The publication offers a note of thanks and lists its reviewers.
该出版物提供了一份感谢信，并列出了评审人名单。
{"title":"Editors and reviewers","authors":"","doi":"","DOIUrl":"https://doi.org/","url":null,"abstract":"The publication offers a note of thanks and lists its reviewers.","PeriodicalId":42493,"journal":{"name":"SAIEE Africa Research Journal","volume":"112 4","pages":"156-156"},"PeriodicalIF":1.4,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/iel7/8475037/9580763/09580765.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68028665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The last decade has seen numerous calls from academicians, government agencies, and policy agents to facilitate change in instructional practices in higher education. The calls have encouraged numerous institutions to organize faculty development programs to build the knowledge and skills among faculty and promote large-scale reforms in STEM instruction. Despite many years of efforts by faculty developers and institutions, traditional teaching methods continue to dominate as the primary mode of STEM instruction. In this study, we explore the role of a Community of Practice (CoP) in achieving sustainable change in instructional practices after the completion of the faculty development program in India. A CoP was formed before the start of a 6-week faculty development program on technology-enhanced learning to encourage and build a sense of community among the participants. Qualitative data was collected during the 6-week program to analyze the different ways in which the CoP supported the participants to achieve the outcomes of the faculty development program. Results from the thematic data analysis revealed that the members of the CoP helped each other through the exchange of ideas, clarification of misconceptions, providing feedback, and exchange of knowledge. It was observed that participants with varied prior teaching experience supported each other as they designed and developed course websites (developing tacit knowledge). After the completion of the 6-week program, the participants continued to meet with other members of the CoP to share the experience of how they adopted technology-enhanced learning in their respective courses. The members of the CoP started to exhibit a commitment to the shared vision of technology-enhanced learning. This led to the transformation of the CoP members from participants of a workshop to change agents themselves as they started to conduct additional training programs for the other faculty in the institution.
{"title":"Faculty development and community of practices: Exploring their interplay to facilitate change in pedagogical practices at HEI's","authors":"Rohit Kandakatla;Anurag Palla","doi":"","DOIUrl":"https://doi.org/","url":null,"abstract":"The last decade has seen numerous calls from academicians, government agencies, and policy agents to facilitate change in instructional practices in higher education. The calls have encouraged numerous institutions to organize faculty development programs to build the knowledge and skills among faculty and promote large-scale reforms in STEM instruction. Despite many years of efforts by faculty developers and institutions, traditional teaching methods continue to dominate as the primary mode of STEM instruction. In this study, we explore the role of a Community of Practice (CoP) in achieving sustainable change in instructional practices after the completion of the faculty development program in India. A CoP was formed before the start of a 6-week faculty development program on technology-enhanced learning to encourage and build a sense of community among the participants. Qualitative data was collected during the 6-week program to analyze the different ways in which the CoP supported the participants to achieve the outcomes of the faculty development program. Results from the thematic data analysis revealed that the members of the CoP helped each other through the exchange of ideas, clarification of misconceptions, providing feedback, and exchange of knowledge. It was observed that participants with varied prior teaching experience supported each other as they designed and developed course websites (developing tacit knowledge). After the completion of the 6-week program, the participants continued to meet with other members of the CoP to share the experience of how they adopted technology-enhanced learning in their respective courses. The members of the CoP started to exhibit a commitment to the shared vision of technology-enhanced learning. This led to the transformation of the CoP members from participants of a workshop to change agents themselves as they started to conduct additional training programs for the other faculty in the institution.","PeriodicalId":42493,"journal":{"name":"SAIEE Africa Research Journal","volume":"112 4","pages":"207-215"},"PeriodicalIF":1.4,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/iel7/8475037/9580763/09580774.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68025453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"[Back cover]","authors":"","doi":"","DOIUrl":"https://doi.org/","url":null,"abstract":"Advertisement.","PeriodicalId":42493,"journal":{"name":"SAIEE Africa Research Journal","volume":"112 4","pages":"c4-c4"},"PeriodicalIF":1.4,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/iel7/8475037/9580763/09580777.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67864420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Paula O. V. Henry;Marvette A. Hall;Dianne A. Plummer
The need for more engineers in Jamaica has increased in recent times. Recognizing that females are underrepresented in science, technology, engineering, and mathematics (STEM), more efforts are being made to encourage females to pursue careers in STEM. Although engineering continues to be male dominated, there are a few engineering disciplines with relatively high female participation. Chemical engineering (ChE) is one of these engineering disciplines. In this study, gender differences in enrollment and persistence in ChE, the quality of degree obtained on completion and the job placement of female graduates were investigated. A survey was used to obtain qualitative information on factors that influence females to study ChE, and their gender-related experiences as students and STEM employees. The main findings revealed that females represented 41% of ChE intake, had higher rates of degree completion, were motivated by male role models to pursue engineering, and few females experienced some forms of gender-based discrimination in STEM employment. Based on the study, strategies were suggested to improve the number of females in STEM and to address the issues of gender bias in STEM employment.
{"title":"Exploring female enrollment and outcomes in chemical engineering and their experiences in pursuit of a career in STEM","authors":"Paula O. V. Henry;Marvette A. Hall;Dianne A. Plummer","doi":"","DOIUrl":"https://doi.org/","url":null,"abstract":"The need for more engineers in Jamaica has increased in recent times. Recognizing that females are underrepresented in science, technology, engineering, and mathematics (STEM), more efforts are being made to encourage females to pursue careers in STEM. Although engineering continues to be male dominated, there are a few engineering disciplines with relatively high female participation. Chemical engineering (ChE) is one of these engineering disciplines. In this study, gender differences in enrollment and persistence in ChE, the quality of degree obtained on completion and the job placement of female graduates were investigated. A survey was used to obtain qualitative information on factors that influence females to study ChE, and their gender-related experiences as students and STEM employees. The main findings revealed that females represented 41% of ChE intake, had higher rates of degree completion, were motivated by male role models to pursue engineering, and few females experienced some forms of gender-based discrimination in STEM employment. Based on the study, strategies were suggested to improve the number of females in STEM and to address the issues of gender bias in STEM employment.","PeriodicalId":42493,"journal":{"name":"SAIEE Africa Research Journal","volume":"112 4","pages":"198-206"},"PeriodicalIF":1.4,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/iel7/8475037/9580763/09580773.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67864424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Industry 4.0 (I4.0) transformations in manufacturing industries impact technology, systems, and processes and extend to employees' competency requirements and, consequently, the preparation of graduates who will be ready to practice engineering with professional-level technical know-how and non-technical skills in I4.0. An I4.0 Competency Maturity Model (I4.0CMM) could be used as a tool to assess and guide the development of I4.0 and future skills requirements. This study applied the Delphi technique to evaluate the I4.0CMM's validity and utility, and the improvement thereof, using experts' opinions in two successive rounds. Purposeful sampling was employed to enroll 35 participants. Nineteen experts participated in round one survey, out of which 17 experts participate in round two of the survey. The study used a central tendency statistical tool (the mean) to evaluate expert consensus (mean score > 75%) and used means graphs to present the data. The study results demonstrated the sufficiency and relevance of an I4.0CMM to both academic and industry practitioners. The I4.0CMM could provide a comprehensive competency assessment framework that guides the development of graduate attributes that align with the I4.0 competency requirements in the industry.
{"title":"Development of an industry 4.0 competency maturity model","authors":"Whisper Maisiri;Liezl van Dyk;Rojanette Coetzee","doi":"","DOIUrl":"https://doi.org/","url":null,"abstract":"Industry 4.0 (I4.0) transformations in manufacturing industries impact technology, systems, and processes and extend to employees' competency requirements and, consequently, the preparation of graduates who will be ready to practice engineering with professional-level technical know-how and non-technical skills in I4.0. An I4.0 Competency Maturity Model (I4.0CMM) could be used as a tool to assess and guide the development of I4.0 and future skills requirements. This study applied the Delphi technique to evaluate the I4.0CMM's validity and utility, and the improvement thereof, using experts' opinions in two successive rounds. Purposeful sampling was employed to enroll 35 participants. Nineteen experts participated in round one survey, out of which 17 experts participate in round two of the survey. The study used a central tendency statistical tool (the mean) to evaluate expert consensus (mean score > 75%) and used means graphs to present the data. The study results demonstrated the sufficiency and relevance of an I4.0CMM to both academic and industry practitioners. The I4.0CMM could provide a comprehensive competency assessment framework that guides the development of graduate attributes that align with the I4.0 competency requirements in the industry.","PeriodicalId":42493,"journal":{"name":"SAIEE Africa Research Journal","volume":"112 4","pages":"189-197"},"PeriodicalIF":1.4,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/iel7/8475037/9580763/09580772.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67864423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
How learning is conceptualized and negotiated within the engineering undergraduate curriculum is affected by the theory of learning implicit in the design of the curriculum. The shift to online learning due to restrictions brought about by the COVID-19 pandemic provides the opportunity to make visible aspects of the curriculum that were previously hidden. The paper presents evidence of student learning relating to ethics found in student assignments submitted in partial fulfillment of a capstone course that forms part of the undergraduate program for Electrical Engineering at the University of Cape Town. Evidence of student learning will be linked to three distinct theories of learning that are presented and contrasted as metaphors: a theory of learning that assumes transference and is acquisition-based; a theory of learning that assumes transference by means of participation within a community and a theory of learning that is activity-centered and aims to be transformative. Each of these theories will be linked to particular teaching approaches and assessment strategies. The learning theories provide a frame to examine evidence of student learning relating to ethics in a particular context. This process justifies an expanded conception of learning relating to ethics in engineering.
{"title":"“More than learning”: Teaching and learning ethics within an electrical engineering undergraduate capstone course","authors":"Alison J. Gwynne-Evans","doi":"","DOIUrl":"https://doi.org/","url":null,"abstract":"How learning is conceptualized and negotiated within the engineering undergraduate curriculum is affected by the theory of learning implicit in the design of the curriculum. The shift to online learning due to restrictions brought about by the COVID-19 pandemic provides the opportunity to make visible aspects of the curriculum that were previously hidden. The paper presents evidence of student learning relating to ethics found in student assignments submitted in partial fulfillment of a capstone course that forms part of the undergraduate program for Electrical Engineering at the University of Cape Town. Evidence of student learning will be linked to three distinct theories of learning that are presented and contrasted as metaphors: a theory of learning that assumes transference and is acquisition-based; a theory of learning that assumes transference by means of participation within a community and a theory of learning that is activity-centered and aims to be transformative. Each of these theories will be linked to particular teaching approaches and assessment strategies. The learning theories provide a frame to examine evidence of student learning relating to ethics in a particular context. This process justifies an expanded conception of learning relating to ethics in engineering.","PeriodicalId":42493,"journal":{"name":"SAIEE Africa Research Journal","volume":"112 4","pages":"171-180"},"PeriodicalIF":1.4,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/iel7/8475037/9580763/09580770.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67864427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-13DOI: 10.23919/SAIEE.2021.9513627
Edwin Mugume;Arthur Tumwesigye;Alexander Muhangi
Data traffic has been increasing exponentially and operators have to upgrade their networks to meet the prevailing demand. This effort entails deploying more base stations (BSs) to meet the increasing traffic. The resulting capital expenditures (CAPEX) and operational expenditures (OPEX) have limited operator revenues. In addition to the energy costs, the associated greenhouse gas emissions have raised environmental concerns. In this paper, we use system-level simulations to investigate different sleep mode mechanisms that can address both capacity and energy efficiency (EE) objectives in dense small cell networks (DenseNets). These sleep mode approaches are applied to a long-term traffic profile that is obtained from real world network traffic. We then design a mechanism that determines the required BS density in response to the variable long-term traffic profile. Our results reveal that significant energy savings are possible when sleep mode mechanisms are applied based on the prevailing traffic in both time and space domains.
{"title":"A spatio-temporal sleep mode approach to improve energy efficiency in small cell DenseNets","authors":"Edwin Mugume;Arthur Tumwesigye;Alexander Muhangi","doi":"10.23919/SAIEE.2021.9513627","DOIUrl":"https://doi.org/10.23919/SAIEE.2021.9513627","url":null,"abstract":"Data traffic has been increasing exponentially and operators have to upgrade their networks to meet the prevailing demand. This effort entails deploying more base stations (BSs) to meet the increasing traffic. The resulting capital expenditures (CAPEX) and operational expenditures (OPEX) have limited operator revenues. In addition to the energy costs, the associated greenhouse gas emissions have raised environmental concerns. In this paper, we use system-level simulations to investigate different sleep mode mechanisms that can address both capacity and energy efficiency (EE) objectives in dense small cell networks (DenseNets). These sleep mode approaches are applied to a long-term traffic profile that is obtained from real world network traffic. We then design a mechanism that determines the required BS density in response to the variable long-term traffic profile. Our results reveal that significant energy savings are possible when sleep mode mechanisms are applied based on the prevailing traffic in both time and space domains.","PeriodicalId":42493,"journal":{"name":"SAIEE Africa Research Journal","volume":"112 3","pages":"134-141"},"PeriodicalIF":1.4,"publicationDate":"2021-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/iel7/8475037/9513622/09513627.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67797005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-13DOI: 10.23919/SAIEE.2021.9513626
Callen Fisher;Amir Patel
Animals exploit spine actuation during rapid locomotion, however this has only recently become a focal point in robotics. Roboticists have used a multitude of spine configurations in their platforms but the optimal design for rapid acceleration and deceleration maneuvers is yet to be discovered. In this paper, we endeavour to find this optimal spine morphology by using large-scale Monte Carlo trajectory optimization simulations on long-time-horizon minimum time problems (start and end at rest while travelling a fixed distance of 30 spine lengths). Broad applicability of the results was ensured by generating 100 sets of robot parameters at random from a carefully selected design space, comparing the performance of the rigid, revolute and prismatic spine morphology. Using bootstrapping techniques, it was determined with a 78.8% probability that the prismatic spine morphology was the optimal spine for these long-time-horizon trajectories. These results will serve as a guide for designers of future, agile quadruped robots.
{"title":"On the optimal spine morphology of rapidly accelerating quadrupeds","authors":"Callen Fisher;Amir Patel","doi":"10.23919/SAIEE.2021.9513626","DOIUrl":"https://doi.org/10.23919/SAIEE.2021.9513626","url":null,"abstract":"Animals exploit spine actuation during rapid locomotion, however this has only recently become a focal point in robotics. Roboticists have used a multitude of spine configurations in their platforms but the optimal design for rapid acceleration and deceleration maneuvers is yet to be discovered. In this paper, we endeavour to find this optimal spine morphology by using large-scale Monte Carlo trajectory optimization simulations on long-time-horizon minimum time problems (start and end at rest while travelling a fixed distance of 30 spine lengths). Broad applicability of the results was ensured by generating 100 sets of robot parameters at random from a carefully selected design space, comparing the performance of the rigid, revolute and prismatic spine morphology. Using bootstrapping techniques, it was determined with a 78.8% probability that the prismatic spine morphology was the optimal spine for these long-time-horizon trajectories. These results will serve as a guide for designers of future, agile quadruped robots.","PeriodicalId":42493,"journal":{"name":"SAIEE Africa Research Journal","volume":"112 3","pages":"126-133"},"PeriodicalIF":1.4,"publicationDate":"2021-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/iel7/8475037/9513622/09513626.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67798105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-13DOI: 10.23919/SAIEE.2021.9513630
{"title":"Notes for authors","authors":"","doi":"10.23919/SAIEE.2021.9513630","DOIUrl":"https://doi.org/10.23919/SAIEE.2021.9513630","url":null,"abstract":"","PeriodicalId":42493,"journal":{"name":"SAIEE Africa Research Journal","volume":"112 3","pages":"153-153"},"PeriodicalIF":1.4,"publicationDate":"2021-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/iel7/8475037/9513622/09513630.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67797002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-13DOI: 10.23919/SAIEE.2021.9513631
Advertisement. Provides contact information the South African Institute for Electrical Engineers (SAIEE).
广告提供南非电气工程师协会（SAIEE）的联系信息。
{"title":"[Back cover]","authors":"","doi":"10.23919/SAIEE.2021.9513631","DOIUrl":"https://doi.org/10.23919/SAIEE.2021.9513631","url":null,"abstract":"Advertisement. Provides contact information the South African Institute for Electrical Engineers (SAIEE).","PeriodicalId":42493,"journal":{"name":"SAIEE Africa Research Journal","volume":"112 3","pages":"C4-c4"},"PeriodicalIF":1.4,"publicationDate":"2021-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/iel7/8475037/9513622/09513631.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67957048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：