Дисертації: "Engineering Study and teaching (Higher) Australia"

1

Mahomed, Shaheed. "Integrating mathematics into engineering : a case study." Thesis, Cape Peninsula University of Technology, 2007. http://hdl.handle.net/20.500.11838/1255.

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Thesis (MTech (Mechanical Engineering))--Cape Peninsula University of Technology, 2007
Twelve years into a democracy, South Africa still faces many developmental challenges. Since 2002 Universities of Technology in South Africa have introduced Foundational Programmes/provisions in their Science and Engineering programmes as a key mechanism for increasing throughput and enhancing quality. The Department of Education has been funding these foundational provisions since 2005. This Case Study evaluates an aspect of a Foundational provision in Mechanical Engineering, from the beginning of 2002 to the end of 2005, at a University of Technology, with a view to contributing to its improvemenl The Cape Peninsula University of Technology {CPUn, the locus for this Case Study, is the only one of its kind in a region that serves in excess of 4.5 million people. Further, underpreparedness in Mathematics for tertiary level study is a national and intemational phenomenon. There is thus a social interest in the evaluation of a Mathematics course that is part of a strategy towards addressing the shortage in Engineering graduates. This Evaluation of integration of the Foundation Mathematics course into Foundation Science, within the Department of Mechanical Engineering at CPUT, falls within the ambit of this social need. An integrated approach to cunriculum conception, design and implementation is a widely accepted strategy in South Africa and internationally; this approach formed the basis of the model used for the Foundation programme that formed part of this Evaluation. A review of the literature of the underpinnings of the model provided a theoretical framework for this Evaluation Study. In essence this involved the use of academic literacy theory together with learning approach theory to provide a lens for this Case Study.

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2

Buckingham, Elizabeth Ann. "Socialisation to higher mathematics : men's and women's experience of their induction to the discipline." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5425.

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3

Addison, Patricia A. "Receptivity to a proposed change in accounting education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1196.

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This cross-sectional correlation study is concerned with accounting practitioners' receptivity to a propose change in accounting education; specifically, that the existing three year degree course be extended to four years. This change is proposed by the Accounting Profession in Australia. A model of accounting practitioners' receptivity towards the proposed change, at the adoption stage, was revised and adapted from a general model of teacher receptivity to any system-wide change. The revised model has one dependent variable, receptivity, which is measured in three aspects; overall feelings, attitudes, and general behaviour intentions towards the proposed change in accounting education. It has eight Independent variables, and a number of situation variables. These independent variables are; attitudes towards the structure and content of the proposed change, general beliefs about the change based on the expanding scope of accounting practice, overall feelings about the strengths and weaknesses of accounting graduates, overall feelings about alleviating fears and uncertainties of the proposed change, overall feelings about the practicality of the proposed change in the lecture room and tutorial room in two aspects, general behaviour intentions about expectations and achievements for the proposed change, and general behaviour intentions to support instructors and the accounting profession. The relationships between the dependent variables and the independent variables are examined in the context of a number of situation variables.

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4

Bertz, Michael. "Situated learning methodologies and assessment in civil engineering structures education." Diss., Georgia Institute of Technology, 1998. http://hdl.handle.net/1853/21484.

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5

Fang, Woan Pin. "Teaching and learning in higher education : a case study of engineering students learning economics." Thesis, Durham University, 2005. http://etheses.dur.ac.uk/3935/.

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Teaching and learning in higher education has not been receiving the attention it deserves and the assumption that good teaching is common in universities, needs re-thinking. The focus of this thesis is on a case study of engineering students studying economics in a university in Singapore. Two traditions of research on teaching and learning economics have existed: the economists' tradition in conducting quantitative research, and the educationists' who use qualitative methods for data gathering and analysis. These approaches are analysed and as a consequence of the weaknesses established, this thesis took a different research approach. Instead of focusing on teaching, course design and the prediction of students' outcome performances, its aim is to understand the learning experiences of the students. Data were collected from 12 students through semi- structured interviews and these data were analysed using a grounded theory approach to conceptualise and represent a phenomenon or an experience of the students. Five different categories were eventually discovered which represented the students' common experiences and conceptualisation of their experiences: 'difficult', 'interesting', 'unsatisfactory', 'pragmatism' and 'enriching'. Strauss and Corbin's Paradigm model of grounded theory was adopted to relate the data systematically and purposefully in order to capture the complexity in understanding the learning experiences of the students. It is hence the intention of this study to allow the students to tell the stories of their learning journey, an experience which may change over time and at times becoming contradictory. To complement this analysis of students' experience, the views of the academic staff were also collected by interview. The lecturers have a different idea of factors that affect students' learning, and these are categorised as students' motivation, students' heavy workload, assessment and the syllabus coverage - issues that are unrelated to their own teaching methods, which however are important from the students' point of view. In the final analysis, regardless of the variation in students' experiences, the two important direct influences on them are teaching methods and the attitudes of the academic staff towards teaching.

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6

Shaw, Peter. "The conceptions of art practice held by tertiary visual art students." Thesis, Queensland University of Technology, 1993. https://eprints.qut.edu.au/36703/1/36703_Digitised%20Thesis.pdf.

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This study explores student learning in a tertiary visual arts institution. Students' conceptions of art practice are described using the phenomenologically based educational research method of phenomenography. The study addresses the intentional content of student art practice in the contexts of the visual arts institution and the status of visual arts in the 1990s. Data collection was carried out through interviews with Honours Year visual arts students, which was processed using textual analysis to examine understandings related to the visual arts.

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7

Santhanam, Elizabeth. "Investigation and innovation of teaching and learning genetics at the introductory level in the University of Adelaide /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phs2338.pdf.

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8

Cheung, Wai-fong Margaret, and 章慧芳. "A study of coherence in writing as a basis to identify teaching materials for engineering students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31944838.

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9

Dooey, Patricia. "Issues of English language proficiency for international students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/628.

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In the last 20 years or so, there has been a phenomenal increase in the number of international full-fee paying students applying to study in Australian universities, The revenue provided in this way has helped to address the problems faced by cash-starved universities facing recurring funding cuts over the same period. Furthermore, the presence of such students on any university campus provides immeasurable enrichment to the student body in terms of cultural diversity and research potential, and indeed it is very tempting in an ever,-increasing global market, to be as flexible as possible with prospective international students. However, the process of admission also demands careful consideration on the part of the various stakeholders involved. Although several factors need to be taken into account, the most obvious and certainly of primary importance would be the need to prove proficiency in the English language, Given that English is the dominant means of communication in the university, all students are required to draw from a complex web of linguistic resources to construct meaning and to complete the range of tasks required of them during their tertiary studies, This volume deals :with the overarching theme of issues of English language proficiency for overseas students studying in an Australian university. This focus can be viewed from many angles, and there are certainly many key facets involved, a selection of which is explored in the papers of the portfolio. These include the following broad areas: recruitment and admissions, language testing and technology, curriculum and inclusivity, English language support, academic conduct and finally the specific needs of international students, as viewed from their own perspective.

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10

Zender, Fabian. "An IPPD approach providing a modular framework to closing the capability gap and preparing a 21st century workforce." Thesis, Georgia Institute of Technology, 2014. http://hdl.handle.net/1853/51822.

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The United States are facing a critical workforce challenge, even though current unemployment is around 6.7%, employers find it difficult to find applicants that can satisfy all job requirements. This problem is especially pronounced in the manufacturing sector where a critical skills gap has developed, a problem that is exasperated by workforce demographics. A large number of employees across the various manufacturing sub-disciplines are eligible to retire now or in the near future. This gray tsunami requires swift action as well as long lasting change resulting in a workforce pipeline that can provide Science, Technology, Engineering, and Mathematics (STEM) majors in sufficient quantity and quality to satisfy not only the needs of STEM industries, but also of those companies outside of the STEM sector that hire STEM graduates. The research shown here will identify overt symptoms describing the capability gap, will identify specific skills describing the gap, educational causes why the gaps has not yet been addressed or is difficult to address, and lastly educational remedies that can contribute to closing the capability gap. A significant body of literature focusing on engineering in higher education has been evaluated and findings will be presented here. A multidisciplinary, collaborative capstone program will be described which implements some of the findings from this study in an active learning environment for students working on distributed teams across the US. Preliminary findings regarding the impact of these measures on the quantity of engineers to the US economy will be evaluated.

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11

Veal, David. "An investigation into computer and network curricula." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1331.

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This thesis consists of a series of internationally published, peer reviewed, journal and conference research papers that analyse the educational and training needs of undergraduate Information Technology (IT) students within the area of Computer and Network Technology (CNT) Education. Research by Maj et al has found that accredited computing science curricula can fail to meet the expectations of employers in the field of CNT: “It was found that none of these students could perform first line maintenance on a Personal Computer (PC) to a professional standard with due regard to safety, both to themselves and the equipment. Neither could they install communication cards, cables and network operating system or manage a population of networked PCs to an acceptable commercial standard without further extensive training. It is noteworthy that none of the students interviewed had ever opened a PC. It is significant that all those interviewed for this study had successfully completed all the units on computer architecture and communication engineering" (Maj, Robbins, Shaw, & Duley, 1998). The students' curricula at that time lacked units in which they gained hands-on experience in modern PC hardware or networking skills. This was despite the fact that their computing science course was level one accredited, the highest accreditation level offered by the Australian Computer Society (ACS). The results of the initial survey in Western Australia led to the introduction of two new units within the Computing Science Degree at Edith Cowan University (ECU), Computer Installation & Maintenance (CIM) and Network Installation & Maintenance (NIM) (Maj, Fetherston, Charlesworth, & Robbins, 1998). Uniquely within an Australian university context these new syllabi require students to work on real equipment. Such experience excludes digital circuit investigation, which is still a recommended approach by the Association for Computing Machinery (ACM) for computer architecture units (ACM, 2001, p.97). Instead, the CIM unit employs a top-down approach based initially upon students' everyday experiences, which is more in accordance with constructivist educational theory and practice. These papers propose an alternate model of IT education that helps to accommodate the educational and vocational needs of IT students in the context of continual rapid changes and developments in technology. The ACM have recognised the need for variation noting that: "There are many effective ways to organize a curriculum even for a particular set of goals and objectives" (Tucker et al., 1991, p.70). A possible major contribution to new knowledge of these papers relates to how high level abstract bandwidth (B-Node) models may contribute to the understanding of why and how computer and networking technology systems have developed over time. Because these models are de-coupled from the underlying technology, which is subject to rapid change, these models may help to future-proof student knowledge and understanding of the ongoing and future development of computer and networking systems. The de-coupling is achieved through abstraction based upon bandwidth or throughput rather than the specific implementation of the underlying technologies. One of the underlying problems is that computing systems tend to change faster than the ability of most educational institutions to respond. Abstraction and the use of B-Node models could help educational models to more quickly respond to changes in the field, and can also help to introduce an element of future-proofing in the education of IT students. The importance of abstraction has been noted by the ACM who state that: "Levels of Abstraction: the nature and use of abstraction in computing; the use of abstraction in managing complexity, structuring systems, hiding details, and capturing recurring patterns; the ability to represent an entity or system by abstractions having different levels of detail and specificity"(ACM, 1991b). Bloom et al note the importance of abstraction, listing under a heading of: “Knowledge of the universals and abstractions in a field” the objective: "Knowledge of the major schemes and patterns by which phenomena and ideas arc organized. These are large structures, theories, and generalizations which dominate a subject or field or problems. These are the highest levels of abstraction and complexity'' (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956, p. 203). Abstractions can be applied to computer and networking technology to help provide students with common fundamental concepts regardless of the particular underlying technological implementation to help avoid the rapid redundancy of a detailed knowledge of modem computer and networking technology implementation and hands-on skills acquisition. Again the ACM note that: “Enduring computing concepts include ideas that transcend any specific vendor, package or skill set... While skills are fleeting, fundamental concepts are enduring and provide long lasting benefits to students, critically important in a rapidly changing discipline" (ACM, 2001, p.70) These abstractions can also be reinforced by experiential learning to commercial practices. In this context, the other possibly major contribution of new knowledge provided by this thesis is an efficient, scalable and flexible model for assessing hands-on skills and understanding of IT students. This is a form of Competency-Based Assessment (CBA), which has been successfully tested as part of this research and subsequently implemented at ECU. This is the first time within this field that this specific type of research has been undertaken within the university sector within Australia. Hands-on experience and understanding can become outdated hence the need for future proofing provided via B-Nodes models. The three major research questions of this study are: •Is it possible to develop a new, high level abstraction model for use in CNT education? •Is it possible to have CNT curricula that are more directly relevant to both student and employer expectations without suffering from rapid obsolescence? •Can WI effective, efficient and meaningful assessment be undertaken to test students' hands-on skills and understandings? The ACM Special Interest Group on Data Communication (SJGCOMM) workshop report on Computer Networking, Curriculum Designs and Educational Challenges, note a list of teaching approaches: " ... the more 'hands-on' laboratory approach versus the more traditional in-class lecture-based approach; the bottom-up approach towards subject matter verus the top-down approach" (Kurose, Leibeherr, Ostermann, & Ott-Boisseau, 2002, para 1). Bandwidth considerations are approached from the PC hardware level and at each of the seven layers of the International Standards Organisation (ISO) Open Systems Interconnection (OSI) reference model. It is believed that this research is of significance to computing education. However, further research is needed.

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12

Sherman, Matthew. "A Hands-on Method of Instruction for Feedback Control Systems and Mechatronics." Honors in the Major Thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/805.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf
Bachelors
Engineering and Computer Science
Mechanical Engineering

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13

Thurogood, Thomas L. "Learning styles: A case study from the United Arab Emirates." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/321.

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14

Baird, Craig A. "Cognitive apprenticeship in a building design office." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1065.

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This thesis presents a research study that investigated student learning in a mentor supported design office situation, using a cognitive apprenticeship learning approach that utilised authentic design project tusks. In this study, 29 final year Technical And Further Education (TAFE) building design students undertook authentic building design projects with expert building designers, who acted as mentors, in commercial design office situations. The mentors guided student learning by using a cognitive apprenticeship approach to learning, implemented with authentic design projects designed to replicate the everyday culture of practice activities typical of commercial design office operations. This study follows the progress of these students as they worked in collaboration with their mentors in the design and presentation of design solutions developed for the projects. Data about the students' learning experiences in this setting were collected and analysed to determine their learning outcomes, the kinds of knowledge acquired and the means through which knowledge was transferred in the study situation. A holistic interpretivistic approach was used to collect data in three phases. The first of these was a pilot-study with the other two phases providing the main data gathering parts of the study. Much of the focus of the third phase of this study was on verifying findings emergent from analysis of data collected in the first two phases, as well as seeking greater understanding of the study phenomena. Throughout each of the three phases, data were collected from multiple sources, which included interviews, direct observations, personal journals and drawings. Analysis of the data showed that using cognitive apprenticeship learning methods organised around mentor supported authentic projects implemented in authentic commercial design office situations provided successful transfer of declarative, tacit and procedural knowledge from the mentor to the students. This thesis concludes with recommendations for the classroom application of cognitive apprenticeship learning methods, as used by the expert building designers who participated in this research.

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15

Conrad, Paul Jefferson. "Analysis of PSP-like processes for software engineering." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2962.

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The purpose of this thesis is to provide the California State University, San Bernardino, Department of Computer Science with an analysis and recommended solution to improving the software development process.

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16

Rhea, Kathryn B. "Interactive problem-based class : distributed education improved by on demand lectures." Thesis, Georgia Institute of Technology, 2003. http://hdl.handle.net/1853/20981.

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17

Janse, van Rensburg Zelda. "Factors influencing career choice of learners in engineering : a case of a selected university of technology in South Africa." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2547.

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Thesis (MTech (Business Administration))--Cape Peninsula University of Technology, 2017.
A steady decline in student enrolment at the Tshwane University of Technology’s Faculty of Engineering and the Built Environment (TUTFEBE) was seen in recent years. Small numbers of South African pupils have been matriculating with Mathematics as a subject, and most of them have been underperforming. Since there has been no scientific evidence to date on which recruitment and guidance efforts work best for attracting quality learners for courses in engineering at the Tshwane University of Technology (TUT), this study was conducted to identify the factors that influence learners’ choice of engineering as a career. This information could assist in the design of an evidence-based recruitment and marketing model. A single-case explanatory study design was used for this research, since it focused on the TUTFEBE. A quantitative and qualitative study was completed by means of inputs from first-year extended curriculum engineering programme students. The data was analysed using the Statistical Package for the Study of Social Sciences (SPSS). By studying the qualitative data from more than one viewpoint, the quantitative findings were verified and triangulated. The influences that played a role in learners’ career choices were identified. Thematic clusters emerged as stimulation or creation of an awareness of or interest in engineering, the influences of different people on learners’ career choices, relevant exposure to careers in engineering, the huge impact of Maths and Science teachers on learners’ career decision-making, method of teaching, employability and the image and reputation of an institution. It became evident that engineering faculties themselves need to assume responsibility for the recruitment of their students. Copying seems to be the main coping strategy in most institutions regarding marketing and recruitment engagements. Although many of TUTFEBE’s current marketing and recruitment actions were on par with the rest of the world, alternative actions were identified and implemented in the model. Informed consent in written format for both the quantitative and qualitative studies was obtained from the subjects after they had been informed what the purpose, risks and benefits were and which procedures would be implemented to ensure confidentiality. The subjects were informed of their right to withdraw at any stage, without any penalty or disadvantage, and were assured that withdrawal would in no way influence their continued relationship with the researcher or their academic progress at TUT.

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18

Rebe, Ntombembasa. "Building a school hall : opportunities for services for service-learning and partnerships in an engineering faculty." Thesis, Cape Peninsula University of Technology, 2005. http://hdl.handle.net/20.500.11838/1928.

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Thesis (MTech (Education))--Cape Peninsula University of Technology, 2005
The purpose of this research was to investigate service-learning opportunities and possible collaboration between higher education students and lecturers located in the department of the Built Environment and the school community in a project that involved the building of a school hall. The school halls are generally needed as they accommodate a wide range of school and community activities and serve as bridges that link the school and the wider public. The study also attempted to develop a framework to guide the implementation of service-learning projects in third-year courses of the National Diploma: Building which include quantity surveying, construction technology and construction management. The study made use of literature that describes the civic roles and social responsibilities of higher education in general and the expected role of higher education in socio-economic development of the South African communities in particular. Literature on the need for increased participation, collaboration, partnership formation and development of service-learning programmes in order to address the socio-economic and educational developmental needs of both communities and students was also consulted. Reference was also made to literature on building projects and the building process. The researcher used qualitative approaches and data production methods to get information from the school teachers, learners, students and lecturers through interviews in order to establish if the participants were willing to work together in the school building project and how they thought the school and the higher education institution could benefit from such collaboration. An observation schedule and photographs were also used to gather information relating to the process of building a school hall.

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19

Puhl, Les. "An evaluation of the procedures used to assess and remediate the perceived writing difficulties of undergraduate students in the Faculty of Education at Edith Cowan University." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1127.

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The standards of written literacy of teacher-education students at Edith Cowan University are perceived by many staff to be inadequate. The Faculty of Education's response to this perceived inadequacy is to carry out a mandatory skills-based remedial writing programme for students whose literacy competencies are judged to be deficient, The instrument used to assess the students' literacy competencies is the English Skills Assessment test. The students' performances in the various skills which the test purports to measure, also determine the area in which they are given remedial instruction if the results of the test suggest this is necessary. However, many Faculty of Education staff are concerned that there are important conceptual, structural, and organisational inadequacies in students' writing which are not identified by the English Skills Assessment test and, therefore, are not attended to in remediation programmes based on the results generated by this test. This study was an evaluation of the remedial literacy programme conducted by the Faculty of Education at Edith Cowan University. The programme was evaluated from two perspectives (a) a theoretical perspective and (b) a practical perspective. Firstly, the study evaluated the procedures used by the Faculty of Education to diagnose and remediate writing difficulties among its first year student intake by comparing the assumptions underlying those procedures to the assumptions underlying a contemporary perspective of writing and the teaching of writing. This comparison revealed that not only were many of the procedures used by the Faculty ineffectual, but also some of the procedures used had the potential to inhibit the literacy development of its students. Secondly, the study investigated whether the English Skills Assessment test was able to identify (a) all the areas in which students experienced difficulties inwriting and (b) the students who were likely to experience the difficulties. The performances of 426 first year primary and secondary teacher education students attending the Mount Lawley Campus of the Edith Cowan University in the English Skills Assessment test were compared with their performances in a research-essay assignment, carried out as a normal part of their course work. The results of this aspect of the study reinforce the findings of an earlier study (Holbrook & Bourke, 1989) which reported that the English Skills Assessment test neither identified all the areas in which tertiary level students experience difficulty in their real writing nor the students likely to experience difficulties, This study shows that Holbrook and Bourke's findings, which related to narrative text, also applied when students wrote expository text. These results challenge the validity of the Faculty's use of the English Skills Assessment test as a means of identifying students with writing problems and show that any remedial writing programme based solely on the areas identified by the test will have a limited impact on the development of students' written literacy. In addition to the data originally sought for this study, other information came to light which showed the limitations of the way in which the Faculty conceptualises students' literacy needs. The emphasis of this programme is diagnosis and remediation. This conceptualisation has produced a literacy unit which is peripheral to the mainstream academic programme and which teaches the surface features of language in decontextualised, skills-based lessons. As a consequence, the unit: (a) is accorded marginal status by lecturers and students alike, ( b ) bears little relationship to what is happening in other units of the course, and (c) contributes little, if anything, to students' literacy development. It is clear from the findings of this study that the Faculty of Educator's remedial literacy programme contains serious flaws which cannot be rectified by attempting to modify the existing programme, The study concludes by recommending that the Faculty of Education should abandon its existing programme, along with its remedial emphasis, and institute a new programme designed to cater for the literacy needs of all its students. That is, all incoming students should be required to undertake a foundation unit which outlines the Faculty of Education's requirements and expectations of students, and teaches them the structures and processes (reading, writing, and thinking) required for successful learning in Bachelor of Arts (Education) courses.

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20

Campbell, Vivian. "A model for systematically investigating relationships between variables that affect the performance of novice programmers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/1010.

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This research was motivated by an interest in novices learning to program and a desire to understand the factors that affect their learning. The traditional approach to performing such an investigation has been to select factors which may be important and then perform statistical tests on a few potential relationships. A new research model is proposed and tested to ensure that a thorough and systematic investigation of the data is performed. This thesis describes the data, defines the model and explains the application and validation of the model. The research process is managed by a control algorithm that is the heart of the model. This algorithm is seeded by a hypothesis that connects two variables of interest and dictates the testing of a series of hypotheses; as it does this, it also delves deeper into the data to identify additional relationships. In this research the model was applied to investigate the relationships between: learning style and achievement; programming behaviour and achievement; and learning style and programming behaviour. Learning style was assessed using Kolb’s Learning Style Inventory, achievement was based on exam score and programming behaviour was extracted from a log of student activities using a programming tool. The largest number of significant relationships was found between aspects of behaviour and achievement. The model was validated by classifying the significant hypotheses based on the research model’s tree structure, the section of the programming tool in use and the literature. These three classification schemes provided a structure to explore their similarities and differences. The model was thus demonstrated to be robust and repeatable by comparing the results with those from both using a programming tool, and expert opinion. This research has revealed several attributes of the learning behaviour that affected the students’ results within this group, including aspects of timeliness and overall volume of activity. These are suitable targets for future investigations. The research model could be applied to other data sets where an in-depth investigation into pairwise data is required. .

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21

Warsame, Abdulla Farah. "The Gap Between Engineering Education and Postgraduate Preparedness." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10634462.

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Engineering students entering the workforce often struggle to meet the competency expectations of their employers. Guided by constructivist theory, the purpose of this case study was to understand engineers’ experiences of engineering education, deficiencies in practical skills, and the self-learning methods they employed to advance their technical and professional competencies. Working engineers were asked about their experiences overcoming practical skill deficiencies and bridging the gap between education and practice. Interviews with 15 chemical, civil, mechanical, and electrical engineers were analyzed by coding for common statements and identifying themes. Firsthand experiences of the participants captured 3 themes: overall perceptions of engineering education, deficiencies in skills, and self-learning experiences. According to study findings, engineering education did not supply sufficient practical skills for working engineers. The study also provided descriptions of training and self-learning methods employed by practicing engineers to advance their technical and professional competencies. The study found that although universities might provide some practical skills through industry collaboration, engineering graduates still required professional development to ensure a smooth transition from academic learner to acclimated working engineer. The project is a practical training, developed for recent graduates, that could achieve positive social change by making strides toward bridging the gap between theory and practice for the participants. This study may also incite positive social change as it contributes to the evidence that there is a lack of practical experience in colleges of engineering, which may therefore improve their curriculum.

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22

Wood, Leigh Norma. "Graduate voices the nexus between learning and work /." Phd thesis, Australia : Macquarie University, 2007. http://hdl.handle.net/1959.14/47704.

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"2006"
Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, Institute of Higher Education Research and Development, 2007.
Bibliography: p. 167-173.
Introduction -- Experience and expression -- Becoming a professional -- Study design -- Graduates' experiences: a narrative -- Reflections on communication -- Examples of texts -- Reflections on learning and teaching -- Reflections and implications.
The aim of this study is to inform curriculum change in the mathematical sciences at university level. This study examines the transition to professional work after gaining a degree in the mathematical sciences. Communication is used as the basis for the analysis of the transition because of the importance of language choices in work situations. These experiences form part of the capabilities that become part of a person's potential to work as a professional. I found a subtle form of power and, of the opposite, lack of power due to communication skills. It is not as obvious as in, say, politics but it is just as critical to graduates and to the mathematical sciences. -- There were 18 participants in the study who were graduates within five years of graduation with majors in the mathematical sciences. In-depth interviews were analysed using phenomenography and examples of text from the workplace were analysed using discourse analysis. Descriptions of the process of gaining employment and the use of mathematical discourse have been reported in the thesis using narrative style with extensive quotes from the participants. -- The research shows that graduates had three qualitatively different conceptions of mathematical discourse when communicating with a non-mathematical audience: jargon, concepts/thinking and strength. All participants modified their use of technical terms when communicating with non-mathematicians. Those who held the jargon conception tried to simplify the language in order to explain the mathematics to their audience. Those who held the concepts/thinking conception believed that the way of thinking or the ideas were too difficult to communicate and instead their intention with mathematical discourse was to inspire or sell their ability to work with the mathematics. The strength conception considers the ethical responsibility to communicate the consequences of mathematical decisions. Not one of the participants believed that they had been taught communication skills as part of their degree. -- Participants gained a 'mathematical identity' from their studies and acquiring a degree gave them confidence and a range of problem-solving skills. Recommendations are made about changes in university curriculum to ensure that graduates are empowered to make a high-quality transition to the workplace and be in a position to use their mathematical skills. Mathematical skills are necessary but not sufficient for a successful transition to the workplace. Without the ability to communicate, graduates are unable to release the strength of their knowledge.
Mode of access: World Wide Web.
xi, 195 p. ill

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23

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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24

Ndaminin, Mohammed Bida 1953. "COURSE CONTENT USEFUL IN IRRIGATION COURSE AT DIPLOMA LEVEL IN NIGERIA." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/275555.

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25

McFarlane, Robert M. "Remote operation of the Scott axial turbofan via the World Wide Web." Honors in the Major Thesis, University of Central Florida, 2001. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/234.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Engineering
Mechanical Engineering

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26

Yazghi, Najlae. "Interactive E-learning and Problem for Electrical Circuits." Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1015.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Engineering and Computer Science
Electrical Engineering

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27

Lim, Edwin C. "Software metrics for monitoring software engineering projects." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1994. https://ro.ecu.edu.au/theses/1100.

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As part of the undergraduate course offered by Edith Cowan University, the Department of Computer Science has (as part of a year's study) a software engineering group project. The structure of this project was divided into two units, Software Engineering l and Software Engineering 2. ln Software Engineering 1, students were given the group project where they had to complete and submit the Functional Requirement and Detail System Design documentation. In Software Engineering 2, students commenced with the implementation of the software, testing and documentation. The software was then submitted for assessment and presented to the client. To aid the students with the development of the software, the department had adopted EXECOM's APT methodology as its standard guideline. Furthermore, the students were divided into groups of 4 to 5, each group working on the same problem. A staff adviser was assigned to each project group. The purpose of this research exercise was to fulfil two objectives. The first objective was to ascertain whether there is a need to improve the final year software engineering project for future students by enhancing any aspect that may be regarded as deficient. The second objective was to ascertain the factors that have the most impact on the quality of the delivered software. The quality of the delivered software was measured using a variety of software metrics. Measurement of software has mostly been ignored until recently or used without true understanding of its purpose. A subsidiary objective was to gain an understanding of the worth of software measurement in the student environment One of the conclusions derived from the study suggests that teams who spent more time on software design and testing, tended to produce better quality software with less defects. The study also showed that adherence to the APT methodology led to the project being on schedule and general team satisfaction with the project management. One of the recommendations made to the project co-ordinator was that staff advisers should have sufficient knowledge of the software engineering process.

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28

Premraj, Divya. "Key Factors Influencing Retention Rates among Historically Underrepresented Groups in STEM Fields." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc1404530/.

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The aim of the study was to identify the factors that have an influence on the completion rates of undergraduate students in the fields of science, technology, engineering and mathematics (STEM). Using Tinto's retention rate theory as the theoretical foundation, data were collected from freshman who were enrolled in the years 2005 to 2008. Results showed gender and first-generation status were significant predictors of STEM completion and time taken to complete the degree. Institutional bias played a role in race/ethnicity not being a factor affecting completion rates, as this study was conducted at a Predominantly White Institution. SAT scores and first and second-year college GPA showed to have the most prominent influence on both STEM completion rate and time taken to complete the degree. Females with higher first-year college GPA and higher high school rank finished faster. Similar results were found with first-generation students as well. Students belonging to ethnic minority groups with higher SAT scores and college GPA had greater success in STEM fields as well. The study results can be used to increase completion rates of underrepresented students in the STEM fields, given what we know about the interactions between underrepresented student groups and the most important predictors.

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29

Premraj, Divya. "Key Factors Influencing Retention Rates among Historically Underrepresented Student Groups in STEM Fields." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404530/.

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The aim of the study was to identify the factors that have an influence on the completion rates of undergraduate students in the fields of science, technology, engineering and mathematics (STEM). Using Tinto's retention rate theory as the theoretical foundation, data were collected from freshman who were enrolled in the years 2005 to 2008. Results showed gender and first-generation status were significant predictors of STEM completion and time taken to complete the degree. Institutional bias played a role in race/ethnicity not being a factor affecting completion rates, as this study was conducted at a Predominantly White Institution. SAT scores and first and second-year college GPA showed to have the most prominent influence on both STEM completion rate and time taken to complete the degree. Females with higher first-year college GPA and higher high school rank finished faster. Similar results were found with first-generation students as well. Students belonging to ethnic minority groups with higher SAT scores and college GPA had greater success in STEM fields as well. The study results can be used to increase completion rates of underrepresented students in the STEM fields, given what we know about the interactions between underrepresented student groups and the most important predictors.

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30

Charlesworth, Matthew. "An investigation of an undergraduate course module on the ethical aspects of information systems." Thesis, Rhodes University, 2005. http://eprints.ru.ac.za/199/.

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31

Braun, Susan Lynn. "Exploration of the functionality requirements associated with development of a problem generation facility to supplement an intelligent tutoring system." Diss., Georgia Institute of Technology, 1993. http://hdl.handle.net/1853/21268.

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32

Nguema, Ndong Arland. "Investigating the Role of the Internet in Women and Minority STEM Participation: A Case Study of Two Florida Engineering Programs." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3734.

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Despite our awareness of the fascination modern humans have with the Internet, little is known about how and why colleges and universities create and maintain Websites. At the most general level, in this case study, I hypothesize that university Websites serve as communication and marketing tools in attracting students. At the most specific level, I postulate that civil engineering programs with Web pages depicting images of women and minorities would be more successful in recruiting and retaining women and students of color than civil engineering programs with Web pages displaying fewer or no images of women and minorities. The primary goal of this case study was to examine the relationships between Website information content and the recruitment and retention of women and minority pre-civil engineering students. The second, but equally important, goal was to investigate the reason(s) why, despite efforts to recruit and retain individuals from disenfranchised populations into STEM majors, students from these groups not only remain underrepresented in engineering, but leave this discipline at a much higher rate than their non-minority male counterparts. This case study focused on two Florida state university civil engineering programs and drew on ethnographic research methods. I used interviews, focus groups, Web pages, demographic sheets, and observations to examine the relationships between Website content and access to undergraduate civil engineering programs for women and students of color. The study sample involved 40 respondents, including pre-civil engineering students, civil engineering professors, and university administrators. Research findings suggested that Internet marketing has become a key strategy used by civil engineering programs in recruiting and retaining students from underrepresented groups. Additionally, the study revealed that both prospective and pre-civil engineering students use departmental Websites for communication and enrollment purposes. Last, but certainly not least, the study found that online climate is a significant factor in the recruitment and retention of women and students of color in civil engineering programs.

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33

Medley, Stuart. "Less realism : more meaning : evaluating imagery for the graphic designer." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/232.

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Typography' as a defining term has become interchangcable with 'graphic design'. and while font choice and application is seen as of paramount importance. image choice, virtually half , . of the communication design equation, is neglected in the theory and in pratice is left to the instinct of the designer. In this thesis I try to find approaches for graphic designers to understand image to the degree that they understand type. These approaches are tested through assignments for graphic design students and the results recorded and analysed. I seek to address the paradox that we are able to communicate more accurately through less accurately rendered images. I will explain how the human visual system. evolved over time by looking only upon the natural world in all its reality. can look upon a stick-figure and make an emotional and intellectual connection. I examine the design implications of this strange faculty of the visual system. Gombrich. Arnheim and others have explored realism in, and applied psychology to, art in order to become better art historians. I explore the implications in the more pragmatic. economically imperative field of design of moving away from realism in the visual aspects of communication.

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34

Marzinsky, Maria. "Teaching and curricular practices contributing to success in gateway courses for freshman and sophomore students in math, science, engineering, and technology (MSTE) majors at a large public research university: A longitudinal study." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280026.

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This dissertation examined teaching and curricular practices that have had an impact on the academic achievement of freshman and sophomore students taking introductory courses in math, science, technology, and engineering (MSTE). A large proportion of undergraduate students intending to pursue MSTE majors switch to other majors after taking introductory courses in math, biology, physics and other courses that constitute a requirement for science and engineering degrees (Astin, 1993). This investigation utilized quantitative and qualitative methods to assess the academic performance of students at a large public research university. In the quantitative phase, two efficiency indices were computed for eleven course sequences for MSTE majors using student cohorts from 1993-1999. The ICE index is the average number of attempts it takes a cohort of students to pass a introductory (gateway) course. An index closer to 1 indicates an efficient course, since an index of 1 means that all students passed the course in the first attempt. The ICE2 index measures the rate of success of students taking the second course in a gateway sequence. The ICE 2 index ranges from 0 to 1. An ICE2 index of 1 for the targeted gateway course is ideal, indicating that every student who passed the first gateway course took and passed the next course in the curricular sequence with a grade of A, B, or C on the first attempt. The qualitative phase of this study consisted of twelve interviews of the faculty and instructors who teach the same courses analyzed in the quantitative phase. In addition, four faculty members who held administrative positions in the MSTE disciplines were interviewed. The purpose of the interviews was to unveil teaching and curricular practices that have had an impact on students' academic achievement. The resulting trends of the efficiency indices failed to demonstrate an improvement in students' academic achievement as measured by the indices, except for three gateway course sequences: Computer Science, Biology, and Management Information Systems. The qualitative phase helped to unravel a myriad of not only faculty's innovations and achievements but also their concerns surrounding practices regarding the introductory courses.

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35

Palmer, Stuart Rohan, and mikewood@deakin edu au. "An evaluation of Australian undergraduate engineering management education for flexible delivery." Deakin University. School of Engineering and Technology, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.112159.

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This thesis examines issues in Australian undergraduate engineering management studies in the context of flexible learning delivery. It is proposed that, within an Australian context: a) the management skills and competencies required by graduate engineers can be determined and classified on a rational basis, permitting an educational focus on those elements most appropriate for graduates; and b) on-line and other computer-based technologies are a practical and effective method for the support of undergraduate engineering management studies. The doctoral project incorporates: an examination of the nature of engineering management; a review of the relevant literature establishing the importance of management studies in undergraduate engineering courses; a review of historical and recent developments in Australian undergraduate engineering management studies; an investigation of the management skills and competencies required by graduate engineers - based on original research; an examination of flexible delivery of engineering education - based on professional practice experience; and an evaluation of case studies of flexible delivery of engineering management education - based on original research and professional practice experience. A framework of ranked classified management skills is developed. Broadly, the ranking framework is generic professional skills, followed by general management skills and technical discipline specific management skills, followed by other professional discipline skills and theoretical skills. This framework provides a rational basis for design of undergraduate engineering management studies. This is supplemented by consideration of the management skills required for the future of engineering practice. It is concluded that undergraduate engineering management education is well suited to delivery and support by on-line and computer-based technology. Recent developments in improved access to the Internet, software systems for on-line collaboration and changes in copyright legislation to create a broad-based right to communication via on-line media have contributed to the facilitation of on-line delivery of teaching and learning. It is noted that though many on-line infrastructure issues have been satisfactorily resolved, higher level issues will emerge as being crucial, including the academic staff development and reward for operating in an online teaching environment and the financial sustainability of on-line development and delivery of courses.

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36

Kashi, Mohsen Gholam-Reza. "A performance analysis of the hi-plan structural apparatus." Thesis, Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/50031.

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Visual experience is a powerful pedagogic tool. Extensive use of experimental studies prior to design and construction has made conceptualization of complex structures possible. Experiments on reduced-scale structures and specimens are also vital tools for teaching structural mechanics. As such, the Department of Civil Engineering at Virginia Tech has acquired a new apparatus for use as an educational demonstration tool in the area of structural mechanics. This work presents the results of a detailed study on the performance of this device as related to its accuracy and operation. To fulfill such objectives, two structural models (a continuous beam and a portal frame) were extensively tested under several loading and support configurations. The models were analysed using STRUDL as well as a computer program developed by the author. The comparison of the results (deformations) obtained in the two phases of the study have indicated that the apparatus is reasonably accurate to meet the requirements of a structural teaching model and adapting to a variety of structural models.
Master of Science
incomplete_metadata

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37

Cournoyer, Richard John. "The Application of Parametric Software into the Undergraduate Computer-Aided Manufacturing Environment." Digital WPI, 1999. https://digitalcommons.wpi.edu/etd-theses/1078.

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"This thesis presents an in depth study of Pro/Engineer's manufacturing module and its application into the Computer-Aided Manufacturing (CAM) undergraduate education environment. Mechanical Engineering has a lot to gain by incorporating computers into the undergraduate curriculum in comparison to only the traditional classroom surroundings. Today, complex problems can be solved in mere seconds thanks to the power and speed of current computers. Likewise within today's manufacturing sector, numerical controlled (NC) machines are no longer programmed manually. In today's globally competitive manufacturing environment, integrated systems such as CAD/CAM help reduce the ever-shrinking time to market. This thesis contains the background as well as the curriculum material necessary to teach undergraduate students CAM using Pro/Engineer's manufacturing module. The curriculum material starts with the tutorials to teach and reinforce Pro/Engineer basic sketcher skills, which are necessary background information. Followed with in-depth click tutorials to teach the manufacturing module for 2 axes turning, and 3 axes hole drilling and milling. It also includes the necessary lab manuals that reinforce the class lecture material, an electronic manufacturing exam, and the students' evaluations from 2 terms when the CAM course (ME3820) was offered."

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38

DeTurk, Patricia Marie. "Lighting the Fire: How Peer-Mentoring Helps Adult Learners Increase Their Interest in STEM Careers: A Case Study at the Community College Level." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1095.

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In the U.S., about 7,000 high school students drop out each school day, representing a loss of talent and ability. Concurrently, there are a decreasing number of enrolled students taking science-related courses at the high school and college levels. Adults, who return to obtain their General Educational Development (GED) certification, are an untapped resource that could be steered toward STEM (Science, Technology, Engineering and Mathematics) careers. In this case study, 15 GED students were shown a STEM video, and then peer mentored by 8 CLA (Clinical Laboratory Assistant) students, in a student-centered laboratory experience. Individual interviews of the GED students prior to and after the treatment were used to assess STEM attitudes. Additionally, the CLA peer mentors were given self-assessments regarding their level of self-efficacy. The most marked difference in the pre- and post-treatment data was with the male GED students. Initially, only 2 of the 7 had definite career goals, 5 with undefined career goals, with 4 showing no interest in STEM. After the treatment, 6 exhibited interest in pursuing STEM education or employment. The female GED students' interest remained unchanged, resulting in the male and female students showing equivalent interest in STEM post-treatment. The CLA peer mentors showed an increase in self-efficacy using Bandura's four sources of self-efficacy in social cognition (1997). The preliminary results of this study suggest that interest in STEM education and STEM careers can be generated with peer mentored learning. (Contains 1 figure and 8 tables.)

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39

Garner, Stuart K. "Exploring a technology-facilitated part-complete solution method for learning computer programming." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/668.

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Learning to program is now a requirement in many courses of study in such areas as computer science, information technology, information systems, multimedia. engineering, and science. However, research indicates that many students have great difficulties in learning to program and this results in high failure rates and high levels of withdrawal from academic courses. It is accepted that programming is an intrinsically difficult subject however the teaching and learning methods used in many programming courses have changed little over the years. The literature indicates the importance of reducing the cognitive load that students experience when learning programming and that one method that has potential to do this uses part-complete program solutions. This study sought to explore a technology supported part-complete solution method (TSPCSM) for the learning of computer programming. A teaching and learning framework for programming was developed and a technology supported “COde Restucturing Tool” CORT, was then designed around the learning framework and developed to support the part-complete solution method and provide a suitable learning environment. A quasi-experimental research design framework was utilised in the study which used both qualitative and quantitative research methods. A series of programming problems was developed for CORT and an experiment was undertaken with students who were studying introductory programming. Experimental and control groups were utilised in the experiment which took place over a 14 week semester at an Australian university The data were analysed and they provided rich information concerning three research questions relating to the part-complete solution method (PCSM) through CORT: how students engaged with CORT; how CORT supported the learning process; and how CORT impacted upon their learning outcomes. Results from the study indicated that the PCSM within CORT imposed a low cognitive load on students; provided high levels of cognitive support; strong scaffolding for learning; and students engaged well with the system and generally used a thoughtful and considered strategy to solving programming problems. No differences in learning achievement were found between the experimental and control groups, however other findings indicated that the students who used the PCSM within CORT required significantly less time and less help than the control group and the students who benefited most from the use of CORT appeared to have well developed mental models of program execution, More research is clearly needed to further explore the best ways to implement CORT so that learning advantages can be gained e solution method and provide a suitable learning environment. A quasi-experimental research design framework was utilised in the study which used both qualitative and quantitative research methods. A series of programming problems was developed for CORT and an experiment was undertaken with students who were studying introductory programming. Experimental and control groups were utilised in the experiment which took place over a 14 week semester at an Australian university The data were analysed and they provided rich information concerning three research questions relating to the part-complete solution method (PCSM) through CORT: how students engaged with CORT; how CORT supported the learning process; and how CORT impacted upon their learning outcomes. Results from the study indicated that the PCSM within CORT imposed a low cognitive load on students; provided high levels of cognitive support; strong scaffolding for learning; and students engaged well with the system and generally used a thoughtful and considered strategy to solving programming problems. No differences in learning achievement were found between the experimental and control groups, however other findings indicated that the students who used the PCSM within CORT required significantly less time and less help than the control group and the students who benefited most from the use of CORT appeared to have well developed mental models of program execution, More research is clearly needed to further explore the best ways to implement CORT so that learning advantages can be gained to solving programming problems. No differences in learning achievement were found between the experimental and control groups, however other findings indicated that the students who used the PCSM within CORT required significantly less time and less help than the control group

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40

Haukka, Sandra. "Research training and national innovation systems in Australia, Finland and the United States : a policy and systems study supported by 30 case studies of research students in the fields of geospatial science, wireless communication, biosciences, and materials science and engineering." Thesis, RMIT University, 2006. https://eprints.qut.edu.au/32212/1/Sandra_Haukka_PhD_thesis.pdf.

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Reforms to the national research and research training system by the Commonwealth Government of Australia sought to effectively connect research conducted in universities to Australia's national innovation system. Research training has a key role in ensuring an adequate supply of highly skilled people for the national innovation system. During their studies, research students produce and disseminate a massive amount of new knowledge. Prior to this study, there was no research that examined the contribution of research training to Australia's national innovation system despite the existence of policy initiatives aiming to enhance this contribution. Given Australia's below average (but improving) innovation performance compared to other OECD countries, the inclusion of Finland and the United States provided further insights into the key research question. This study examined three obvious ways that research training contributes to the national innovation systems in the three countries: the international mobility and migration of research students and graduates, knowledge production and distribution by research students, and the impact of research training as advanced human capital formation on economic growth. Findings have informed the concept of a research training culture of innovation that aims to enhance the contribution of research training to Australia's national innovation system. Key features include internationally competitive research and research training environments; research training programs that equip students with economically-relevant knowledge and the capabilities required by employers operating in knowledge-based economies; attractive research careers in different sectors; a national commitment to R&D as indicated by high levels of gross and business R&D expenditure; high private and social rates of return from research training; and the horizontal coordination of key organisations that create policy for, and/or invest in research training.

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41

Weir, Jennifer Anne. "Active learning in transportation engineering education." Link to electronic thesis, 2004. http://www.wpi.edu/Pubs/ETD/Available/etd-12214-155616/.

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42

Burrowes, Gunilla. "Gender dynamics in an engineering classroom engineering students' perspectives." Diss., 2001. http://www.newcastle.edu.au/services/library/adt/public/adt-NNCU20021210.142001.

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43

Edwards, Jenny. "Gene Technology in Action : the effect of a gene technology workshop on the attitudes of senior high school students towards gene technology." Thesis, 1998. http://hdl.handle.net/1885/145131.

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44

Farwell, Dianna. "Evaluation of NIOSH-sponsored engineering faculty workshops." Thesis, 1993. http://hdl.handle.net/1957/35664.

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45

Errington, Sharyn. "Interactive multimedia in Australian university science teaching : a new toy or a useful tool?" Master's thesis, 1997. http://hdl.handle.net/1885/145270.

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46

Guillot, Blandine. "Les repr{u00E9}sentations sociales de l'{u00E9}criture et le rapport {u00E1} l'{u00E9}criture en langue {u00E9}trang{u00E8}re : une approche didactique pour l'enseignement et l'apprentissage de l'{u00E9}crit en FLE en milieu universitaire australien = Social representations in students' writing and the relation to writing in a foreign language : a didactics-based approach to the teaching and learning of written French as a foreign language in an Australian tertiary institution." Phd thesis, 2010. http://hdl.handle.net/1885/150714.

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This thesis examines the ideas of social representations and the "relation to writing" (Barre-De Miniac 2000) in a multilingual context. Firstly, the thesis examines these ideas, arising from the research field of didactics of teaching French as a first language, in the multilingual context of a French program at an Australian university. Secondly, it analyses the progress in writing ability made by students from the second to the fourth year of French studies, and compares the ways in which they describe the process of writing in their first language and in a foreign language. The objective is to understand the process of writing in its psychological, social and cognitive dimensions. An analysis of the topic (Berthoud 1996) carried out on the discursive corpus of teachers (based on individual interviews) illustrates the limitations of the concept of "relation to writing" in a multilingual context, and makes it possible to identify an idea specific to this teaching situation: the "relation to the foreign language" being learned. An analysis of the topic carried out on the discursive corpus of learners (discussion groups) indicates that their written work in a foreign language originates with ideas, and that the "transposition to writing" in a foreign language can be recognised as a key point in the awareness of linguistic phenomena insofar as this as moment of writing engages knowledge of at least two languages. The situation of transition between languages, made more explicit through the process of writing, is akin to the "zone of proximal development" (ZPD) in Vygotsky's sociocultural theory in that the development of learning strategies and the internalisation of the language are apparent in this negotiation process. A comparison of the processes of writing in a foreign language and writing in a first language shows that the student's level of ability influences the attention given to different aspects of writing. The analysis of written data is divided into three parts. First, those elements in the guidelines for written assignments that reinforce literacy in the foreign language through writing are identified. Secondly, the students' written work enables exploration of another possibility in their "relation to writing". Adopting an analytical approach based on M. K. Halliday's systemic-functional linguistics to determine the writer's investment in his or her output, the data show that the investment varies depending on the stage the student has reached in their foreign language learning. Finally, an analysis of. the comments made by those reading or marking the work establishes a certain continuity of the topics between spoken and written discourse, and highlights the fact that these comments mainly confirm the importance of the "relation to language". The thesis contributes empirical oral and written data in a multilingual university context in which the "relation to writing" can be observed through a grasp of the continuity of the topic. It also constitutes a theoretical contribution to the teaching methodology of writing in a foreign language in that it highlights ideas including the "relation to language", the "relation to learning" and the "transposition to writing".

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47

Clark, I. F. (Ian F. ). "An analysis of geology curricula in secondary and tertiary education / Ian Clark." 1996. http://hdl.handle.net/2440/18909.

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Errata is tipped in after contents.
Bibliography: p. 249-264.
iv, 264 p. : ill. ; 30 cm.
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Thesis (Ph.D.)--University of Adelaide, Dept. of Geology, 1997?

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48

Clark, I. F. (Ian F. ). "An analysis of geology curricula in secondary and tertiary education / Ian Clark." Thesis, 1996. http://hdl.handle.net/2440/18909.

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49

Strauss, Elizabeth. "Teaching Towards the Vocation of Life: Perspectives on Purpose in Undergraduate Engineering Education." Thesis, 2020. https://doi.org/10.7916/d8-jhfe-2b60.

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This study examines ideas of purpose in undergraduate engineering education by drawing on John Dewey’s conception of “Vocation of Life” and the more recent conception of “Twenty-First Century Skills.” Through a single-site case study and utilizing the constant comparative method, this study produced a set of student learning outcomes the faculty at “Oxbow College” describe for their disciplinary teaching that includes technical, professional, and personal skills. The faculty also described a set of department, school, and national level (i.e. ABET accreditation) contexts that impacted their conceptions. This study is set within a broader landscape of attainment issues in STEM education, and engineering specifically, including: 1) student interest in an engineering education; 2) persistence in engineering education for all students; 3) attainment of engineering degrees by a diverse set of students representing the broader national population. Addressing these challenges is imperative because engineering remains of great importance to the United States’ position of technical authority in the world though the United States confers a significantly lower proportion of bachelors degrees in science and engineering compared with other industrialized nations. Compounding this challenge is the need to broaden engineering education to include non-technical skills without sacrificing technical rigor. Most noteworthy in the findings of this study, these faculty speak directly to a set of student learning outcomes including technical and non-technical (professional and personal) skills in their disciplinary engineering courses. In doing so, they are expanding the idea of what an engineering education does and what it intends to do. The purpose of an undergraduate engineering education at Oxbow College, as described by faculty, is to prepare students for all aspects of their lives after graduation. This study provides insight into what these engineering faculty perceive as important in their courses, demonstrating a shift away from the historical divide between professional and liberal education as well as providing an example of the broadening of student learning outcomes – which has implications for calculating the return on investment of a college education. By emphasizing more than just their disciplinary content, these faculty are reflecting a larger societal change regarding the purpose of higher education.

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50

(6852047), Juan D. Ortega-Alvarez. "Conceptions of teaching among Colombian engineering faculty: An exploratory study." Thesis, 2019.

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In Colombia, as in the US, higher education institutions are charged with the twofold responsibility of training well-rounded professionals and pushing the boundaries of knowledge. Faculty enact this dual responsibility through their teaching and research duties, among other job-related functions. Also like in the US, research has increasingly become the foremost function of faculty at most prominent Colombian universities. As the emphasis on research increased, teaching became regarded as a simpler activity that requires less effort and resources. Moreover, while discussions about the importance of quality teaching and the need to better train faculty to enact their teaching function are common, promotion and rewards systems at Colombian universities fail to reflect a real commitment to quality teaching. Research has taken precedence over teaching, and often is perceived as the only scholarly function of faculty. While this continued perception cannot be attributed to a single reason, I hypothesize that how faculty conceive of their teaching role impacts our ability to make a compelling case for the scholarly nature of teaching.

Testing this hypothesis requires a systematic approach to exploring faculty’s conceptions of teaching within a context. To that aim, I pose this research question: What are conceptions of teaching held by Colombian engineering faculty interested in improving their teaching? I advance a framework for exploring conceptions of teaching drawing from Bandura’s Social Cognitive Theory and previous scholarly works on faculty’s conceptions and beliefs about teaching. Drawing upon this framework, I explore the beliefs, practices, and contextual factors of Colombian engineering faculty at three institutions. While these faculty members differ in terms of their disciplinary backgrounds, teaching experience, and research activity—both disciplinary and educational, they all share an interest in improving their teaching practice. This exploration first takes an analytic approach to identify the pieces that constitute participants’ conceptions of teaching, and then knits those pieces together to look at participants as wholes.

The literature on conceptions of teaching has usually classified them between traditional teacher-centered to more sophisticated student-centered views. However, I believe that there is a continuum worth exploring defined by these extreme views. In fact, I argue that there are multiple continua—or dimensions—that merit exploration. Such dimensions include perceptions about the role of teachers, the role of students, the nature of knowledge, the purpose and means of assessment, and the outcomes of education—previously explored in the relevant literature—and views of the interaction between college teaching and research—a dimension distinctive of the present study. My findings suggest that while the role of the teacher and of students, and the nature of knowledge can be described by the teacher- to student-center and knowledge-transmission to knowledge-construction continua, the latter three dimensions are better described along different scales. Moreover, while there are certain correlations between these dimensions (e.g., perceptions of the role of the teacher as a guide correlate with perceptions of a more active role of the students) none of them alone can accurately describe the nuances of an individual’s conception of teaching.

Conceptions of teaching uncovered and characterized in this multidimensional way can inform professional development programs that go beyond the diffusion of pedagogical innovations to a perspective transformation among participants. Specifically, my findings corroborate that changes in faculty views of assessment toward more formative stances foster positive transformations in faculty’s overall conception of their teaching role and duties. My findings also suggest that faculty members intrinsically interested in improving their teaching constitute the seed to start educational reform. Community-building efforts to bring together these faculty should, in the long term, help transform the views of academic administrators, thus fostering lasting reform in the perception and recognition of teaching as a scholarly function of faculty.

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Дисертації з теми "Engineering Study and teaching (Higher) Australia"

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