service offices, affected the students they serve, and the operation of the universities enrolling international students. This study investigated the effects of SEVIS on graduate programs in science and engineering and their students. Information was gathered from respondents from the 60 universities having the highest population of intemational students in these fields, according to NSF. Respondents included department administrators, admissions officials, and SEVIS professionals. Data V111 were collected from 75 on-line survey respondents and in 21 semi-structured interviews. The results of this study suggest that many international students are negatively affected by SEVIS, impacting their ability to remain in-status and to understand how the system works. To counter this, department administrators, SEVIS professionals, and student advisors have increased their level of support for these students, providing them guidance on how to remain in-status and how to improve their social and academic experience in the United States. As a result, relatively few international students are deported for falling out-of-status in SEVIS. The data also made clear that program administrators and admissions officials have little knowledge about SEVIS, F -1 visa policies, and their influence on international enrollments. Finally, this study provided evidence of an increased workload for international student advisors and SEVIS professionals. Universities have had to hire additional staff, increase their information technology investment in linking home-grown student service systems with SEVIS, and proactively anticipate any hurdles that international students may have and resolve them as expeditiously as possible.
2031-01-01
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8

Van, Heerden Karen Ilse. "A phenomenological investigation into undergraduate students' experience of acquiring the discourse of engineering." Thesis, Rhodes University, 2001. http://hdl.handle.net/10962/d1003581.

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The area of discourse acquisition and writing in higher education has become a much researched field. In South Africa the interest in discourse acquisition and writing has been partly in response to the change in student profile, particularly over the past ten years. While South African researchers and academics are increasingly focusing their interest in discourse acquisition and writing on the unique circumstances here, they rely on theories based on research done in very different social contexts. These theories are not necessarily universally appropriate. South Africa is currently undergoing a period of transformation in higher education aimed at greater access and equity for black students and academics. The accompanying sense of frustration and disillusionment among students and academics underlines the need to reappraise all aspects of higher education. Much of the research on discourse acquisition and writing is undertaken in arts programmes: vocational fields - such as engineering education - tend to be neglected. If the envisaged growth in science and engineering education is to be realised, it is essential that research in discourse and writing be undertaken in engineering programmes. This study investigates discourse acquisition as experienced by students in a South African engineering faculty. The experiences of six final year technikon students are investigated to gain a better understanding of what it means to acquire the discourse of engineering. The phenomenological method used requires that the researcher suspends or brackets a priori theoretical notions or pre-conceptions so that that which the students experience, rather than what the researcher expects in terms of theory, can emerge. What emerges from the students' experiences is partially congruent with established discourse and writing theories. However, some of the student experiences of discourse acquisition differ in significant ways from what is described in mainstream writing and discourse acquisition theory. The differences in the manner in which these students experience their acquisition of engineering discourse leads to a new understanding of the phenomenon. The students do not experience the alienation or struggle described in mainstream theoretic accounts of discourse acquisition. Students' approaches to writing are affected by their awareness of their multiple identities and the different locations in which they learn. Their approaches to writing are significantly different in some respects from descriptions in mainstream theories in some respects. The description of their experiences gives a different understanding of what it means to acquire the discourse of engineering, and may contribute to the reappraisal of engineering education in a contemporary South African context.
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Scott-Harris, Shirley Halpin Glennelle. "A comparative study of variables that predict the retention of black pre-engineering students and white pre-engineering students at a majority university." Auburn, Ala., 2009. http://hdl.handle.net/10415/1916.

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Ma, Wan Hing Wendy. "Preparing instructional materials for students of mechanical and manufacturing engineering in a technical institute." HKBU Institutional Repository, 1995. http://repository.hkbu.edu.hk/etd_ra/90.

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Книги з теми "Engineering students study"

1

Anna, Barney, and Price Geraldine, eds. Effective study skills for science, engineering and technology students. Harlow: Pearson Education, 2009.

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2

The engineering student survival guide. 2nd ed. Boston: McGraw-Hill, 2002.

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3

The engineering student survival guide. 3rd ed. Boston: McGraw-Hill, 2005.

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4

The engineering student survival guide. Boston, Mass: WCB McGraw-Hill, 1999.

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5

Reklaitis, Janine K. Small groups for students in engineering. 2nd ed. West Lafayette, Ind: Purdue University, Women in Engineering Program, 1999.

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6

Elina, Harju, and Tampereen yliopisto Kasvatustieteen laitos, eds. Evaluation of an engineering programme for Namibian students. Tampere, Finland: University of Tampere, Dept. of Education, 1993.

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7

Stephen, Collins. The professional engineer in society: A textbook for engineering students. London: Kingsley, 1989.

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8

Indira, R. Women in technical education: A sociological study. Delhi: Sharada Prakashan, 1989.

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9

Dwon, Larry. Attitudes of electrical engineering department heads and deans of engineering on introducing students to professional awareness. Washington, D.C. (1111 19th St., N.W., Washington 20036-3690): Washington Office, Institute of Electrical and Electronics Engineers, 1985.

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10

Women in engineering education. Paris: Unesco, 1988.

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Частини книг з теми "Engineering students study"

1

Wang, De Lin, and Zhong Wei Wang. "How to Study Documentation as University Students." In Lecture Notes in Electrical Engineering, 539–45. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24820-7_86.

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2

Hawlitschek, Anja, Till Krenz, and Sebastian Zug. "When Students Get Stuck: Adaptive Remote Labs as a Way to Support Students in Practical Engineering Education." In Utilizing Learning Analytics to Support Study Success, 73–88. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-64792-0_5.

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3

Elliott, Lisa Jo, Heather C. Lum, Faisal Aqlan, Richard Zhao, and Catherine D. Lasher. "A Study of Metacognitive Problem Solving in Undergraduate Engineering Students." In Advances in Intelligent Systems and Computing, 95–102. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20135-7_9.

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4

Rønnow, Ulf. "Introducing Maple to First Year Engineering Students Via Project Study." In Maple V: Mathematics and its Applications, 173–78. Boston, MA: Birkhäuser Boston, 1994. http://dx.doi.org/10.1007/978-1-4612-0263-9_21.

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5

Cruz, Antonio Miguel, Daniel Alejandro Quiroga Torres, Ana Maria Presiga, and Nestor Flórez Luna. "How do our students learn clinical engineering? A pilot study." In VII Latin American Congress on Biomedical Engineering CLAIB 2016, Bucaramanga, Santander, Colombia, October 26th -28th, 2016, 22–25. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4086-3_6.

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Vintere, Anna, Eve Aruvee, and Daiva Rimkuviene. "A Comparative Study on the Environmental Behavior of Engineering Students." In Educating Engineers for Future Industrial Revolutions, 426–37. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68201-9_42.

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Baranova, Tatyana, Anastasia Tabolina, Marina Bolsunovskaya, Inna Yudina, Pavel Kozlovskii, and Veronika Fokina. "Study of Students’ Social Perceptions About Master’s Degree." In Integrating Engineering Education and Humanities for Global Intercultural Perspectives, 828–37. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47415-7_89.

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Fernandes, Agostinho, Paula Carneiro, Nelson Costa, and Ana C. Braga. "Study of the School Furniture Adequacy to Students’ Anthropometric Dimensions." In Human Systems Engineering and Design, 832–37. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02053-8_126.

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He, Yong. "Study on Crisis Information System in the Students Unexpected Incidents." In Lecture Notes in Electrical Engineering, 199–204. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-40630-0_25.

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Liu, Xuekai. "Study on Olympic Thinking of Physical Education of College Students." In Lecture Notes in Electrical Engineering, 247–53. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35470-0_30.

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Тези доповідей конференцій з теми "Engineering students study"

1

Blazquez, Manuel, Martin Llamas, Manuel Castro, Inmaculada Plaza, Edmundo Tovar, and Russ Meier. "Are Engineering students decreasing? Spain study case." In 2011 Promotion and Innovation with New Technologies in Engineering Education (FINTDI 2011). IEEE, 2011. http://dx.doi.org/10.1109/fintdi.2011.5945975.

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Burpee, Elizabeth, Cheryl Allendoerfer, Denise Wilson, and Mee Joo Kim. "Why do some engineering students study alone?" In 2012 IEEE Frontiers in Education Conference (FIE). IEEE, 2012. http://dx.doi.org/10.1109/fie.2012.6462350.

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Klimova, Blanka Frydrychova. "Developing ESP study materials for engineering students." In 2015 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2015. http://dx.doi.org/10.1109/educon.2015.7095950.

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Bessette, Amanda, Beshoy Morkos, and Shraddha Sangelkar. "Motivational Differences Between Senior and Freshman Engineering Design Students: A Multi-Institution Study." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-60341.

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This research paper presents the initial results of a multi-institute study comparing motivational factors between freshmen and senior mechanical engineering design students. A total of 418 freshman and senior undergraduate mechanical engineering students enrolled at the Florida Institute of Technology and the Pennsylvania State University Erie are studied. To measure motivation we utilize an adaptation of the Motivated Strategies for Learning Questionnaire (MSLQ). The MSLQ examines five factors when measuring motivation and performance. The motivational factors are test anxiety, self-efficacy, and intrinsic value while the performance factors are cognitive value, and self-regulation. Surveys are administered during both the beginning (first two weeks) and end (final two weeks) of the semester. Data is collected from freshmen and seniors through their introduction to engineering and senior design courses, respectively, at both institutes. Statistical analysis compares Likert scale student responses to demographic data. The analysis compares the motivational factors for female versus male, international versus domestic, and senior versus freshman students. Results indicate there is a change in motivational factors as students’ progress from freshman to seniors. Most of the changes are positive, such as a decrease in anxiety, increase in self-recognition, and increase in intrinsic value. Moreover, there were differences between Florida Tech and Penn State students as the makeup of both student bodies are different. This paper will compare the results and provide recommendations for improving motivational factors in freshman students to support their engineering studies and persistence in engineering.
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Brav, NMA, and FHA Trejo. "RELATIONSHIP BETWEEN PERSONALITY AND STUDY HABITS IN UNIVERSITY ENGINEERING STUDENTS." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7129.

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The objective of this research is to establish the relationship between two variables: Personality and Study Habits. The research developed is descriptive correlational. The sample was represented by 92 students of the first cycles of Chemical Engineering of a public university of the constitutional province of Callao-Peru. The study was developed with students of the courses State, Society and Human Development, Methodology of University Work and Industrial Psychology. For this purpose, two time groups were formed (01Q and 02Q), and the Eysenck Personality Questionnaire (EPQR- A) was administered, this instrument evaluates the personality traits: Neuroticism, Extraversion and Psychoticism. On the other hand, Luis Vicuña's Study Habits Inventory evaluates the way students study, divided into five dimensions: How do you study, How do you do your homework, How do you prepare your exams, How do you listen to your classes and How do you accompany your study time? These are instruments that are used in the university system at an international level, they are used in the psycho-pedagogical area or for research. The results indicate a significant relationship between Personality and Study Habits. Therefore, it is demonstrated that there is a clear tendency towards the Psychoticism dimension, being very high; which is very unfavorable for a university student in this contemporary world. Likewise, it is verified that there is a considerable positive tendency towards the dimension of How do you study? There is a clear negative tendency towards the dimension of How do you do your homework? In addition, it is verified that there is a marked negative tendency towards How do you prepare your exams? which is very unfavorable for a university student. Keywords: Personality; Neuroticism; Extraversion; Psychoticism; Study habits
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Foley, Stephany, and Kazem Kazerounian. "Barriers to Creativity in Engineering Education: A Study of Instructors and Students Perceptions." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-34424.

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This paper studies “creativity” in engineering education, by examining the perception of instructors and students. We aims to identify factors that impede a creative environment (creativity blockers). The study entails review of established research in the fields of psychology and educational psychology to identify factors which create an educational environment conducive to creativity. These factors are formalized in the Ten Maxims of Creativity in Education, a set of criteria that constitute an educational environment conducive to fostering creativity in students. These maxims form the basis for our work in examining the contemporary engineering education. Extensive surveys are designed, created, distributed and statistically quantified to study the perceptions of engineering educators and students, in comparison to non-engineering educators and students. The results unfortunately show that the current engineering student experiences almost none of the Ten Maxims of Creativity as a part of their academic experience.
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Ali, Rosmah, Norihan Abu-Hassan, and Mohd Yusof Md Daud. "Information literacy of engineering students: A case study." In 2009 International Conference on Engineering Education (ICEED). IEEE, 2009. http://dx.doi.org/10.1109/iceed.2009.5490595.

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Lagos Sandoval, Jose Arturo, and Pedro Nel Zapata. "Learning styles, a correlational study in engineering students." In 2010 IEEE ANDESCON. IEEE, 2010. http://dx.doi.org/10.1109/andescon.2010.5632894.

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Blazquez, Manuel, Manuel Castro, Edmundo Tovar, Martin Llamas, Inmaculada Plaza, and Russ Meier. "Are engineering students decreasing? A Spanish case study." In 2011 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2011. http://dx.doi.org/10.1109/educon.2011.5773144.

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Corrales, César, and Lucrecia Chumpitaz. "Investigative competencies of Industrial Engineering students. Exploratory study." In 21st LACCEI International Multi-Conference for Engineering, Education and Technology (LACCEI 2023): “Leadership in Education and Innovation in Engineering in the Framework of Global Transformations: Integration and Alliances for Integral Development”. Latin American and Caribbean Consortium of Engineering Institutions, 2023. http://dx.doi.org/10.18687/laccei2023.1.1.1456.

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Звіти організацій з теми "Engineering students study"

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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Nagahi, Morteza, Raed Jaradat, Mohammad Nagahisarchoghaei, Ghodsieh Ghanbari, Sujan Poudyal, and Simon Goerger. Effect of individual differences in predicting engineering students' performance : a case of education for sustainable development. Engineer Research and Development Center (U.S.), May 2021. http://dx.doi.org/10.21079/11681/40700.

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The academic performance of engineering students continues to receive attention in the literature. Despite that, there is a lack of studies in the literature investigating the simultaneous relationship between students' systems thinking (ST) skills, Five-Factor Model (FFM) personality traits, proactive personality scale, academic, demographic, family background factors, and their potential impact on academic performance. Three established instruments, namely, ST skills instrument with seven dimensions, FFM traits with five dimensions, and proactive personality with one dimension, along with a demographic survey, have been administrated for data collection. A cross-sectional web-based study applying Qualtrics has been developed to gather data from engineering students. To demonstrate the prediction power of the ST skills, FFM traits, proactive personality, academic, demographics, and family background factors on the academic performance of engineering students, two unsupervised learning algorithms applied. The study results identify that these unsupervised algorithms succeeded to cluster engineering students' performance regarding primary skills and characteristics. In other words, the variables used in this study are able to predict the academic performance of engineering students. This study also has provided significant implications and contributions to engineering education and education sustainable development bodies of knowledge. First, the study presents a better perception of engineering students' academic performance. The aim is to assist educators, teachers, mentors, college authorities, and other involved parties to discover students' individual differences for a more efficient education and guidance environment. Second, by a closer examination at the level of systemic thinking and its connection with FFM traits, proactive personality, academic, and demographic characteristics, understanding engineering students' skillset would be assisted better in the domain of sustainable education.
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Vakaliuk, Tetiana A., Valerii V. Kontsedailo, Dmytro S. Antoniuk, Olha V. Korotun, Iryna S. Mintii, and Andrey V. Pikilnyak. Using game simulator Software Inc in the Software Engineering education. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3762.

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The article presents the possibilities of using game simulator Sotware Inc in the training of future software engineer in higher education. Attention is drawn to some specific settings that need to be taken into account when training in the course of training future software engineers. More and more educational institutions are introducing new teaching methods, which result in the use of engineering students, in particular, future software engineers, to deal with real professional situations in the learning process. The use of modern ICT, including game simulators, in the educational process, allows to improve the quality of educational material and to enhance the educational effects from the use of innovative pedagogical programs and methods, as it gives teachers additional opportunities for constructing individual educational trajectories of students. The use of ICT allows for a differentiated approach to students with different levels of readiness to study. A feature of any software engineer is the need to understand the related subject area for which the software is being developed. An important condition for the preparation of a highly qualified specialist is the independent fulfillment by the student of scientific research, the generation, and implementation of his idea into a finished commercial product. In the process of research, students gain knowledge, skills of the future IT specialist and competences of the legal protection of the results of intellectual activity, technological audit, marketing, product realization in the market of innovations. Note that when the real-world practice is impossible for students, game simulators that simulate real software development processes are an alternative.
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Marsden, Nick, and Niranjan Singh. Preparing Vocational Students for Future Workplaces: Towards a course evaluation of the Unitec Bachelor of Applied Engineering. Unitec ePress, September 2017. http://dx.doi.org/10.34074/ocds.42017.

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This exploratory study set out to evaluate how well a particular course in automotive engineering is set up to enable students to develop skills necessary to enter the workplace. The research set out to identify trends in student expectations and in the needs of employers at a time when this field of work is characterised by disruptive technological developments such as computerisation and automation. The intended outcome of the research is that the findings will assist the critical thinking of course designers as they reflect on modifications that might be necessary for Unitec Bachelor of Applied Technology (BAT) graduate attributes to fully meet future workplace demands. It is also an aim that this exploratory evaluation of a small cohort of students can, despite its limitations, identify trends for future pedagogical research in the ITP (Institutes of Technology and Polytechnics) sector. Although not a full course evaluation, this study invited feedback from students and recent graduates in relevant employment regarding the alignment of the Unitec Bachelor of Applied Technology (BAT) course design with their perceptions of skills necessary in the workplace. Another intention was to highlight any misalignments between the realities of the automotive engineering sector and student expectations of the course: To what degree are work capability expectations in agreement between the student stakeholders and the institution? Are the course goals realistic and in line with actual industry needs? How is the definition of work readiness changing? The paper also samples current speculative thinking about skills that are becoming progressively more important in the workplace, namely the so-called ‘soft skills’ in communication, problem solving, management and collaboration, and in dialogic and creative attributes relevant to increasingly automated and globalised workplaces.
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Tumbula, Samuel. Systematic review on the determining factors of school failure in the 1st year of engineering degree courses in Angola. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2022. http://dx.doi.org/10.37766/inplasy2022.11.0111.

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Review question / Objective: What are the determining factors of school failure in the 1st year of engineering courses according to the perception of teachers and students of higher education institutions in Angola? Condition being studied: Our systematic review aims to analyze the determining factors of school failure in the 1st year of engineering courses (factors related to the teacher, student, higher education institution and educational policies). Study designs to be included: Questionnaires/Scale, interviews, focus group, case and multi-case studies, observational studies, document analysis.
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Feldgoise, Jacob, and Remco Zwetsloot. Estimating the Number of Chinese STEM Students in the United States. Center for Security and Emerging Technology, October 2020. http://dx.doi.org/10.51593/20200023.

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In recent years, concern has grown about the risks of Chinese nationals studying science, technology, engineering and mathematics (STEM) subjects at U.S. universities. This data brief estimates the number of Chinese students in the United States in detail, according to their fields of study and degree level. Among its findings: Chinese nationals comprise 16 percent of all graduate STEM students and 2 percent of undergraduate STEM students, lower proportions than were previously suggested in U.S. government reports.
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Shalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3881.

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The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide self-development of engineering students. The interview results contributed to design of author’s ESP course syllabus. The importance and originality of this study are that to approbate the course materials’ effectiveness two approaches have been adopted simultaneously. The first is blended learning method based on e-learning platform applied in the experimental group and the second one is classic in-class instructor-led studying used in a control group. Students’ progress in ESP proficiency has been assessed using the cross assessment method. The experiment has validated the initial hypothesis that the special online courses focused on honing foreign language skills and integrated in the domain of specific professional knowledge have a beneficial effect on students’ communicative competencies in general. There were identified the advantages of self-tuition based on Moodle platform. The Moodle course lets the teachers save considerable in-class time to focus more on communicative assignments. The findings of this study have a number of practical implications in ESP online courses development.
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Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, January 2021. http://dx.doi.org/10.31979/mti.2021.1919.

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The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and place them into the Science, Technology, Engineering, and Math (STEM) College track. The academy emphasizes on transportation as an industry sector and aims to increase the number of underrepresented minorities and women who directly enter the transportation workforce. It also aims at increasing the number of young people who enter college to study engineering or technology and subsequently pursue careers in transportation- and infrastructure-related careers. The IATP was conducted as a full-year program with 30 student participants from high schools.
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Kiianovska, N. M. The development of theory and methods of using cloud-based information and communication technologies in teaching mathematics of engineering students in the United States. Видавничий центр ДВНЗ «Криворізький національний університет», December 2014. http://dx.doi.org/10.31812/0564/1094.

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The purpose of the study is the analysis of the development of the theory and methods of ICT usage while teaching higher mathematics engineering students in the United States. It was determined following tasks: to analyze the problem source, to identify the state of its elaboration, to identify key trends in the development of theory and methods of ICT usage while teaching higher mathematics engineering students in the United States, the object of study – the use of ICT in teaching engineering students, the research methods are: analysis of scientific, educational, technical, historical sources; systematization and classification of scientific statements on the study; specification, comparison, analysis and synthesis, historical and pedagogical analysis of the sources to establish the chronological limits and implementation of ICT usage in educational practice of U.S. technical colleges. In article was reviewed a modern ICT tools used in learning of fundamental subjects for future engineers in the United States, shown the evolution and convergence of ICT learning tools. Discussed experience of the «best practices» using online ICT in higher engineering education at United States. Some of these are static, while others are interactive or dynamic, giving mathematics learners opportunities to develop visualization skills, explore mathematical concepts, and obtain solutions to self-selected problems. Among ICT tools are the following: tools to transmit audio and video data, tools to collaborate on projects, tools to support object-oriented practice. The analysis leads to the following conclusion: using cloud-based tools of learning mathematic has become the leading trend today. Therefore, university professors are widely considered to implement tools to assist the process of learning mathematics such properties as mobility, continuity and adaptability.
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Striuk, Andrii, Olena Rybalchenko, and Svitlana Bilashenko. Development and Using of a Virtual Laboratory to Study the Graph Algorithms for Bachelors of Software Engineering. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4462.

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The paper presents an analysis of the importance of studying graph algorithms, the reasons for the need to implement this project and its subsequent use. The existing analogues analysis is carried out, due to which a list of advantages and disadvantages is formed and taken into account in developing the virtual laboratory. A web application is created that clearly illustrates the work of graph algorithms, such as Depth-First Search, Dijkstra’s Shortest Path, Floyd- Warshall, Kruskal Minimum Cost Spanning Tree Algorithm. A simple and user- friendly interface is developed and it is supported by all popular browsers. The software product is provided with user registration and authorization functions, chat communication, personal cabinet editing and viewing the statistics on web- application use. An additional condition is taken into account at the design stage, namely the flexibility of the architecture, which envisaged the possibility of easy expansion of an existing functionality. Virtual laboratory is used at Kryvyi Rih National University to training students of specialty 121 Software Engineering in the disciplines “Algorithms and Data Structures” and “Discrete Structures”.
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