ethanporcaro/eric-fulltext-meta huggingface dataset:
Dissemination and Adaptation of the EPICS (Engineering Projects in Community Service) Model
Author: Collofello, Jim
Date: 2021-00-00
Type: Journal Articles
Subjects: Engineering Education,Service Learning,Higher Education,Undergraduate Students,Program Descriptions,Community Needs,Models,Interdisciplinary Approach,Teamwork,Organizational Culture,Instructional Leadership,Institutional Cooperation,Foreign Countries

The EPICS Program was created in 1995 with the dual purposes of improving engineering education and addressing compelling needs within our communities. The model broke with many traditional academic traditions, involving students in multidisciplinary teams of students from first-year to fourth years for multiple semesters or even years on projects with local and global community partners. EPICS has been recognized as a model within engineering education and community engagement. The EPICS model has been adapted by several other institutions at the undergraduate and pre-university settings. There are currently 38 active higher education institutions with each adapting the model to their own institutional culture. This paper highlights the EPICS model and how four institutions that are recognized global leaders in engineering education have collaborated and adapted the model to their own institution's goals and culture.
Three Stanford Faculty Write about Change &amp; Engineering Education
Author: Sheppard, Sheri D.
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Engineering Education,Educational Change,Interdisciplinary Approach,Undergraduate Students,Educational History,Liberal Arts,Educational Innovation,Teaching Methods,Universities

Stanford has always embraced educational change, but not for its own sake. Instead, we have pursued reforms in response to specific problems or to realize definite possibilities. In that sense, our curricular innovations seek to move purposefully from &quot;what is&quot; to &quot;what might be.&quot; Such purposeful change is guided by underlying values grounded in our commitment to a broad liberal education model. We want our students to develop disciplinary knowledge, skills, and abilities (KSA), but also ways of thinking and knowledge beyond their specialized fields. We want their education to profit them individually, and also to position them to help their communities and the wider world. Our dual goal of disciplinary KSA in concert with a broad liberal education does give rise to tensions. After all, university study with an exclusively disciplinary focus (as is normal in European higher education), or with a purely liberal arts orientation (offered in many smaller U.S. colleges) could easily fill an entire undergraduate experience. In this essay, we offer some historical and contemporary examples of educational change at our University. Each illustrates the inherent tension at the heart of Stanford's ongoing efforts to situate engineering education within liberal education--a tension that calls for innovative thinking and approaches.
The UCL Integrated Engineering Programme
Author: Hailes, Stephen
Date: 2021-00-00
Type: Journal Articles
Subjects: Engineering Education,Authentic Learning,Student Projects,Active Learning,Concept Formation,Program Descriptions,Skill Development,Educational Change,Curriculum Development,Outcomes of Education,Foreign Countries,Undergraduate Students,Student Attitudes,Teacher Attitudes,College Faculty,Professional Education

In 2014, the UCL Faculty of Engineering Sciences introduced the Integrated Engineering Programme -- a revision of eight existing degree programmes across a range of engineering disciplines. Centred on a thread of authentic project-based activities, the programme aimed to enhance the students' understanding of key theoretical concepts and heighten the development of key professional skills. This paper provides an outline of the rationale for the various project-based activities implemented, details their key features and described the impact these activities have had on the students' development of key skills.
Innovation, Design &amp; Entrepreneurship in Engineering Education
Author: Loh, A. P.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Innovation,Design,Engineering Education,Universities,Experiential Learning,Cooperative Learning,Teamwork,Student Projects,Majors (Students)

A quick literature survey shows that Engineering education has been undergoing change since more than a hundred years ago, largely due to the needs of industry. The current drive for change is not very different and comes from the perception that Engineering graduates of today are not able to function effectively in the workplace. This is in part due to the rapid development in technologies which in turn drives the evolution in the workplace. The educational imperative is also driven by the need to educate engineers who are able to develop innovative solutions to help make the world a better place. This paper presents the Innovation and Design program (iDP) which the National University of Singapore (NUS) has implemented to deliver a design education that also teaches innovation and entrepreneurship in the context of real world multi-disciplinary problems. The vision of the iDP is to produce graduates with an entrepreneurial mindset, which is achieved through experiential team project-based learning, incorporating design thinking, innovation framework, prototyping and testing, and a foundation for a business enterprise. The iDP is set up as a second major for all students in NUS.
The Analysis of Students&apos; Ability in Thinking Based on Cognitive Learning Style
Author: Purnomo, Dwi
Date: 2021-10-00
Type: Journal Articles
Subjects: Thinking Skills,Cognitive Style,Creative Thinking,Critical Thinking,Cooperation,Mathematics Education,College Students,Foreign Countries,Communication Skills

This research was conducted in October-November 2019 and aims to describe students' abilities in critical, creative, communicative, and collaborative thinking based on cognitive learning style. To make known the achievement of the objectives of the study, research subjects have been chosen that have a cognitive style in learning. Cognitive style is individual style in thinking, perception and remembering information influencing someone's learning and interacting in class as well as referencing influencing in accordance with the environment, social interaction, and personal characteristics. After having a lecture, 35 second year mathematics students at &quot;Budi Utomo&quot; Institute of Teacher Training and Education who are taking Calculus as a research subject were given questionnaire of the group embedded figure test (GEFT). The Questionnaire consisting of the indicators of critical, creative, communicative, and collaborative thinking skills. The score of each single subject of study is the data of the study in the form of qualitative descriptive. Critical thinking skills are categorized into 5 levels, namely very critical, critical, moderately critical, uncritical and very uncritical. Likewise, the ability to think creatively, communicatively and collaboratively are categorized into 5 levels. The final results of the research show statistically that the thinking skills of the research subjects are in the critical category, creative enough, very communicative and collaborative.
Comparison of the Motivation and Learning Strategies of Brunei Secondary Students in Forms 1-5 (Years 7-11): Implications for Teaching
Author: Mundia, Lawrence
Date: 2021-10-00
Type: Journal Articles
Subjects: Comparative Analysis,Student Motivation,Cognitive Style,Learning Strategies,Foreign Countries,Secondary School Students,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Questionnaires,Gender Differences,Age Differences,Differences,Institutional Characteristics

This field survey had two main objectives. First, to determine the differences in the participants' Motivated Strategies Learning Questionnaire (MSLQ) scores by gender, age, educational level, and school attended. Second, to identify patterns of the differences emerging from the research outcomes. Using a simple random sample of 310 Brunei Secondary Students in Forms 1-5 (Years 7-11, 174 females, drawn from three schools), the study compared and contrasted the participants' performance on the MSLQ. Females scored higher on seven of the 15 variables including test anxiety. Altogether, 41 significant differences were obtained by gender, age, education, and school across 11 subscales. However, no significant differences were found on four variables (self-efficacy, task value, elaboration, and peer learning). The highest scorers on external motivation were females, 12-year-olds, Year 10s, and students in School 1. Rehearsal and effort regulation were most predominant in Year 7s, Year 9s, and students in School 1. In contrast, critical thinking was more prevalent in Year 11s and students in Schools 1 and 2. The highest number of significant differences involved effort regulation and many differences in this variable were also the strongest (p&lt; 0.01). Implications are discussed and further mixed-methods research using a larger sample, interview probes, and robust statistics such as confirmatory factor analysis was recommended.
Iron Range Engineering
Author: Ulseth, Ron
Date: 2021-00-00
Type: Journal Articles
Subjects: Engineering Education,Curriculum Implementation,Student Projects,Active Learning,Community Colleges,Two Year College Students,College Graduates,Rural Areas,Enrollment,Learning Strategies,Diversity,Educational Change

In this paper, we address the achievements to date and the learnings from the development and ten-year implementation of the Iron Range Engineering (IRE) program while articulating its future directions. IRE uses research-based instructional strategies to implement a project-based learning (PBL) curriculum where authentic design sits at the heart of each semester's learning experiences. Industry projects are used to provide the learning context that spans the three engineering domains of professional, technical, and design capabilities. Delivered as an upper-division program to graduates of community colleges, the IRE model attracts a wider gender, racial, and socio-economic diversity. The rural IRE program has been replicated successfully in a metro region. Both programs have small enrollments, are resource intensive, and immerse student engineers in two years of PBL curriculum with industry clients leading to a Bachelor of Science in Engineering (BSE). Many unique learning strategies with the potential to advance engineering education have been developed by these programs. In an effort to propagate the use of these strategies, IRE has developed a new program designed for higher enrollments while both decreasing resource intensity and further expanding the diversity of the profession. This new entity, known as the Iron Range Engineering Bell program, attracts community college graduates from across the U.S. Using the framework of looking forward, this paper briefly describes the motivations behind the IRE model, its background, and the specific details of its philosophies and implementation. In the results section, both advancements and new learning strategies are described in a way that others can seek inspiration for possible adaptation. Finally, the new Bell program is described along with its potential for impact on change in engineering education.
The Opinions of Mathematics Teacher Candidates Who Have Received a STEM Training on STEM and the Activities They Designed in the Class
Author: Küçük Demir, Betül
Date: 2021-11-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,STEM Education,Secondary Education,Instructional Design,Learning Activities,Skill Development,Foreign Countries,Student Attitudes,College Seniors

This study has been conducted to investigate the opinions of mathematics teacher candidates on science, technology, engineering and mathematics (STEM) training and the activities designed by them. It has been carried out using the case study method, which is one of the qualitative research patterns. In this study, semi-structured interview forms and activity cards have been used to gather data. While semi-structured interview forms served to elicit teacher candidates' opinions on STEM, activity cards were employed to ask them to design an activity in which they could put their training on STEM into practice. The study has been conducted with 34 senior mathematics education students and the data obtained have been analyzed using the content analysis method. It has been concluded that mathematics teacher candidates have positive views on STEM training. The activities designed by the candidate teachers can be categorized under four categories, which are interdisciplinary, the engineering field it is related to, the preferred method and the activities that are not suitable for STEM. Teacher candidates should be trained on how to integrate STEM education into their lessons. Stem activity examples should be presented to teacher candidates for applicability.
Offering an Entrepreneurship Course to All Engineering Students: Lessons Learned from ING2030 in Puc-Chile
Author: Hilliger, Isabel
Date: 2021-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Course Descriptions,Learning Experience,Engineering Education,Technology Integration,Required Courses,Innovation,Units of Study,Student Attitudes,Undergraduate Students,Educational Benefits,Feedback (Response),Foreign Countries

Entrepreneurial learning experiences have become one of the key aspects of the state of the art in engineering education. As such, technology-focused entrepreneurship courses have been incorporated to engineering curricula -- both in developed and developing countries. Following this trend, the Engineering School at Pontificia Universidad Católica de Chile (PUC-Engineering) designed a third-year compulsory course on research, entrepreneurship, and innovation, whose objective is to provide students with entrepreneurial skills that transcend time. To continuously improve this course, the Engineering Education Unit at PUC-Engineering has been conducting pre- and post-surveys, assessing self-efficacy and learning benefits related to various course methods. This paper describes the main lessons learned as a result of using this data-centric approach throughout the last six academic periods. We found that the course is perceived as beneficial by most of its students, and that project feedback sessions and project presentations report the highest perceived learning benefits. Besides, we describe some of the improvements to the course that have been pushed by assessment data, showing the importance of using a data-driven approach for engineering entrepreneurship education.
The Effectiveness of Inquiry-Based Learning on Middle School Students&apos; Mathematics Reasoning Skill
Author: Sen, Ceylan
Date: 2021-11-00
Type: Journal Articles
Subjects: Inquiry,Teaching Methods,Mathematics Instruction,Middle School Students,Grade 7,Mathematical Logic,Mathematics Skills,Prediction,Generalization,Knowledge Level,Problem Solving,Foreign Countries,Instructional Effectiveness,Student Attitudes

This study investigated the effectiveness of inquiry-based learning (IBL) approach in ratio and proportion on the mathematics reasoning skill of seventh-grade students. The study was carried out in a seventh-grade mathematics course in a middle school located in the Central Anatolia region of Turkey during the 2016-2017 academic year. The IBL content was prepared and implemented about the ratio and proportion topics on which the reasoning skill is effective in the 7th grade curriculum. The IBL teaching implementations were conducted with 30 seventh grade students, but nine students, who represented different math achievement levels, were selected for the study's analysis. Course video recordings, worksheets, student interviews, and diaries were used as data collection tools. The results showed that the students' predictive, explanation, generalization and justification skills emerged as indicators of reasoning skill. Students made different predictions and generalizations based on their existing knowledge and they developed solutions to problems using different strategies in IBL process. According to these findings, it was concluded that students' reasoning skill were effective during IBL.
Can Multiple-Choice Questions Replace Constructed Response Test as an Exam Form in Business Courses? Evidence from a Business School
Author: Opstad, Leiv
Date: 2021-11-00
Type: Journal Articles
Subjects: Multiple Choice Tests,Essay Tests,Introductory Courses,Foreign Countries,Test Format,Test Items,Business Schools,Gender Differences,Predictor Variables,Outcomes of Education,Scores

The discussion of whether multiple-choice questions can replace the traditional exam with essays and constructed questions in introductory courses has just started in Norway. There is not an easy answer. The findings depend on the pattern of the questions. Therefore, one must be careful in drawing conclusions. In this research, one will explore a selected business course where 30 percent of the test is comprised of multiple-choice items. There obviously are some similarities between the two test methods. Students who perform well on writing essays tend also to achieve good results when answering multiple- choice questions. The result reveals a gender gap where multiple-choice based exam seems to favor the male students. There are some challenges in how to measure the different dimensions of knowledge. This study confirms this. Hence, it is too early to conclude that a multiple-choice score is a good predictor of the outcome of an essay exam. This paper will provide a beneficial contribution to the debate in Norway, but it needs to be followed up with more research.
Rethinking Faculty Development and Assessment at Olin College: A Community-Oriented Design Process
Author: Martello, Robert
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Faculty Development,Program Evaluation,Teacher Evaluation,Design,Planning,Teacher Responsibility,Feedback (Response),Educational Objectives,Faculty Promotion,Alignment (Education)

In 2012, Olin College initiated an effort to improve its faculty reappointment and promotion (R&amp;P) system in response to a lack of alignment between faculty activities, the institutional mission, and the traditional assessment criteria defined in the faculty manual. Olin engaged in a six-step use-oriented design process that guided the academic community through a sequence of conversations and planning exercises. At the end of the year, Olin piloted an experimental system that redefined faculty responsibilities as a portfolio of activities to serve three overlapping purposes: developing students, building and sustaining the college, and achieving impact outside the college. These faculty responsibilities became the foundation of a new faculty development and assessment system that included additional developmental feedback, annual reports and reviews that generate evidence of faculty progress towards personal and institutional goals, and reappointment and promotion reviews that further reinforce the larger mission. Although the design process and the resulting faculty development and assessment system were responsive to Olin's specific context, we believe that the lessons learned from this experience can be applied to other institutions interested in aligning faculty assessment categories and feedback processes with individual and institutional priorities.
A Description and Factors Causing Student Anxiety during the COVID-19 Pandemic in Indonesia
Author: Santosa, Hardi
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Anxiety,College Students,Student Attitudes,Emotional Response,Psychological Patterns,Social Isolation,Coping,Religion,Intervention,Educational Technology,Technology Uses in Education,Online Courses,Assignments,Physical Health

This study aims to determine the level and factors that cause student anxiety during the COVID-19 pandemic. Respondents in this study were 1.013 students from five universities in three provinces in Indonesia, i.e., Lampung, Special Region of Yogyakarta, and South Sulawesi. The data were collected from 24th to 29th of April 2020. The data were obtained using a COVID-19 anxiety survey and a questionnaire about the factors causing student anxiety, which were distributed by utilizing google form. The results indicated that there were 222 students at a high and very high anxiety level with physical, cognitive, and emotional symptoms. Student anxiety was triggered by two main factors, i.e., social limitation and coursework. To reduce their anxiety, the majority of respondents chose a religious approach rather than a cultural approach. Recommendations are given to counselors to include religiosity values in helping student anxiety. The university is also expected to be able to support students by providing internet quota assistance, organizing online lectures on an asynchronous model and allowing longer deadline for submission of coursework.
Assisting Student Knowledge and Critical Thinking by E-Learning Media: Post-Harvest Fungi Poster
Author: Khastini, Rida Oktorida
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Foreign Countries,Biology,Biological Sciences,Critical Thinking,Thinking Skills,Educational Technology,Electronic Learning,Student Attitudes,Agricultural Occupations,Visual Aids,Secondary School Science,High School Teachers,High School Students

The challenge for a teacher in the learning process is to engage students with the subject and help them comprehend biology using creative and efficient learning media. The research aims to provide information on the postharvest fungi as well as their role as contaminant fungi in Bantenese emping melinjo chips as the contents in the poster as learning media and to determine its effect on assisting student knowledge and critical thinking skills. The Research and Development was conducted using the ADDIE model. The information was gathered through the use of interview guidelines, validation sheets, and students' response questionnaires. The research findings informed that a total of 35 species of post harvest fungi have been successfully isolated from eight different locations in Banten Province. The evaluation results of the poster as learning media showed that it was considered very valid by media and material validators. Student responses showed that the developed poster was categorized as very feasible media. The student knowledge and critical thinking skills achievement facilitated by the poster as e-learning media was significantly higher compared to another class. The produced poster was found to be suitable to be used as e-learning media in the Biology subject.