While educators strive for optimal student motivation to enhance the quality of learning for all, different students attending the same course can have different needs. Person‐centered approaches on basic needs profiles, categorizing individuals into groups with similar motivational profiles, have the potential to inform the relationship between different variables per cluster and to support instructional design sensitive to student differences. However, they are still absent in engineering education research (EER).
{"title":"Motivational dynamics in basic needs profiles: Toward a person‐centered motivation approach in engineering education","authors":"G. Bombaerts, B. Vaessen","doi":"10.1002/jee.20448","DOIUrl":"https://doi.org/10.1002/jee.20448","url":null,"abstract":"While educators strive for optimal student motivation to enhance the quality of learning for all, different students attending the same course can have different needs. Person‐centered approaches on basic needs profiles, categorizing individuals into groups with similar motivational profiles, have the potential to inform the relationship between different variables per cluster and to support instructional design sensitive to student differences. However, they are still absent in engineering education research (EER).","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84872303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Engineering programs have increasingly incorporated design challenges into courses. These design challenges vary in the degree to which they present complex, ill‐structured, and relevant problems, and therefore may vary in the degree to which they support students to learn to frame design problems.
{"title":"A funds of knowledge approach to developing engineering students' design problem framing skills","authors":"Vanessa Svihla, Yan Chen, S. Kang","doi":"10.1002/jee.20445","DOIUrl":"https://doi.org/10.1002/jee.20445","url":null,"abstract":"Engineering programs have increasingly incorporated design challenges into courses. These design challenges vary in the degree to which they present complex, ill‐structured, and relevant problems, and therefore may vary in the degree to which they support students to learn to frame design problems.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74397567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/22054952.2021.2020958
S. Caldera, C. Desha, L. Dawes
ABSTRACT Higher Education Institutions around the world are all facing the challenge of delivering coursework online. Following a decade of evolving online education options, in 2020 ‘Emergency Remote Teaching’ emerged as an accelerated intervention to enable the rapid implementation of wholly online coursework delivery during the COVID-19 crisis. There is ongoing uncertainty about how to ensure quality offerings in such online learning environments, to meet national and international programme accreditation requirements. The authors undertook an exploratory study of engineering educator experiences with online curriculum delivery during the COVID-19 crisis. The Cynefin framework was used to conceptualise a structured narrative for considering the institutional context likely to be present in a given crisis, to then provide a pathway for educators to consider curriculum delivery options where the pedagogical tools must be changed but the underlying desired competency development remain unchanged. Semi-structured interviews with educators were conducted to help appreciate the spectrum of challenges faced in one university. Synthesising the findings, we present a summary of ERT concerns and opportunities to support educators in rapid curriculum renewal during times of crisis. We conclude the significant opportunity to replicate this study’s exploration with a larger sample size, to manage online curriculum renewal going forward.
{"title":"Applying Cynefin framework to explore the experiences of engineering educators undertaking ‘emergency remote teaching’ during the COVID-19 pandemic","authors":"S. Caldera, C. Desha, L. Dawes","doi":"10.1080/22054952.2021.2020958","DOIUrl":"https://doi.org/10.1080/22054952.2021.2020958","url":null,"abstract":"ABSTRACT Higher Education Institutions around the world are all facing the challenge of delivering coursework online. Following a decade of evolving online education options, in 2020 ‘Emergency Remote Teaching’ emerged as an accelerated intervention to enable the rapid implementation of wholly online coursework delivery during the COVID-19 crisis. There is ongoing uncertainty about how to ensure quality offerings in such online learning environments, to meet national and international programme accreditation requirements. The authors undertook an exploratory study of engineering educator experiences with online curriculum delivery during the COVID-19 crisis. The Cynefin framework was used to conceptualise a structured narrative for considering the institutional context likely to be present in a given crisis, to then provide a pathway for educators to consider curriculum delivery options where the pedagogical tools must be changed but the underlying desired competency development remain unchanged. Semi-structured interviews with educators were conducted to help appreciate the spectrum of challenges faced in one university. Synthesising the findings, we present a summary of ERT concerns and opportunities to support educators in rapid curriculum renewal during times of crisis. We conclude the significant opportunity to replicate this study’s exploration with a larger sample size, to manage online curriculum renewal going forward.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82163272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/22054952.2022.2030105
A. Valentine, I. Belski, M. Hamilton
ABSTRACT Creativity is an important skill for engineers but many students face a lack of experience in idea generation, often compounded by low-self efficacy towards creativity. Providing students with online training modules has been suggested as one solution. However, the literature demonstrates using a computer can influence performance and self-efficacy in a different manner to using pen-and-paper. There is a current lack of research on whether computers may influence self-efficacy during idea generation tasks. Two experiments involving computer-based and pen-and-paper groups were designed. Groups were provided with templates that guided them through the process of applying an idea generation technique and were given sixteen minutes to generate ideas to solve a presented problem. Results revealed that students’ performance was similar and using a computer does not negatively influence self-efficacy. This shows that students can engage in idea generation learning tasks using computer-based modes without negatively influencing performance or self-efficacy, suggesting an avenue for educators to engage students with building creativity skills.
{"title":"Influence of using a pen-and-paper or computer-based approach on engineering students’ self-efficacy during idea generation","authors":"A. Valentine, I. Belski, M. Hamilton","doi":"10.1080/22054952.2022.2030105","DOIUrl":"https://doi.org/10.1080/22054952.2022.2030105","url":null,"abstract":"ABSTRACT Creativity is an important skill for engineers but many students face a lack of experience in idea generation, often compounded by low-self efficacy towards creativity. Providing students with online training modules has been suggested as one solution. However, the literature demonstrates using a computer can influence performance and self-efficacy in a different manner to using pen-and-paper. There is a current lack of research on whether computers may influence self-efficacy during idea generation tasks. Two experiments involving computer-based and pen-and-paper groups were designed. Groups were provided with templates that guided them through the process of applying an idea generation technique and were given sixteen minutes to generate ideas to solve a presented problem. Results revealed that students’ performance was similar and using a computer does not negatively influence self-efficacy. This shows that students can engage in idea generation learning tasks using computer-based modes without negatively influencing performance or self-efficacy, suggesting an avenue for educators to engage students with building creativity skills.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90828586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/22054952.2022.2086339
T. Ngonda, C. Shaw, Bruce Kloot
ABSTRACT This article reports on a qualitative multi-case study exploring the challenges mechanical engineering students experience during work placement. The study collected data from 34 purposively selected mechanical engineering students. It found that constraining learning environments, ineffective industry mentors, low quality work affordances and negative student characteristics can compromise students’ work placement learning outcomes. It suggests that the coupling of ineffective mentors and constraining learning environments tends to be associated with low quality work affordances. Industry mentors were considered ineffective if they could not perform the dual role of work supervisors and teachers. It further suggests that some student attributes can also compromise work placement learning outcomes. It found that students who are not proactive or assertive often experience low quality work affordances. To remedy these shortcomings, universities should provide pre-placement training for students and industry mentors in the form of a seminar for industry mentors and simulated work placement for students.
{"title":"The pitfalls of work placement learning: perceptions of mechanical engineering students from a South African university","authors":"T. Ngonda, C. Shaw, Bruce Kloot","doi":"10.1080/22054952.2022.2086339","DOIUrl":"https://doi.org/10.1080/22054952.2022.2086339","url":null,"abstract":"ABSTRACT This article reports on a qualitative multi-case study exploring the challenges mechanical engineering students experience during work placement. The study collected data from 34 purposively selected mechanical engineering students. It found that constraining learning environments, ineffective industry mentors, low quality work affordances and negative student characteristics can compromise students’ work placement learning outcomes. It suggests that the coupling of ineffective mentors and constraining learning environments tends to be associated with low quality work affordances. Industry mentors were considered ineffective if they could not perform the dual role of work supervisors and teachers. It further suggests that some student attributes can also compromise work placement learning outcomes. It found that students who are not proactive or assertive often experience low quality work affordances. To remedy these shortcomings, universities should provide pre-placement training for students and industry mentors in the form of a seminar for industry mentors and simulated work placement for students.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79605561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT Design-based learning has been internationally recognised as a new pedagogical approach to science, technology, engineering, and mathematics (STEM) education at primary and secondary levels. While previous studies have examined its effectiveness in facilitating students’ scientific understanding of various topics, it is evident that design-based learning may be less effective in some topics. Design-based learning on the topic of pulleys, which students often have difficulty setting up by themselves, has not yet been implemented. Thus, this study aims to examine the influence of design-based learning on 25 eighth-grade students’ understanding of pulleys. Before and after the design-based learning, each student individually completed a conceptual test comprised of 12 multiple-choice questions from the literature. Their mean scores on the pre-test and the post-test were compared using a paired-samples t-test. The results reveal a significant improvement in students’ understanding of pulleys with a large effect size. Recommendations for effective design-based learning are proposed for application in other topics.
{"title":"Design-based learning to facilitate secondary students’ understanding of pulleys","authors":"Luecha Ladachart, Jiraporn Chaimongkol, Wilawan Phothong","doi":"10.1080/22054952.2022.2065722","DOIUrl":"https://doi.org/10.1080/22054952.2022.2065722","url":null,"abstract":"ABSTRACT Design-based learning has been internationally recognised as a new pedagogical approach to science, technology, engineering, and mathematics (STEM) education at primary and secondary levels. While previous studies have examined its effectiveness in facilitating students’ scientific understanding of various topics, it is evident that design-based learning may be less effective in some topics. Design-based learning on the topic of pulleys, which students often have difficulty setting up by themselves, has not yet been implemented. Thus, this study aims to examine the influence of design-based learning on 25 eighth-grade students’ understanding of pulleys. Before and after the design-based learning, each student individually completed a conceptual test comprised of 12 multiple-choice questions from the literature. Their mean scores on the pre-test and the post-test were compared using a paired-samples t-test. The results reveal a significant improvement in students’ understanding of pulleys with a large effect size. Recommendations for effective design-based learning are proposed for application in other topics.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86116384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/22054952.2022.2083789
K. Irvine, Fa Likitswat, Asan Suwanarit, T. Koottatep
ABSTRACT Students in a Landscape Architecture studio at Thammasat University and an Environmental Engineering class at Asian Institute of Technology joined to develop and assess Nature-based Solution designs for a pond/wetland system in peri-urban Bangkok. The Landscape Architecture class first developed their design visions and subsequently their designs were introduced to the Engineering students through on-line presentations and collaborative on-site investigations. The Engineering students used combinations of water quality sampling, static calculations, and application of a conceptual, dynamic urban hydrology model to assess design performance. The Engineering students effectively incorporated some aspects of the architectural designs into their assessments, particularly those related to constructed wetlands for water quality improvement. Application of the dynamic model for water quantity assessments and provision of project cost estimates proved more challenging. Course evaluations indicated that students in both classes gained a better appreciation of the multidisciplinary process necessary for successful water resource planning, but also would prefer even greater interaction between the disciplines. Planned pedagogical improvements, including introduction of Steinitz’ Framework for Theory, are discussed.
{"title":"A multidisciplinary approach to authentic learning experiences for nature-based solutions design: broadening the monkey cheeks","authors":"K. Irvine, Fa Likitswat, Asan Suwanarit, T. Koottatep","doi":"10.1080/22054952.2022.2083789","DOIUrl":"https://doi.org/10.1080/22054952.2022.2083789","url":null,"abstract":"ABSTRACT Students in a Landscape Architecture studio at Thammasat University and an Environmental Engineering class at Asian Institute of Technology joined to develop and assess Nature-based Solution designs for a pond/wetland system in peri-urban Bangkok. The Landscape Architecture class first developed their design visions and subsequently their designs were introduced to the Engineering students through on-line presentations and collaborative on-site investigations. The Engineering students used combinations of water quality sampling, static calculations, and application of a conceptual, dynamic urban hydrology model to assess design performance. The Engineering students effectively incorporated some aspects of the architectural designs into their assessments, particularly those related to constructed wetlands for water quality improvement. Application of the dynamic model for water quantity assessments and provision of project cost estimates proved more challenging. Course evaluations indicated that students in both classes gained a better appreciation of the multidisciplinary process necessary for successful water resource planning, but also would prefer even greater interaction between the disciplines. Planned pedagogical improvements, including introduction of Steinitz’ Framework for Theory, are discussed.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84714244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Community‐engaged learning initiatives in engineering often struggle to achieve equitable outcomes for community partners because students in such programs often possess a design‐for‐charity mindset, which is characterized by an uncritical desire to help and the design of solutions that address symptoms of inequity without meaningful community involvement. The paradigm of design‐for‐justice seeks more equitable outcomes by illuminating positions of power, leveraging community knowledge, facilitating community participation, and altering the structural causes of inequity.
{"title":"Learning to design for social justice in community‐engaged engineering","authors":"Brandon Reynante","doi":"10.1002/jee.20444","DOIUrl":"https://doi.org/10.1002/jee.20444","url":null,"abstract":"Community‐engaged learning initiatives in engineering often struggle to achieve equitable outcomes for community partners because students in such programs often possess a design‐for‐charity mindset, which is characterized by an uncritical desire to help and the design of solutions that address symptoms of inequity without meaningful community involvement. The paradigm of design‐for‐justice seeks more equitable outcomes by illuminating positions of power, leveraging community knowledge, facilitating community participation, and altering the structural causes of inequity.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72562844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-11DOI: 10.1080/22054952.2021.2001128
S. Caldera, C. Desha, Les Dawes
{"title":"Statement of Removal","authors":"S. Caldera, C. Desha, Les Dawes","doi":"10.1080/22054952.2021.2001128","DOIUrl":"https://doi.org/10.1080/22054952.2021.2001128","url":null,"abstract":"","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72441366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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