An investigation into the adoption of CDIO in distance learning

The Conceive, Design, Implement and Operate Initiative (CDIO) uses integrated learning to develop deep learning of the disciplinary knowledge base whilst simultaneously developing personal, interpersonal, product, process and system building skills. This is achieved through active and experiential learning methods that expose students to experiences engineers will encounter in their profession. These are incorporated not only in the design-build-test experiences that form a crucial part of a CDIO programme but also in discipline focused studies. Active and experiential learning methods are, of course, more difficult to incorporate into distance education. This paper investigates these difficulties and the implications in providing a programme that best achieves the goals of the CDIO approach through contemporary distance education methods. First, the key issues of adopting the CDIO approach in conventional oncampus courses are considered with reference to the development of the CDIO engineering programmes at the University of Liverpool. The different models of distance based delivery of engineering programmes provided by the Open University in the UK, and Deakin University and the University of Southern Queensland in Australia are then presented and issues that may present obstacles to the future adoption of the CDIO approach in these programmes are discussed. The effectiveness and suitability of various solutions to foreseen difficulties in delivering CDIO programmes through distance education are then considered. These include the further development, increased use and interinstitutional sharing of technology based facilities such as Internet facilitated access to laboratory facilities and computer aided learning (CAL) laboratory simulations, on campus workshops, and the development of a virtual engineering enterprise

A double-edged sword: Use of computer algebra systems in first-year Engineering Mathematics and Mechanics courses

Many secondary-level mathematics students have experience with graphical calculators from high school. For the purposes of this paper we define graphical calculators as those able to perform rudimentary symbolic manipulation and solve complicated equations requiring very modest user knowledge. The use of more advanced computer algebra systems e.g. Maple, Mathematica, Mathcad, Matlab/MuPad is becoming more prevalent in tertiary-level courses. This paper explores our students’ experience using one such system (MuPad) in first-year tertiary Engineering Mathematics and Mechanics courses. The effectiveness of graphical calculators and computer algebra systems in mathematical pedagogy has been investigated by a multitude of educational researchers (e.g. Ravaglia et al. 1998). Most of these studies found very small or no correlation between student use of graphical calculators or exposure to computer algebra systems with future achievement in mathematics courses (Buteau et al. 2010). In this paper we focus instead on students’ attitude towards a more advanced standalone computer algebra system (MuPad), and whether students’ inclination to use the system is indicative of their mathematical understanding. Paper describing some preliminary research into use of computer algebra systems for teaching engineering mathematics

Failure is an option:an innovative engineering curriculum

PurposeAdvancements and innovation in engineering design are based on learning from previous failures but students are encouraged to ‘succeed’ first time and hence can avoid learning from failure in practice. The purpose of the study was to design and evaluate a curriculum to help engineering design students to learn from failure.Design/Methodology/ApproachA new curriculum design provided a case study for evaluating the effects of incorporating learning from failure within a civil engineering course. An analysis of the changes in course output was undertaken in relation to graduate destination data covering 2006 to 2016 and student satisfaction from 2012 to 2017 and a number of challenges and solutions for curriculum designers were identified.FindingsThe design and delivery of an innovative curriculum, within typical constraints, can provide opportunities for students to develop resilience to failure as an integral part of their learning in order to think creatively and develop novel engineering solutions. The key issues identified were: the selection of appropriate teaching methods, creating an environment for exploratory learning, group and team assessments with competitive elements where practicable, and providing students with many different pedagogical approaches to produce a quality learning experience.OriginalityThis case study demonstrates how to design and implement an innovative curriculum that can produce positive benefits of learning from failure. This model can be applied to other disciplines such as building surveying and construction management. This approach underpins the development of skills necessary in the educational experience to develop as a professional building pathologist

Design hazard identification and the link to site experience

The training, development and routes to charteredship of building design engineers have undergone a major transformation in recent years. Additionally, the duration and quality of site experience being gained by designers is reducing. While accident causation is often complex, previous research shows a potential link between design and construction accidents. The effectiveness of the UK’s Construction (Design and Management) (CDM) Regulations is being questioned, and designers regularly do not recognise the impact they can make on site safety. A newly developed hazard perception test was used to determine if students and design practitioners are able to identify hazards in designs and to establish if site experience impacts hazard identification. The results of the tests show an association between the ability to identify and mitigate hazards and possession of site experience. The results provide empirical evidence that supports previous anecdotal evidence. The results also question if the design engineers of today are suitably equipped to fulfil the designer’s responsibilities under the CDM Regulations

Examining first year students' preparedness for studying engineering

The purpose of this paper is to report on initial descriptive data of this longitudinal project which will examine the knowledge, motivation, personality, and learning approaches of first year engineering students and how well they each predict subsequent retention and academic performance. These outcomes are yet to be achieved and are beyond the scope of this paper

Education in values in engineering. Energy for human development and sustainability

nergy is central to achieving th e interrelated econo mic, social, and environmental aims of sustaina ble human development. This pa per relates some UPC efforts to introduce the sustainable energy concept in its engineering curricula. The UPC approach is based on the education in values, the critical analysis of the presen t paradigms, and an overview of the global South real ity under a human rights-basis.Peer ReviewedPostprint (published version