Investigating Engineering Practice is Valuable for Mathematics Learning

While engineering mathematics curricula often prescribe a fixed body of mathematical knowledge, this study takes a different approach; second-year engineering students are additionally required to investigate and document an aspect of mathematics used in engineering practice. A qualitative approach is used to evaluate the impact that students’ investigations have on their mathematics learning and whether this approach creates greater value for students compared to curriculum mathematics learning. This article contains an account of students’ engagement with and their emotional responses to their investigations of professional engineers’mathematics usage.The study illustrates the positive changes in students’ mathematics attitudes arising from their insights into engineering practice. Students have acquired a sense of wanting to learn mathematics: they now see themselves as learners preparing for their future careers. This study also introduces students to the concept of communicating mathematics

Enhancing Student Learning By Narrowing The Gap Between Feedback Giving And Feedback Receiving

Feedback is one of the most powerful influences on learning and achievement. However the mere provision of feedback to students does not necessarily lead to improved learning. Feedback is ineffective if it does not close the gap between learning goals and students’ performance. Often students do not have clear goals and they do not know what learning activities will improve their learning performance. Consequently the opportunity to learn from the feedback is lost. Learning is a social process and while young people have increasingly strong social needs they struggle with academic language. This study investigates the influence of lecturers’ feedback on students’ learning and whether first year electronic engineering students at the Institute of Technology Tallaght Dublin (ITTD) benefit from a peer evaluation environment where students are enabled to detect and communicate quality criteria for specific coursework. A qualitative approach is used to capture students’ views. The results show that the opportunity to learn from lecturer feedback is not fully utilised. Instead learning is best achieved interactively and in a non-threatening environment. Students willingly engage in both giving and receiving feedback and clarifying misunderstandings and they show improved motivation. Engagement in a guided peer feedback environment additionally improves self-regulation, critical thinking skills and communications

Engineering Students’ Perceptions of their Preparation for Engineering Practice

A common theme in the scholarly literature describing engineering is associated with the conception of the term global engineer where the role of the engineer has become quite broad. This study investigates engineering students’ perceptions of their future careers and their preparation for professional practice. This is important information for engineering educators as students with heightened interest in professional practice demonstrate more cognitive engagement. Additionally many graduate engineers are challenged by the transition into engineering practice. A mixed methods approach is employed. The degree competencies are required and learned by electronic engineering students, at the Institute of Technology Tallaght Dublin, is investigated statistically. Students’ perceptions of their future careers are explored qualitatively. The results show that students’ learning is based solely on the academic viewpoint. Gaps between competencies required for engineering practice and competencies learned are identified. It is concluded that there is a need to make professional engineering clearer

The Role of Mathematics In Engineering Practice and in the Formation of Engineers

I n Ireland, the number of school leavers pursuing professional engineering careers has been declining almost continuously over twenty years. Students wishing to pursue professional engineering degree courses are required to demonstrate proficiency in secondary school mathematics at the higher level. Yet, only a 16% minority of secondary school mathematics students in Ireland takes the Leaving Certificate mathematics exam at the higher level. It is widely thought that mathematics is the “key academic hurdle” in producing a supply of engineering graduates