Education Sciences

Research

17 pages, 2933 KiB

Open AccessArticle

Design and Assessment of Survey in a 360-Degree Feedback Environment for Student Satisfaction Analysis Applied to Industrial Engineering Degrees in Spain

by Francisco-Javier Granados-Ortiz, Ana Isabel Gómez-Merino, Jesús Javier Jiménez-Galea, Isidro María Santos-Ráez, Juan Jesús Fernandez-Lozano, Jesús Manuel Gómez-de-Gabriel and Joaquín Ortega-Casanova

Educ. Sci. 2023, 13(2), 199; https://doi.org/10.3390/educsci13020199 - 13 Feb 2023

Cited by 1 | Viewed by 2107

Abstract

The number of students enrolled in engineering studies in Spain is in decline, mainly due to the difficulty in passing the subjects, whose factors may be linked to the science-related content of the subject, a very demanding evaluation system or a lack of [...] Read more.

The number of students enrolled in engineering studies in Spain is in decline, mainly due to the difficulty in passing the subjects, whose factors may be linked to the science-related content of the subject, a very demanding evaluation system or a lack of active participation of students. The main objective of this study is to provide the student with a 360-degree feedback tool and a survey, from which lecturers can extract the degree of satisfaction of students in its application in a standardized way in scientific-technological activities of BSc/MSc in industrial engineering to quantify learning and motivation. The involvement of students in the assessment process was carried out in three phases: peer-assessment (among students), self-assessment (student himself) and hetero-assessment (teaching staff). After that, a survey was designed, which was validated through confirmatory factor analysis. Ninety-nine percent of the students valued this evaluation experience very positively with respect to the objectivity of the criteria used in the methodology and the material provided by the teaching staff. The fact that only 37.5% of the students considered this experience very favorable for their learning and self-training shows the importance of the teaching staff in their learning process and suggests a need to find complementary improvements to this evaluation system in industrial engineering degrees. Full article

(This article belongs to the Special Issue Contemporary Trends and Issues in Engineering Education)

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21 pages, 1898 KiB

Open AccessArticle

Experiential Learning in Biomedical Engineering Education Using Wearable Devices: A Case Study in a Biomedical Signals and Systems Analysis Course

by Luis Montesinos, Alejandro Santos-Diaz, David E. Salinas-Navarro and Leopoldo Cendejas-Zaragoza

Educ. Sci. 2022, 12(9), 598; https://doi.org/10.3390/educsci12090598 - 2 Sep 2022

Cited by 7 | Viewed by 3743

Abstract

Biomedical engineering (BME) is one of the fastest-growing engineering fields worldwide. BME professionals are extensively employed in the health technology and healthcare industries. Hence, their education must prepare them to face the challenge of a rapidly evolving technological environment. Biomedical signals and systems [...] Read more.

Biomedical engineering (BME) is one of the fastest-growing engineering fields worldwide. BME professionals are extensively employed in the health technology and healthcare industries. Hence, their education must prepare them to face the challenge of a rapidly evolving technological environment. Biomedical signals and systems analysis is essential to BME undergraduate education. Unfortunately, students often underestimate the importance of their courses as they do not perceive these courses’ practical applications in their future professional practice. In this study, we propose using blended learning spaces to develop new learning experiences in the context of a biomedical signals and systems analysis course to enhance students’ motivation and interest and the relevance of the materials learned. We created a learning experience based on wearable devices and cloud-based collaborative development environments such that the students turned daily-life scenarios into experiential learning spaces. Overall, our results suggest a positive impact on the students’ perceptions of their learning experience concerning relevance, motivation, and interest. Namely, the evidence shows a reduction in the variability of such perceptions. However, further research must confirm this potential impact. This confirmation is required given the monetary and time investment this pedagogical approach would require if it were to be implemented at a larger scale. Full article

(This article belongs to the Special Issue Contemporary Trends and Issues in Engineering Education)

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17 pages, 943 KiB

Open AccessArticle

Bridging Theory and Practice Using Facebook: A Case Study

by Eduardo Bastida-Escamilla, Milton Carlos Elias-Espinosa, Froylan Franco-Herrera and Mario Covarrubias-Rodríguez

Educ. Sci. 2022, 12(5), 355; https://doi.org/10.3390/educsci12050355 - 18 May 2022

Cited by 4 | Viewed by 3155

Abstract

In the past few years, Facebook has been increasingly studied for academic purposes due to its potential benefits to undergraduate education. Problems commonly found in university education include the lack of course engagement and the gap between theory and practice. This research contributes [...] Read more.

In the past few years, Facebook has been increasingly studied for academic purposes due to its potential benefits to undergraduate education. Problems commonly found in university education include the lack of course engagement and the gap between theory and practice. This research contributes to the literature by investigating the impact of incorporating a non-mandatory Facebook group on learning outcomes. The analysis was done using a Taguchi method design, conducted with three two-level controlled factors (term, Facebook, and teacher). Results indicated that the students who participated in Facebook groups were more engaged with the course and applied theoretical knowledge to real-life problems better than students who learned under traditional instructional designs. Moreover, the use of Facebook groups led to better evaluation of teachers by the students. Furthermore, the student academic impact (knowledge and competence) was higher even though this complementary activity was not included in the course grade. We concluded that Facebook groups are excellent support tools that boost student engagement and their understanding of theoretical concepts and applying them in practice. Full article

(This article belongs to the Special Issue Contemporary Trends and Issues in Engineering Education)

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20 pages, 1699 KiB

Open AccessArticle

Smart Automotive E-Mobility—A Proposal for a New Curricula for Engineering Education

by Luis A. Curiel-Ramirez, Rolando Bautista-Montesano, Renato Galluzzi, Javier Izquierdo-Reyes, Ricardo A. Ramírez-Mendoza and Rogelio Bustamante-Bello

Educ. Sci. 2022, 12(5), 316; https://doi.org/10.3390/educsci12050316 - 29 Apr 2022

Cited by 6 | Viewed by 3710

Abstract

Automotive engineering is an area of great value and development. Lately, it has evolved rapidly because of autonomous vehicles. The development of smart mobility will be crucial in the coming years. Related research and companies related to intelligent transportation require trained and capable [...] Read more.

Automotive engineering is an area of great value and development. Lately, it has evolved rapidly because of autonomous vehicles. The development of smart mobility will be crucial in the coming years. Related research and companies related to intelligent transportation require trained and capable engineers. It is essential to generate an updated and specialized academic program that provides state-of-the-art technologies and related areas with smart mobility. This paper presents a novel two-year graduate academic program focused on smart electromobility. Programs around the globe were analyzed to find opportunity areas related to autonomous and electric vehicles, and smart mobility. Multi- and transdisciplinary courses were designed, according to the findings, on areas related to computer science, mechanical and electric engineering, law, marketing, and public policy. The proposed program fulfills the needs of a graduate student who will later work in a smart electromobility environment. The program offers a balanced curriculum that includes technical, business and social courses. Virtual and physical labs are proposed to develop a high-quality educational experience. This proposal can be used as a model for upcoming and related programs in other universities. Full article

(This article belongs to the Special Issue Contemporary Trends and Issues in Engineering Education)

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15 pages, 1717 KiB

Open AccessArticle

Design and Engineering: A Classification and Commentary

by Libby (Elizabeth) Osgood and Clifton R. Johnston

Educ. Sci. 2022, 12(4), 232; https://doi.org/10.3390/educsci12040232 - 23 Mar 2022

Cited by 1 | Viewed by 2756

Abstract

There are myriad understandings of design that have evolved over time and vary by the industries and disciplines that practice it. In the engineering context, design is often described as a process or problem-solving ability. Through interviews with 12 experienced engineers, it was [...] Read more.

There are myriad understandings of design that have evolved over time and vary by the industries and disciplines that practice it. In the engineering context, design is often described as a process or problem-solving ability. Through interviews with 12 experienced engineers, it was found that there are diverse understandings of the relationship between design and engineering. This qualitative study presented a classification of their perspectives through three emergent categories: the relationship between design and engineering, the proportion of design tasks within a job, and the level or stage of development where design occurs. A synthesis of the data revealed that engineers demonstrate an ownership of design within engineering and there are diverse understandings of how design occurs within engineering. The implications of these findings were discussed and recommendations were offered for engineering educators, researchers, and industry. Engineering educators can help prepare designers as catalysts to produce a more inclusive, holistic, and sustainably minded profession. Full article

(This article belongs to the Special Issue Contemporary Trends and Issues in Engineering Education)

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13 pages, 14312 KiB

Open AccessArticle

REEdI Design Thinking for Developing Engineering Curricula

by Fiona Boyle, Joseph Walsh, Daniel Riordan, Cathal Geary, Padraig Kelly and Eilish Broderick

Educ. Sci. 2022, 12(3), 206; https://doi.org/10.3390/educsci12030206 - 14 Mar 2022

Cited by 9 | Viewed by 3333

Abstract

Universities are coming under increasing pressure to re-invent the way that engineering is taught in order to produce graduates that are capable of meeting the skills needs of the country’s industries. This paper described an active project where Design Thinking (DT) methodology is [...] Read more.

Universities are coming under increasing pressure to re-invent the way that engineering is taught in order to produce graduates that are capable of meeting the skills needs of the country’s industries. This paper described an active project where Design Thinking (DT) methodology is being applied in a novel way to Engineering Curriculum Development. Enterprise partners from a range of different manufacturing sectors participated in a series of Curriculum Development workshops and the results were cross referenced with subjects taught on existing engineering programmes internationally. This process highlighted the need for increased training in Lean, 6-Sigma, transversal and soft skills competencies, and the need to review how and when content is delivered. A survey was developed from the results of the workshops and sent out to a larger cohort of industry contacts for feedback on the proposed Engineering curriculum. Design Thinking methodology has helped ensure our customers’ needs are met by building the curriculum framework around competencies identified by both industry and academia while ensuring the students engage in a significant learning experience through experiential and applied learning using the latest immersive technologies. Full article

(This article belongs to the Special Issue Contemporary Trends and Issues in Engineering Education)

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16 pages, 5921 KiB

Open AccessArticle

Developing Competencies in a Mechanism Course Using a Project-Based Learning Methodology in a Multidisciplinary Environment

by Alejandro Guajardo-Cuéllar, Carlos Renato Vázquez and Manuel Navarro Gutiérrez

Educ. Sci. 2022, 12(3), 160; https://doi.org/10.3390/educsci12030160 - 25 Feb 2022

Cited by 8 | Viewed by 2688

Abstract

Design of Mechanism is a standard subject in Mechatronics and Mechanical Engineering majors. Different methods and tools are used by lecturers to teach the subject. In this work, we investigate the impact on the competencies development by implementing a project-based learning methodology in [...] Read more.

Design of Mechanism is a standard subject in Mechatronics and Mechanical Engineering majors. Different methods and tools are used by lecturers to teach the subject. In this work, we investigate the impact on the competencies development by implementing a project-based learning methodology in a mechanism course. For this, we analyze the performance of students from two different groups. The first group is taught in a traditional fashion developing a final project just related to the discipline, and the second group is taught in a multidisciplinary context where the final goal is to develop a complex project where the mechanisms subject is one complementary subject with the others. The development of engineering competencies, declared for this course, is presented for both groups through the evaluation of different aspects; also, a survey of satisfaction from the students of both groups is presented. Overall, the results show that the multidisciplinary project-based learning method, having a nonacademic training partner as sponsor and solving a real nonacademic project, improves the development of competencies related to practical applications and increases the motivation and appreciation of the student towards the mechanism learning discipline. Full article

(This article belongs to the Special Issue Contemporary Trends and Issues in Engineering Education)

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22 pages, 3933 KiB

Open AccessArticle

Structural Timber Design in Curricula of Canadian Universities: Current Status and Future Needs

by Hossein Daneshvar, Tahiat Goni, Sigong Zhang, Reed Kelterborn and Ying Hei Chui

Educ. Sci. 2021, 11(12), 765; https://doi.org/10.3390/educsci11120765 - 26 Nov 2021

Cited by 3 | Viewed by 3186

Abstract

Due to the efficiency, sustainability, and advances in firefighting technologies, the allowable height for wood buildings was increased from 4 to 6 storeys in 2015 and will be further increased to 12 storeys in the 2020 edition of the National Building Code of [...] Read more.

Due to the efficiency, sustainability, and advances in firefighting technologies, the allowable height for wood buildings was increased from 4 to 6 storeys in 2015 and will be further increased to 12 storeys in the 2020 edition of the National Building Code of Canada, as a result of the advent and application of mass timber products. To match the development in the industry and the increasing need in the market for highly skilled timber engineers, structural timber design curricula at the university level must evolve to train the next generation of practitioners. At most Canadian universities, structural timber design courses are mainly provided in civil engineering departments. In this study, 31 accredited civil engineering programs in Canada were reviewed for structural wood design content at undergraduate and graduate levels based on two surveys conducted in 2018 and 2020. In the 2018 survey, the percentage of structural timber design content was estimated and compared with other engineering materials (e.g., steel, concrete, and masonry), and a similar survey was repeated in 2020 to determine if any significant changes had occurred. In early 2021, two complementary questionnaires were sent to the instructors of timber-related courses across the country to collect quantitative information, including enrollment statistics, percentage dedicated to timber design in combined material courses, and potential topics deemed critical to support the design of modern timber structures. Based on the responses provided, and also on the availability of resources and the research ongoing, the content for five advanced-level courses is proposed to address the needs of the timber design community. The findings presented in this paper will assist the timber industry, government agencies, and educational institutions in effecting potential changes to university curricula to educate the next generation of timber design professionals who will possess the necessary skills and knowledge to meet the challenges in designing modern mass timber structures. Full article

(This article belongs to the Special Issue Contemporary Trends and Issues in Engineering Education)

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