Integrating Online Discussions into Engineering Curriculum to Endorse Interdisciplinary Viewpoints, Promote Authentic Learning, and Improve Information Literacy

Engineering is very much an applied discipline where math and science concepts, skills, and tools can be used to design products or processes with new and/or increased value. Research suggests active learning is an effective method for teaching and learning in the engineering classroom. Moreover, students continue to express increased satisfaction when taught using this experiential pedagogical approach. One approach to active learning gaining traction in the engineering classroom is the use of online discussions. The purpose of this paper is to offer a structured approach for engineering educators to develop online discussion prompts aimed to prepare engineering students for entering the workforce; this structure approach includes an intentional and purposeful focus on three core elements: (1) interdisciplinary viewpoints, (2) real-world and authentic experiences, and (3) information literacy applications. A mixed methods analysis provides evidence towards student exposure and awareness to the three core elements of interdisciplinary viewpoints, real world and authentic experiences, and information literacy applications. In addition, students reported a positive experience participating in online discussions, and improvements in student perception changes related to blended learning and self-regulated learning

Integrated technologies instructional method to enhance bilingual undergraduate engineering students

This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University LondonMathematics permeates almost every aspect of human life and it is a skill much needed by the increasingly complex technological world. It is necessary that this essential skill must be properly developed among students to prepare them for future academic and professional careers. An assessment of the research-based instructional strategies blending with old traditional methods with the modern technological development is a must. Due to the complexity of mathematics learning and the varied learning styles of learners, an integration of appropriate multiple instructional strategies into mathematics education will positively impact mathematical achievement of students. The purpose of this research was to examine the effects of the use of Integrated Technologies Instructional Method (ITIM) as a supplement to the traditional lecture method on mathematics achievement of the Integral Calculus students at the College of Engineering, University of Ha'il, Saudi Arabia. The ITIM includes the four instructional strategies such as the use of the Computer-Supported Collaborative Learning, the collaborative learning, the bilingual support and the study support. Different types of academic supports have been used to examine their effects on students achievement in mathematics. Mathematics, the bedrock of science and engineering, is considered a very important indicator of a student's academic success in professional higher education. Undergraduate engineering students' low achievement in the first year mathematics is an issue demands much attention. The study was undertaken to address students' weak background in mathematics and particularly their high failure rates in this particular course. A total of 218 undergraduate engineering students, comprising of both the experimental and the control groups, were involved in this experimental design study. The control group was taught by the traditional lecture method whereas the experimental group was exposed to the ITIM as a supplement to the traditional lecture method. Apart from the effects of the use of ITIM, students' performance in the previous courses (covariates) such as mathematics, computer, and the English language were compared with their final grades of the Integral Calculus course. The final grades of students were taken as the dependent variable and the ITIM and students' scores in the previous courses as the independent variables. It has been noticed from the literature review that the application of only one instructional strategy does not address the needs of the diverse learning styles of students. A mixed mode method, quantitative and qualitative, was used to collect and analyse data. The quantitative data instruments included students' final exam grades and the student questionnaires. Interviews with students were used as qualitative tools of data collection. An independent t-test, ANOVA, univariate analysis and the stepwise multiple regression analysis were performed to determine the overall statistical significance. The study concluded that there was a statistically significant difference in the performance of the experimental group of students' in terms of their end-of-course grades compared to that of the control group. The regression model revealed significance of covariates on the dependent variable. However, no significant relationship was found between the mathematics achievement and attitudes towards the use of ITIM. The study was an attempt to demonstrate the suitability of the instructional strategies on the bilingual Arab undergraduate engineering students; however, they can probably be applicable to other bilingual students

From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses.

The lack of academic engagement in introductory science courses is considered by some to be a primary reason why students switch out of science majors. This study employed a sequential, explanatory mixed methods approach to provide a richer understanding of the relationship between student engagement and introductory science instruction. Quantitative survey data were drawn from 2,873 students within 73 introductory science, technology, engineering, and mathematics (STEM) courses across 15 colleges and universities, and qualitative data were collected from 41 student focus groups at eight of these institutions. The findings indicate that students tended to be more engaged in courses where the instructor consistently signaled an openness to student questions and recognizes her/his role in helping students succeed. Likewise, students who reported feeling comfortable asking questions in class, seeking out tutoring, attending supplemental instruction sessions, and collaborating with other students in the course were also more likely to be engaged. Instructional implications for improving students' levels of academic engagement are discussed

The Effects of Mathematics Placement on Successful Completion of an Engineering Degree and how One Student Beat the Odds

This dissertation comprises a sequential explanatory mixed methods study seeking to understand persistence in engineering based on a student’s initial mathematics course and the experience of a student who began in the lowest level mathematics course and completed an engineering degree despite struggling in mathematics courses. The first phase of the quantitative piece examines one year retention rates for first year engineering students based on initial mathematics course. In the second quantitative phase a stepwise logistic regression model was conducted to determine what factors are related to engineering persistence. The third quantitative phase is a retrospective study to determine the initial mathematics course for graduating engineering students. The final phase of the quantitative piece examines graduation rates for first year engineering students based on initial mathematics course. Results of the first phase indicate engineering students starting in non-college level mathematics courses are significantly less likely to be retained in engineering a year after their first semester compared to students starting in one of the calculus courses. In the logistic regression model with initial math course, grade in the initial math course, gender and race as predictor variables, course, grade, and gender were found to significantly predict retention in engineering one year later. Results from the third phase indicate very few students graduating with an engineering degree start in precalculus. It also shows some engineering disciplines may be more attainable for students starting in non-college level mathematics courses, like precalculus. Results of graduation rates in the fourth quantitative phase confirm engineering students starting in precalculus are significantly less likely to graduate with an engineering degree than those starting in any higher level mathematics course. A case study was conducted to fully explain how a student persisted in engineering after starting in precalculus. One of the few students starting in precalculus who graduated with an engineering degree was interviewed to understand why he chose engineering, why he didn’t quit or change majors when he had to repeat calculus II multiple times, and how he was able to complete his calculus courses despite his mathematical deficiencies. Other individuals who he indicated were influential in his success were also interviewed. A framework combining future time perspective and self-regulation was used to explain his experience and why he didn’t quit. Another framework on self-regulated learning strategies was used to explain how he was able to successfully complete calculus II. The case study student’s dream of becoming a pilot in the Air Force and his ‘can’t quit’ attitude were the motivation for his persistence in engineering. An instruc-tor in the Mathematical Sciences Department and the instructor’s ability to model self-regulation strategies were instrumental in the student’s eventual completion of an engineering degree. By understanding the experience of one of the few successful engi-neering students who started in a non-college level mathematics course, educators can better advise future students with similarly poor mathematics backgrounds

Beyond Traditional Teacher Preparation: Value-add Experiences for Preservice Secondary Mathematics Teachers

The current pool of highly qualified secondary mathematics teachers is woefully inadequate to address the needs of schools across the United States and other countries internationally. In STEM (Science, Technology, Engineering, Mathematics) areas, providing quality instruction in a changing world requires continuous change and innovation as programs prepare and train teachers. University teacher preparation programs wrestle with ways to provide wider professional experiences (WPE) within social learning environments called communities of practice (CoP). This qualitative study examines a university-led undergraduate scholarship program, aimed at recruiting, training, and retaining highly qualified secondary preservice mathematics teacher candidates. With increased exposure to mathematics content, mathematical teaching pedagogy, and community outreach beyond traditional preparation requirements, the goal of the study is to determine the immediate and potential value participants, undergraduate students, found engaging in a unique, CoP-based program. Findings reveal that participants concurrently reported both immediate and potential value in teaching experiences and ideas even when engaging in more mathematics or indirect teaching environments. Further, while mentoring is a key feature of the program, participants rarely identified mentoring or faculty support as an immediate or potential value although mentors were often the conduit for participants’ engagement in WPE

A comparison of the effectiveness of two alternative instructional strategies for teaching basic construction surveying concepts

The purpose of this experiment was to compare the effectiveness of two alternative instructional strategies for teaching basic construction surveying concepts. The basic concepts of construction surveying, office, field, angles, distance and elevation must be thoroughly understood before complex construction surveying applications can be performed. Instruction in applied science courses such as construction surveying is constantly being impacted by advances in technology. Technological developments require an evolving pedagogy incorporating change while maintaining the integral basics. The dynamics of change require an instructor to maintain basic construction surveying concepts consideration while developing authentic experiences which can be incorporated into the new technologies. This experiment was performed using two different instructional formats, integrated and separated, for instructing study participants in basic construction surveying. The integrated format presented the related collaborative instructional components, theoretical and practical, during the same class while the separated format presented the related instruction, theoretical and practical, in a traditional manner with separated lecture and lab. Pre and post achievement tests were given to all four intact classes used in this experiment for measuring the study participant’s pre-instruction and post-instruction knowledge. The experimental results indicated that the designed curriculum was effective in teaching the basic construction surveying concepts. The two alternative instructional treatments, integrated and separated were both found to be statistically similar. Additionally, class time and class size were determined to have no measurable effect on achievement. This research provides applied science instructors the flexibility to design courses which can be used for a variety of different situations. Based on the results of this experiment, traditionally large classes can utilize the separated lecture-lab format with the expectation that student achievement will be the same for the small classes which can be instructed using the integrated format. These findings can also be used as the basis for a distance education class which can present the lecture portion in a self directed web-based format while keeping the lab portion in a context which utilizes the typical instructor student lab

An approach to teach Calculus/Mathematical Analysis (for engineering students) using computers and active learning – its conception, development of materials and evaluation

Dissertação para obtenção do Grau de Doutor em Ciências da EducaçãoThis thesis reports a new approach to the teaching of Mathematical Analysis 1/ Calculus (AM1) to students of engineering, applying results of research on the use of computers and active learning with the aim of enhancing understanding. The main goal of the new approach is to reduce the known problem of failure and superficial understanding in introductory college mathematics in Portugal (and other countries). This researcher created the approach named ActivMathComp where: - Students are active and collaborate with colleagues during classes; - Computer is embedded as a communication, interaction and computational tool; - Students use interactive digital learning documents; - Students explore concepts in order to develop a deep understanding of them; - Students contact with mathematical applications; - Students have frequent short quizzes with immediate feedback on a Learning Management System; - The teacher/student relationship is grounded on trust, on mutual understanding and on students’ involvement on their own learning. The interactive digital documents were created assuming principles such as the zone of proximal development and multiple representations. Towards its comparison with the traditional approach, the ActivMathComp was implemented in a group of 16 AM1 students at the Civil Engineering Undergraduate Program of the Instituto Superior de Engenharia de Lisboa. The participants freely chose to enrol in the group and were required to bring their own laptop to classes. Took place a quasi-experiment where all the other seven classes following AM1 were taken as a comparison group. The participating students got significantly higher grades than the other students and had a higher success rate. Data gathered from questionnaires and tests were screened to identify possible bias. The participating students evaluated ActivMathComp as highly positive in nearly all aspects

The Complexity of Engineering Education in a Mission Driven PBL University

In this extended abstract, we will argue that education in a mission driven university holds particularities that call for the transformation of not only the research base of education but also the way in which education is conceptualised and practiced. Following a PBL approach, we put the students in the centre of educational activity and propose a conceptual framework for engineering education in a mission driven PBL university.<br/