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Impact of Modality on Workload among Engineering Undergraduates during the COVID-19 Pandemic 新冠肺炎疫情期间方式对工科大学生工作量的影响
IF 1.6 4区 工程技术
Journal of Civil Engineering Education
Pub Date : 2023-01-01 DOI: 10.1061/jceecd.eieng-1879
M. Watson, E. Barrella, K. Skenes
The COVID-19 pandemic created unprecedented disruptions in models for engineering student training. At The Citadel, an undergraduate-focused college in the Southeastern United States, a variety of modalities were implemented following the onset of the pandemic, including emergency online and Hyflex learning. We conducted a longitudinal study to analyze the cognitive load among our undergraduate engineering students throughout changing modalities. Using data from the NASA Task Load Index (TLX) and open-ended reflections on student challenges, we found that total workload (a surrogate for cognitive load) was generally highest during emergency online learning in the second half of Spring 2020 semester, with experiences possibly varying across different demographic and academic groups. Emergency online challenges were often related to time management, personal organization, and responsibility for learning. In contrast, HyFlex challenges were often related to technology and communication challenges. While emergency online learning was a cognitive load disruption, that disruption was often associated with personal and/or academic development. HyFlex learning mediated cognitive load disruption;although, student challenges may have been simple nuisances rather than mediators of developmental change. © 2023 American Society of Civil Engineers.
2019冠状病毒病大流行对工程专业学生的培训模式造成了前所未有的破坏。在美国东南部的一所以本科生为重点的学院The Citadel，在疫情爆发后实施了多种模式，包括紧急在线学习和Hyflex学习。我们进行了一项纵向研究来分析我们的本科工程专业学生在不同模式下的认知负荷。利用NASA任务负荷指数(TLX)的数据和对学生挑战的开放式反思，我们发现，在2020年春季学期下半学期的紧急在线学习期间，总工作量(认知负荷的替代指标)通常是最高的，不同人口和学术群体的经历可能有所不同。紧急在线挑战通常与时间管理、个人组织和学习责任有关。相比之下，HyFlex的挑战通常与技术和通信挑战有关。虽然紧急在线学习是一种认知负荷中断，但这种中断通常与个人和/或学术发展有关。HyFlex学习介导认知负荷中断;虽然，学生的挑战可能是简单的滋扰，而不是发展变化的中介。©2023美国土木工程师学会。
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引用次数: 0
Capstone Design in Engineering Community Engagement Course 顶点设计工程社区参与课程
IF 1.6 4区 工程技术
Journal of Civil Engineering Education
Pub Date : 2023-01-01 DOI: 10.1061/(asce)ei.2643-9115.0000071
Paul A. Leidig, Susan M. Khalifah, W. Oakes
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引用次数: 1
Developing Social Sustainability Knowledge and Cultural Proficiency among the Future Construction Workforce 在未来的建筑工人中发展社会可持续发展知识和文化能力
IF 1.6 4区 工程技术
Journal of Civil Engineering Education
Pub Date : 2023-01-01 DOI: 10.1061/(asce)ei.2643-9115.0000075
Piyush Pradhananga, Mohamed ElZomor
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引用次数: 1
Gamification in Construction Engineering Education: A Scoping Review 游戏化在建筑工程教育:范围检讨
IF 1.6 4区 工程技术
Journal of Civil Engineering Education
Pub Date : 2023-01-01 DOI: 10.1061/(asce)ei.2643-9115.0000077
M. Ilbeigi, D. Bairaktarova, Azita Morteza
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引用次数: 3
Engineering in a Crisis: Observing Students’ Perceptions of Macroethical Responsibilities during Pandemics and Natural Disasters 危机中的工程:观察学生在流行病和自然灾害期间对宏观伦理责任的看法
IF 1.6 4区 工程技术
Journal of Civil Engineering Education
Pub Date : 2023-01-01 DOI: 10.1061/jceecd.eieng-1909
M. LaPatin, Sara Barrens, C. Poleacovschi, B. Vaziri, Lauryn A. Spearing, Kate Padgett-Walsh, S. Feinstein, C. Rutherford, L. Nguyen, K. Faust
When the ethical responsibilities of engineers are discussed in classrooms, the focus is usually on microethics, which concentrates on individual decision-making, rather than macroethics, that addresses broad societal concerns. Pandemics (e.g., COVID-19) and natural disasters (e.g., hurricanes, derechos) have presented unique opportunities to observe engineering macroethical responsibilities, because unjust social, economic, and environmental systems have been brought to the forefront amidst the responses (e.g., inequitable transportation access). In this paper, we consider pandemics and natural disasters through the lens of engineering macroethics, aiming to understand students' perceptions about the macroethical responsibilities of engineers. In the fall of 2020, we deployed a survey to undergraduate engineering students at two universities (n=424). Students were asked to discuss what they perceived to be the role of engineering professionals in response to the global COVID-19 pandemic and natural disasters. We used a qualitative content analysis to explore the macroethical responsibilities mentioned in students' responses. Many of these responses include considerations of infrastructure resilience, resource distribution, and community equity. Logit models were used to identify which sociodemographic factors were associated with responses that included macroethical responsibilities, revealing engineering major (specifically, civil engineering), employment status, gender identity, and family size, among others as significant factors. The implications from this study include recommendations on curricular content, and identifying which student sociodemographic groups would especially benefit from macroethical content in coursework. © 2023 American Society of Civil Engineers.
当在课堂上讨论工程师的道德责任时，重点通常放在微观伦理上，这集中在个人决策上，而不是宏观伦理，这解决了广泛的社会问题。大流行病(如COVID-19)和自然灾害(如飓风、大回声)为观察工程宏观伦理责任提供了独特的机会，因为不公正的社会、经济和环境系统在应对措施(如交通运输不公平)中被置于最前沿。在本文中，我们通过工程宏观伦理学的视角来考虑流行病和自然灾害，旨在了解学生对工程师宏观伦理责任的看法。在2020年秋季，我们对两所大学的工科本科生进行了一项调查(n=424)。学生们被要求讨论他们认为工程专业人员在应对全球COVID-19大流行和自然灾害方面的作用。我们使用定性内容分析来探讨学生回答中提到的宏观伦理责任。其中许多应对措施包括对基础设施弹性、资源分配和社区公平的考虑。使用Logit模型来确定哪些社会人口因素与包括宏观伦理责任、揭示工程专业(特别是土木工程)、就业状况、性别认同和家庭规模在内的重要因素相关。本研究的意义包括对课程内容的建议，并确定哪些学生社会人口统计学群体将特别受益于课程中的宏观伦理内容。©2023美国土木工程师学会。
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引用次数: 0
Open-Topic Project-Based Learning and Its Gender-Related Effect on Students’ Exam Performance in Engineering Mechanics 工程力学开放性专题学习及其对学生考试成绩的性别影响
IF 1.6 4区 工程技术
Journal of Civil Engineering Education
Pub Date : 2023-01-01 DOI: 10.1061/jceecd.eieng-1919
Duohan Zhang
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引用次数: 0
Enhancing a Comprehensive View of the Infrastructure Life Cycle through Project-Based Learning 通过基于项目的学习增强对基础设施生命周期的全面认识
IF 1.6 4区 工程技术
Journal of Civil Engineering Education
Pub Date : 2023-01-01 DOI: 10.1061/(asce)ei.2643-9115.0000072
T. García-Segura, L. Montalbán-Domingo, A. Sanz-Benlloch, Alberto Domingo, J. Catalá, E. Pellicer
19 This paper describes a teaching innovation project that adopts the project-based learning approach 20 to introduce civil engineering students to their future professional roles and tasks throughout the 21 infrastructure lifecycle. The successful development of the whole process and completion of the 22 infrastructure in the best technical and sustainable conditions require a comprehensive view of 23 the infrastructure lifecycle. Courses on “Project Design” and “Project and Business Management” 24 at the B.Sc. in Civil Engineering simulate practical
19本文描述了一个教学创新项目，该项目采用基于项目的学习方法20，向土木工程专业的学生介绍他们在整个基础设施生命周期中的未来专业角色和任务。在最佳技术和可持续条件下成功开发整个过程和完成22个基础设施需要对基础设施生命周期进行全面的了解。土木工程理学士的“项目设计”和“项目与商业管理”24课程模拟了实践
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引用次数: 1
Adapting to the Emergence of Generation Z in Tertiary Education: Application of Blended Learning Initiatives in Transport Engineering 适应高等教育中Z世代的出现:混合学习计划在交通工程中的应用
IF 1.6 4区 工程技术
Journal of Civil Engineering Education
Pub Date : 2023-01-01 DOI: 10.1061/jceecd.eieng-1723
K. Wijayaratna, T. Hossein Rashidi, Lauren Gardner
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引用次数: 0
State of Programming and Data Science Preparation in Civil Engineering Undergraduate Curricula 土木工程本科课程中程序设计与数据科学准备的现状
IF 1.6 4区 工程技术
Journal of Civil Engineering Education
Pub Date : 2023-01-01 DOI: 10.1061/(asce)ei.2643-9115.0000076
S. Grajdura, Deb Niemeier
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引用次数: 0
Three-Dimensional Printed Models for Teaching and Learning Structural Engineering Concepts: Building Intuition by Physically Connecting Theory to Real Life 结构工程概念教学的三维打印模型:通过物理连接理论与现实生活建立直觉
IF 1.6 4区 工程技术
Journal of Civil Engineering Education
Pub Date : 2023-01-01 DOI: 10.1061/(asce)ei.2643-9115.0000078
S. Dart, James B. P. Lim
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引用次数: 1
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