The Wicked and the Logical: Facilitating Integrative Learning Among Introductory Computing Students

Higher education has embraced integrative learning as a means of enabling students to tackle so-called “wicked” problems, i.e. problems that are sufficiently complex, contested, and ambiguous that conventional, disciplinary specific approaches are inadequate to address. However, challenges remain in defining integrative learning consistently and effectively, especially because the cognitive processes that make up an integrative learning experience are not understood fully. This mixed-methods study was designed to help understand how students perceive, navigate, and resolve challenges that require them to integrate knowledge of one “wicked” subject (sustainability) with the skills of a practice rooted in mathematical logic (computer programming); how they express their integrative learning through reflective writing; and how we gain a stronger understanding of this process through linguistic analysis. The findings suggest that some students demonstrated the ability to integrate computational reasoning skills into socially relevant contexts more successfully, confidently, and in more well-rounded ways than others, though success required ways of thinking that extended beyond programming. The findings also underscore the potential need for reconceptualizing integrative teaching and learning in fields that have problem-solving traditions rooted in less “wicked” solutions

BIMing the architectural curricula: integrating Building Information Modelling (BIM) in architectural education

Building Information Modelling (BIM) reflects the current heightened transformation within the Architectural, Engineering and Construction (AEC) Industry and the Facilities and Management (FM) sector, offering a host of benefits from increased efficiency, accuracy, speed, co-ordination, consistency, energy analysis, project cost reduction etc to various stake holders from owners to architects, engineers, contractors and other built environment professionals. Many countries around the world are responding to this paradigm shift including the United Kingdom (UK). The Cabinet office took the decision in 2011 to make the use of collaborative 3D BIM technology mandatory for all public sector construction contracts by 2016 (Cabinet Office, 2011). According to Smith and Tardif, despite certain myths and misconceptions surrounding BIM, its rate of implementation has been much faster in comparison to the availability of professionals skilled in use of BIM, thus creating a skill gap in the design and construction industry (Smith and Tardif, cited in Barison and Santos, 2010a). This article aims at bridging the gap between the graduate skill sets and the changing needs of the profession. The research methodology adopted consists of thoroughly reviewing the existing literature in this subject area coupled with carrying out a survey of accredited Schools of Architecture in the UK. The analysis of the survey questionnaire results shows the extent to which BIM is currently being taught and identifies the barriers where its implementation has either been slow or not yet started. The paper highlights the fact that there has been considerable delay in the successful integration of BIM in the Schools of Architecture in the UK, thus emphasising the need for expeditiously training and preparing students in the use of BIM making them ready to effectively perform in a BIM enabled work arena

Reusable and Sharable Learning Objects Supporting Students’ Learning of Data Structures in University Courses

Data structures are a conceptually demanding topic which confronts many computer science students early in their course. The topic has a strong conceptual basis and often proves difficult for many to grasp. This paper reports on a project which has developed a range of learning objects to help students learn about the different data structures and the algorithms by which they are controlled. Called VIDSAA, the suite of learning objects provides a visual representation which enables students to observe and interact with a large number of data structure algorithms as they are run and to observe and view the outcomes. The objects have been designed to enable students to explore and investigate the data structures as a means of developing their knowledge and understanding. The paper describes the design and development strategies that underpinned the development of the learning objects and showcases the resulting products. It discusses a project to explore how teachers and students might use the objects and the support they provide for learning

Teaching electronics-ICT : from focus and structure to practical realizations

We present a four-year electronics-ICT educational master program at Ghent University in Belgium. The students develop knowledge and skills from novice to experienced electronic circuit designers. In the corresponding topics, the immersion into engineering problems is deepened. The horizontal and vertical alignment of courses in the four-year master program at our university is discussed. The curriculum of the four-year master program is highly projectoriented and all topics are clustered around a well-considered set of standards. This clustering supports the logical structure of the program, with students gradually acquiring the necessary competences. All standards and their mutual interaction are extensively discussed in the paper. We also focus on four design-implement projects included in the electronics-ICT program, explicitly following CDIO-guidelines. Whereas the first-year project has a limited level of difficulty, the challenges increase significantly in the course of the next years. Students learn that product design is an iterative process on different levels, where the design strategy can be changed continuously based on important and crucial feedback. Different evaluations have demonstrated that our students are not only aware of CDIO-principles, but are also convinced of the quality of the results obtained by following the standards

Reusable and Sharable Learning Objects Supporting Students’ Learning of Data Structures in University Courses

Data structures are a conceptually demanding topic which confronts many computer science students early in their course. The topic has a strong conceptual basis and often proves difficult for many to grasp. This paper reports on a project which has developed a range of learning objects to help students learn about the different data structures and the algorithms by which they are controlled. Called VIDSAA, the suite of learning objects provides a visual representation which enables students to observe and interact with a large number of data structure algorithms as they are run and to observe and view the outcomes. The objects have been designed to enable students to explore and investigate the data structures as a means of developing their knowledge and understanding. The paper describes the design and development strategies that underpinned the development of the learning objects and showcases the resulting products. It discusses a project to explore how teachers and students might use the objects and the support they provide for learning

Integrating Python into Mechanical Engineering undergraduate curriculum

Integrating the fundamentals of computer science and programming skills into the undergraduate engineering curriculum has been a primary focus for many educational institutions around the world. Learning the basics of programming from the beginning of undergraduate engineering education allows students to incorporate such skills into their work in the future with ease. The department of mechanical engineering at University College London has acknowledged this value and decided to implement a programming element into the first-year mechanical engineering curriculum to teach the basics of Python language and assess it using a real-life engineering problem. Python is general-purpose, concise, easy-to-read and -learn programming language that has become one of the most popular and in-demand languages in the world. Python has a vast ecosystem of tools, packages, and libraries that address a wide-ranging number of programming scenarios and provide mechanical engineers with a large array of general-purpose functionality. The addition of this element to the first-year curriculum during the last academic year 2021- 2022 has shown a high assessment passing rate and notable student engagement. In this extended abstract, an overview of planning, implementing and the results obtained from this process will be illustrated, and future work plans will be outlined

Comprehensive BIM Integration for Architectural Education Using Computational Design Visual Programming Environments

Recent developments in visual programming environments that function as components of the BIM software point to new ways to interact with the emerging and evolving BIM paradigm now common to most educators. Presenting this material comprehensively across the program curriculum is difficult since the expertise to develop course-specific computational content may not yet exist. This examination proposes and explores a methodology of assisting the current evolution of using computational frameworks but integrated into coursework across the curriculum. Building components in a modular form will allow both educators and students improved accessibility to the concepts of using a shared model in advanced analytical and visual ways. Underpinning this component approach is the availability of using node base parametric modeling tools to extend BIM software, notably Dynamo for Revit, and the nodes being developed for it

An Introduction to the Integrated Community-Engaged Learning and Ethical Reflection Framework (I-CELER)

Cultivating ethical Science, Technology, Engineering, and Mathematics researchers and practitioners requires movement beyond reducing ethical instruction to the rational exploration of moral quandaries via case studies and into the complexity of the ethical issues that students will encounter within their careers. We designed the Integrated Community-Engaged Learning and Ethical Reflection (I-CELER) framework as a means to promote the ethical becoming of future STEM practitioners. This paper provides a synthesis of and rationale for I-CELER for promoting ethical becoming based on scholarly literature from various social science fields, including social anthropology, moral development, and psychology. This paper proceeds in five parts. First, we introduce the state of the art of engineering ethics instruction; argue for the need of a lens that we describe as ethical becoming; and then detail the Specific Aims of the I-CELER approach. Second, we outline the three interrelated components of the project intervention. Third, we detail our convergent mixed methods research design, including its qualitative and quantitative counterparts. Fourth, we provide a brief description of what a course modified to the I-CELER approach might look like. Finally, we close by detailing the potential impact of this study in light of existing ethics education research within STEM

Promoting sustainable human development in engineering: Assessment of online courses within continuing professional development strategies

Higher Education Institutions play a critical role in societies transition towards sustainable development, educating future professionals and decision makers. In the last few decades, a number of technical universities have devoted major efforts to integrating sustainable development into engineering curricula. There is still, however, an increasing need to further transform learning and training environments and build capacity of educators and trainers on sustainable development issues. Against this background, this paper assesses the role of online training courses, within continuing professional development strategies, in promoting sustainable human development in engineering degrees. It was built upon the implementation of a European initiative, the Global Dimension in Engineering Education, promoted by a transdisciplinary consortium of technical universities and non-governmental organisations. In terms of method, this study analyses two sets of quantitative and qualitative indicators to assess i) the perceived quality/relevance of the training proposals, and ii) the learning acquisition of participants. Quantitative indicators were complemented by a descriptive analysis of findings from a semi-structured survey. The results provide evidence that online learning can be an effective approach for continuing professional development of academics. The findings also suggest that participants perceived online courses’ contents and curricula, developed jointly by academics and practitioners of non-governmental organisations, as relevant and useful for integrating sustainability principles in teaching activities. To conclude, authors recommend the leaders of higher educational institutions to explore the integration of online courses addressed to faculty into university policy and strategies, as a way to promote professional development and the engagement of academics on sustainable development