Pub Date : 2023-05-29DOI: 10.1080/03043797.2023.2216672
Saeed Rokooei
ABSTRACT Gender disparity is an enduring problem in engineering and construction (EC) areas. The main purpose of this study was to explore the perceptions of female students in EC programs in the US toward factors impacting their situations and investigate barriers to their academic and professional paths. A quantitative research method was used to measure the perception of participants. In the first phase of this project 369 students participated in a paper-based survey. The results emphasized the effect of role models, by engineering students. The results also highlighted several similarities and differences between male and female students in regard to factors impacting the selection of major and career, such as career characteristics, familiarity with the industry, expected growth, and discrimination that facilitate or impede women’s presence in educational and professional positions.
{"title":"Analysis of engineering and construction students’ perceptions to explore gender disparity","authors":"Saeed Rokooei","doi":"10.1080/03043797.2023.2216672","DOIUrl":"https://doi.org/10.1080/03043797.2023.2216672","url":null,"abstract":"ABSTRACT Gender disparity is an enduring problem in engineering and construction (EC) areas. The main purpose of this study was to explore the perceptions of female students in EC programs in the US toward factors impacting their situations and investigate barriers to their academic and professional paths. A quantitative research method was used to measure the perception of participants. In the first phase of this project 369 students participated in a paper-based survey. The results emphasized the effect of role models, by engineering students. The results also highlighted several similarities and differences between male and female students in regard to factors impacting the selection of major and career, such as career characteristics, familiarity with the industry, expected growth, and discrimination that facilitate or impede women’s presence in educational and professional positions.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42647379","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 : 2023-05-26DOI: 10.1080/03043797.2023.2213169
S. Nikolic, S. Daniel, Rezwanul Haque, M. Belkina, G. Hassan, Sarah Grundy, S. Lyden, Peter Neal, Caz Sandison
ABSTRACT ChatGPT, a sophisticated online chatbot, sent shockwaves through many sectors once reports filtered through that it could pass exams. In higher education, it has raised many questions about the authenticity of assessment and challenges in detecting plagiarism. Amongst the resulting frenetic hubbub, hints of potential opportunities in how ChatGPT could support learning and the development of critical thinking have also emerged. In this paper, we examine how ChatGPT may affect assessment in engineering education by exploring ChatGPT responses to existing assessment prompts from ten subjects across seven Australian universities. We explore the strengths and weaknesses of current assessment practice and discuss opportunities on how ChatGPT can be used to facilitate learning. As artificial intelligence is rapidly improving, this analysis sets a benchmark for ChatGPT’s performance as of early 2023 in responding to engineering education assessment prompts. ChatGPT did pass some subjects and excelled with some assessment types. Findings suggest that changes in current practice are needed, as typically with little modification to the input prompts, ChatGPT could generate passable responses to many of the assessments, and it is only going to get better as future versions are trained on larger data sets.
{"title":"ChatGPT versus engineering education assessment: a multidisciplinary and multi-institutional benchmarking and analysis of this generative artificial intelligence tool to investigate assessment integrity","authors":"S. Nikolic, S. Daniel, Rezwanul Haque, M. Belkina, G. Hassan, Sarah Grundy, S. Lyden, Peter Neal, Caz Sandison","doi":"10.1080/03043797.2023.2213169","DOIUrl":"https://doi.org/10.1080/03043797.2023.2213169","url":null,"abstract":"ABSTRACT ChatGPT, a sophisticated online chatbot, sent shockwaves through many sectors once reports filtered through that it could pass exams. In higher education, it has raised many questions about the authenticity of assessment and challenges in detecting plagiarism. Amongst the resulting frenetic hubbub, hints of potential opportunities in how ChatGPT could support learning and the development of critical thinking have also emerged. In this paper, we examine how ChatGPT may affect assessment in engineering education by exploring ChatGPT responses to existing assessment prompts from ten subjects across seven Australian universities. We explore the strengths and weaknesses of current assessment practice and discuss opportunities on how ChatGPT can be used to facilitate learning. As artificial intelligence is rapidly improving, this analysis sets a benchmark for ChatGPT’s performance as of early 2023 in responding to engineering education assessment prompts. ChatGPT did pass some subjects and excelled with some assessment types. Findings suggest that changes in current practice are needed, as typically with little modification to the input prompts, ChatGPT could generate passable responses to many of the assessments, and it is only going to get better as future versions are trained on larger data sets.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"48 1","pages":"559 - 614"},"PeriodicalIF":2.3,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46755984","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 : 2023-05-17DOI: 10.1080/03043797.2023.2210517
D. Chadha, K. Hellgardt
{"title":"A case of conceptualisation: using a grounded theory approach to further explore how professionals define engineering judgement for use in engineering education","authors":"D. Chadha, K. Hellgardt","doi":"10.1080/03043797.2023.2210517","DOIUrl":"https://doi.org/10.1080/03043797.2023.2210517","url":null,"abstract":"","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"1 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41375987","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 : 2023-05-16DOI: 10.1080/03043797.2023.2212248
Yi-Chun Ma, Flore Vallet, B. Yannou, François Cluzel
ABSTRACT Serious games (SGs) offer an engaging format for teaching industrial engineering (IE) methodologies. IE methodologies involve people following a process in a set of conditions to design, improve and install systems, which are easily scripted into gameplay. The scholarship has proposed co-design approaches for teachers and SG designers. However, teachers are not always ready to engage, and designers can readily create SG elements rapidly alone. We propose a co-design framework to distinguish their roles and four tools for them to better embed relevant expertise in the SG design process. A first tool is a domain decomposition model, which helps teachers create the knowledge repository for an IE methodology. Then, a specification vector is provided to define clear learning objectives. The third tool is a mapping table that inspires designers building gaming elements based on the learning objectives. The final tool is a verification table that helps check whether the learning experience offered by a SG is aligned with its learning objectives. A game on innovation management was designed that adopts the co-design framework. It was tested in three sessions with 23 players, resulting in a playful learning experience .
{"title":"Tools to help teachers and designers complete individual tasks when co-designing industrial engineering games – Application to the design of an innovation management game","authors":"Yi-Chun Ma, Flore Vallet, B. Yannou, François Cluzel","doi":"10.1080/03043797.2023.2212248","DOIUrl":"https://doi.org/10.1080/03043797.2023.2212248","url":null,"abstract":"ABSTRACT Serious games (SGs) offer an engaging format for teaching industrial engineering (IE) methodologies. IE methodologies involve people following a process in a set of conditions to design, improve and install systems, which are easily scripted into gameplay. The scholarship has proposed co-design approaches for teachers and SG designers. However, teachers are not always ready to engage, and designers can readily create SG elements rapidly alone. We propose a co-design framework to distinguish their roles and four tools for them to better embed relevant expertise in the SG design process. A first tool is a domain decomposition model, which helps teachers create the knowledge repository for an IE methodology. Then, a specification vector is provided to define clear learning objectives. The third tool is a mapping table that inspires designers building gaming elements based on the learning objectives. The final tool is a verification table that helps check whether the learning experience offered by a SG is aligned with its learning objectives. A game on innovation management was designed that adopts the co-design framework. It was tested in three sessions with 23 players, resulting in a playful learning experience .","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41639576","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 : 2023-05-10DOI: 10.1080/03043797.2023.2206794
Johanna Rämö, P. Nokelainen, Riikka Kangaslampi, Elina Viro, Terhi Kaarakka, Maiju Nieminen, Jani Hirvonen, Simo Ali-Löytty
In this study, we investigated how well two different student-centred instructional models fostered engineering students' learning in a time of crisis. We analysed students' (N = 375) approaches to learning during four engineering mathematics courses in a Finnish university before and during the COVID-19 pandemic. Students' deep and surface approaches to learning, as well as organised studying, were measured five times during an eight-month period. For the control group the student-centred elements were added to the framework of traditional lecture-based teaching, whereas the intervention group's instructional model disrupted the structures of traditional teaching more profoundly. Our results indicate that the pandemic and related restrictions were linked to a decrease in students' deep approach to learning and organised studying, and an increase of surface approach to learning in both groups. However, the intervention group's instructional model supported the deep approach to learning better than that of the control group. [ FROM AUTHOR] Copyright of European Journal of Engineering Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
{"title":"Engineering students’ approaches to learning in two student-centred instructional models before and during the COVID-19 pandemic","authors":"Johanna Rämö, P. Nokelainen, Riikka Kangaslampi, Elina Viro, Terhi Kaarakka, Maiju Nieminen, Jani Hirvonen, Simo Ali-Löytty","doi":"10.1080/03043797.2023.2206794","DOIUrl":"https://doi.org/10.1080/03043797.2023.2206794","url":null,"abstract":"In this study, we investigated how well two different student-centred instructional models fostered engineering students' learning in a time of crisis. We analysed students' (N = 375) approaches to learning during four engineering mathematics courses in a Finnish university before and during the COVID-19 pandemic. Students' deep and surface approaches to learning, as well as organised studying, were measured five times during an eight-month period. For the control group the student-centred elements were added to the framework of traditional lecture-based teaching, whereas the intervention group's instructional model disrupted the structures of traditional teaching more profoundly. Our results indicate that the pandemic and related restrictions were linked to a decrease in students' deep approach to learning and organised studying, and an increase of surface approach to learning in both groups. However, the intervention group's instructional model supported the deep approach to learning better than that of the control group. [ FROM AUTHOR] Copyright of European Journal of Engineering Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48348142","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 : 2023-05-10DOI: 10.1080/03043797.2023.2201182
Stephen Secules
ABSTRACT This paper examines specific problems of educational practice that I, an undergraduate engineering educator and education researcher, have encountered in creating an interdisciplinary engineering project course. I reveal my process of theorising about problems of practice to position engineering educators’ pedagogical theorising as worthy of scholarly focus. In a reflective scholarship of teaching and learning paradigm, I take the iterative design of this course as the object of inquiry, across semesters and institutional contexts. I discuss the iteration of five key dimensions of the course: (1) authenticity to engineering professional work, (2) promoting learning of teamwork skills, (3) complexities and equity dimensions of situated project-based learning environments, (4) valuing social sciences and social context reasoning for engineers, and (5) creating a responsive curriculum for students. I distil insights related to each of these dimensions. I conclude with a consideration of the interplay between these dimensions and a reflection on the form of scholarship for engineering education.
{"title":"Reflections on problems of educational practice in a project course design for professional authenticity, cultural relevance, and sociotechnical integration","authors":"Stephen Secules","doi":"10.1080/03043797.2023.2201182","DOIUrl":"https://doi.org/10.1080/03043797.2023.2201182","url":null,"abstract":"ABSTRACT This paper examines specific problems of educational practice that I, an undergraduate engineering educator and education researcher, have encountered in creating an interdisciplinary engineering project course. I reveal my process of theorising about problems of practice to position engineering educators’ pedagogical theorising as worthy of scholarly focus. In a reflective scholarship of teaching and learning paradigm, I take the iterative design of this course as the object of inquiry, across semesters and institutional contexts. I discuss the iteration of five key dimensions of the course: (1) authenticity to engineering professional work, (2) promoting learning of teamwork skills, (3) complexities and equity dimensions of situated project-based learning environments, (4) valuing social sciences and social context reasoning for engineers, and (5) creating a responsive curriculum for students. I distil insights related to each of these dimensions. I conclude with a consideration of the interplay between these dimensions and a reflection on the form of scholarship for engineering education.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42576360","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 : 2023-05-04DOI: 10.1080/03043797.2023.2204813
C. Rathnayaka, J. Ganapathi, S. Kickbusch, L. Dawes, R. Brown
{"title":"Preparative pre-laboratory online resources for effectively managing cognitive load of engineering students","authors":"C. Rathnayaka, J. Ganapathi, S. Kickbusch, L. Dawes, R. Brown","doi":"10.1080/03043797.2023.2204813","DOIUrl":"https://doi.org/10.1080/03043797.2023.2204813","url":null,"abstract":"","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42543540","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 : 2023-04-20DOI: 10.1080/03043797.2023.2203082
Aldo Peres Campos e Lopes
ABSTRACT An educational praxis that is concerned with citizen formation ought to aim at the development of critical consciousness and critical thinking, but little research has addressed the dynamics of critical consciousness in mathematical modeling activities. This study aims to characterise and understand the manifestation of critical thinking and critical mathematical consciousness in the modeling process and approach the relationship between both. That said, we conducted qualitative research with engineering students who produced mathematical models involving differential equations. We found that critical mathematical consciousness and critical thinking show variations, as there is a greater occurrence of critical thinking to the detriment of critical consciousness. We conclude this study by presenting some implications for critical mathematical consciousness.
{"title":"Critical consciousness in engineering education: going beyond critical thinking in mathematical modeling","authors":"Aldo Peres Campos e Lopes","doi":"10.1080/03043797.2023.2203082","DOIUrl":"https://doi.org/10.1080/03043797.2023.2203082","url":null,"abstract":"ABSTRACT An educational praxis that is concerned with citizen formation ought to aim at the development of critical consciousness and critical thinking, but little research has addressed the dynamics of critical consciousness in mathematical modeling activities. This study aims to characterise and understand the manifestation of critical thinking and critical mathematical consciousness in the modeling process and approach the relationship between both. That said, we conducted qualitative research with engineering students who produced mathematical models involving differential equations. We found that critical mathematical consciousness and critical thinking show variations, as there is a greater occurrence of critical thinking to the detriment of critical consciousness. We conclude this study by presenting some implications for critical mathematical consciousness.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44053003","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 : 2023-04-17DOI: 10.1080/03043797.2023.2201178
Maryam Mohammad Zadeh, L. Prendergast, Jonathan D. Tew, Daniel Beneroso-Vallejo
{"title":"Conceptualising engineering student perceptions of synchronous and asynchronous online learning","authors":"Maryam Mohammad Zadeh, L. Prendergast, Jonathan D. Tew, Daniel Beneroso-Vallejo","doi":"10.1080/03043797.2023.2201178","DOIUrl":"https://doi.org/10.1080/03043797.2023.2201178","url":null,"abstract":"","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49622740","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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