<p>  </p> <p>Faculty are the primary designers and implementers of engineering curricula within the U.S. higher education system. This places them in a unique position to respond to decades of national calls for curricular change in undergraduate engineering education. Individual and institutional faculty efforts to respond to these calls are inevitably influenced by faculty ontologies of curricular change – in other words, what faculty understand curricular change to be. By ‘ontology,’ I mean what is or what they perceive as what is. Ontologies are agentic, meaning that ontological assumptions shape how faculty envision their own roles and thereby influence the sorts of curricular change actions they envision and legitimize for themselves.</p> <p>Faculty ontologies of curricular change and their roles therein are complex roles within complex phenomena. By interrogating these ontologies, I make-visible the ways faculty might view – and thereby shape – the curricular worlds they and their students inhabit. To use a theatrical analogy: how do faculty stage their narratives of curricular change – what kinds of worlds do they set up in their stories? What kinds of interactions do they allow within that world? What kinds of characters do they cast themselves and others as playing?</p> <p>To investigate faculty ontologies of curricular change, I analyzed the narratives they told about several curricular change projects they had been personally involved with. I gathered narrative data by conducting recurring interviews with six faculty narrators. I deconstructed the resulting narrative data corpus using a postmodern approach focused on tensions and contradictions. The resulting analysis generated four distinct and interrelated ontologies for curricular change. These four ontologies are presented as a starting point rather than an exhaustive catalogue, since infinitely many ontologies could be generated. Each of the four ontologies created for this work portrays faculty roles in curricular change in relation to both curriculum and students. Creating multiple ontologies then enabled me to show how the interaction of multiple ontologies can create insights that are not apparent from each ontology alone. Among other things, the interactions of all four ontologies form a complex portrait of faculty as learners who are always unmaking and remaking themselves in the context of curricular change.</p> <p>By constructing a collective memory of faculty ontologies, I work to interrogate and disrupt current conceptions of roles and relationships in curricular change. These ontologies, and the methods developed to pursue and play with them, serve as tools for “cutting meaning loose” and “keep[ing] difference… at play” (Jackson & Mazzei, 2012, p. 70-71). In turn, these tools open up a wider space of new ideas and possibilities for courses, pedagogies, and cultures to be expressed, evaluated, and legitimized.</p>

<p>  </p> <p>In order to comprehend complex and abstract phenomena, students must partake in the process of learning by integrating complex and invisible components without ever physically encountering or manipulating such components. Prior knowledge and experiences will influence the way students assimilate and model new experiences and knowledge. If prior knowledge possesses a degree of non-normative conceptions, students' understanding of abstract phenomena may diverge dramatically from accepted scientific explanations. Embodied cognition proposes that learning about natural phenomena can develop from information gained via interactions between the body and the physical environment. Multimodal experiences can shape students' conceptual understanding of abstract phenomena.</p> <p>Incorporating technology tools to explore science concepts is a trend utilized to give high-quality education. The use of physical and virtual manipulation tools in science instruction has favored the improvement of modeling science phenomena in general. Visuohaptic simulations are also learning manipulatives that blend physical and virtual manipulation affordances as a unison experience. </p> <p>The current dissertation proposed the implementation of a learning experience where students engage in experimentation with a visuo-haptic simulation to explore and model reaction forces on truss structures. The study examined undergraduate students’ conceptual understanding, graphical representations, and the modeling refinement process of reaction forces on truss structures before, during, and after engaging with visuo-haptic simulation on truss structures using different modalities. A design-based research methodology was implemented to design, explore, and refine a learning experience with a visuo-haptic simulation of truss structures through two research phases. The learning experience occurred as a laboratory activity in a statics course at a Midwest university.</p> <p>The first phase of this dissertation investigated students' conceptual understanding and graphical representations of reactive forces on a complex truss structure by interacting with a visuo-haptic simulation of truss structures. Students participated in two treatment groups: visuo-haptic exposure and visual-only exposure. The results of the first phase suggested that students that engaged with the visuo-haptic simulation using different modalities improved their conceptual understanding of truss structures significantly. Moreover, students exposed to haptic feedback significantly improved their graphical representations on tasks where the haptic feedback was involved. </p> <p>The second phase of the current dissertation examined students’ developing models of reactive forces on a truss structure before, during, and after engaging with a visuo-haptic simulation of truss structures. Students participated in two sequential treatment groups: visual to visuo-haptic and haptic to visuo-haptic. The quantitative results suggest that both treatment groups performed significantly better in their model representations after being exposed to the learning experience but show no difference across treatment groups. The qualitative results suggest that the visual to visuo-haptic group interpreted their experiences much more coherently, leading to a more sophisticated version of their model of reaction forces on truss structures. </p>

Thesis (MSc)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: The popularity of Building Information Modelling (BIM) has grown rapidly within the construction industry, motivated by its potential advantages for improving construction processes. A majority of the world’s leading firms have adopted BIM solutions by moving from 2D or even 3D CAD to BIM techniques. However, for companies in South Africa this transition has not been the same as for firms in Europe and the USA. Besides the improvements which can be achieved by viewing a computer model of the designed facility, BIM provides a multi-disciplinary tool, to be used for collaboration of all project parties in a real-time simulated model of construction process. Due to this remarkable feature, the way of constructing a designed facility can be viewed and analysed from the conceptual stages and can improve design and construction processes. As this object-oriented approach has been developed in the industry, handbooks and standards have been released to support BIM utilization. A considerable amount of research has been conducted to establish the advantages and barriers in applying BIM. A large number of investigations have also been performed for reporting quantified achievement of construction projects executed in BIM environment. As such, a new knowledge field has been added to the industry requirements. BIM knowledge has become more demanding and BIM-specialist requirements have been enhanced. As a result, academia have been stimulated to raise BIM awareness among engineers, architects and construction managers to train sufficiently qualified professionals for applying BIM tools. Universities started offering different courses and programmes to fulfil this need while a variety of strategies have been developed for introducing BIM to the students at different levels. This research studied the current industry situation in South Africa regarding application of BIM and the role of universities to achieve a suitable level of BIM capability. The industrial and educational situations from some pioneering countries are reviewed as lessons for the South African adoption of BIM. Comparing these facts, proposals for introducing BIM through university courses are provided to satisfy industry requirements for the application of BIM in projects. / AFRIKAANSE OPSOMMING: Die gewildheid van Bou Inligtingsmodelle (Building Information Modelling (BIM)) het vinnig gegroei in die konstruksie bedryf as gevolg van die voordele wat dit vir die verbetering van konstruksieprosesse inhou. ʼn Groot aantal van die wêreld se voorste konstruksie maatskappye het al die oorgang vanaf 2D en selfs 3D RGT (Rekenaar Gesteunde Tekenstelsels) na BIM gemaak. Ongelukkig is hierdie oorgang na BIM metodes nog nie so doeltreffend vir maatskappye in Suid- Afrika soos in die geval van Europese en Amerikaanse maatskappye nie. Daar is al bewys dat die vermoë om na ʼn rekenaarmodel van ʼn ontwerpte fasiliteit te kan kyk baie voordelig is. Daarbenewens bied BIM ʼn multidissiplinêre grondslag wat vir die samewerking van alle betrokke partye van die projek gebruik kan word en die projek kan simuleer as ʼn funksie van tyd. Hierdie tyd-afhanklike simulasie stel die bestuur in staat om die manier waarop ʼn ontwerpte fasiliteit gebou word, reeds vanaf die konsepsuele fase, te beskou en te ontleed. Hierdie vermoë kan die ontwerp en konstruksieproses asook die fasiliteitsbestuur proses merkwaardig verbeter. As gevolg van die ontwikkeling van hierdie objek georiënteerde benadering deur die bedryf, is handboeke en standaarde vrygestel om die gebruik van BIM te ondersteun. ‘n Merkwaardige hoeveelheid navorsing is al gedoen om die voordele en struikelblokke in die toepassing van BIM te identifiseer. ‘n Groot aantal ondersoeke is ook al geloots om verslag te doen op die prestasie van konstruksie projekte wat deur middel van BIM uitgevoer was. Vanuit die bogenoemde ondersoeke en navorsing is 'n nuwe kennisveld gevoeg by die vereistes van die bedryf. Die kennis van BIM het al hoe meer veeleisend geword en die vereistes vir ʼn BIMspesialis het verhoog. As gevolg hiervan is akademici aangemoedig om ingenieurs, argitekte en konstruksie bestuurders meer bewus te maak van BIM sodat daar genoeg professionele werkers opgelei kan word wat BIM kan implementeer. Universiteite het begin om kursusse en programme aan te bied om hierdie behoefte te bevredig, terwyl 'n verskeidenheid metodes om studente bloot te stel aan BIM op verskillende vlakke ontwikkel is. In hierdie navorsingsprojek is die huidige stand van Suid-Afrikaanse konstruksiemaatskappye ten opsigte van die toepassing van BIM ondersoek. Daarbenewens is die rol wat universiteite speel om 'n voldoende vlak van BIM vaardigheid te bereik ook ondersoek. Die industriële en opvoedkundige omgewings van 'n paar vooraanstaande lande word gebruik as lesse vir die Suid-Afrikaanse aanvaarding van BIM. Deur hierdie feite te vergelyk, is voorstelle gemaak vir die bekendstelling van BIM in universiteitskursusse om aan industrievereistes te voldoen vir die toepassing van BIM op projekte.

<p>The academic subject of mechatronics has been definedpreviously in numerous publications. This study aims atanalyzing mechatronics by using categories developed within theeducational science of Didactics. The result of the analysis,that relies on data from mechatronics education at KTH andother universities, shows that the identity of mechatronics canbe described as thematic, and the legitimacy as functional,which gives implications for the questions of communication andselection: what should be taught, and how. This is combinedwith a study of the evolution of the subject of mechatronics,where it is possible to see the gradually changing identity,from a combination of a number of disciplinary subjects to onethematic subject.</p><p>The first part of the thesis concludes that mechatronics isautonomous, thematic and functional. Teaching and learningmechatronics according to the identity and legitimacy of thesubject benefits from collaborative, experimental andinternational settings. The functional legitimacy todayrequires the collaborative and the international setting,meaning that the mechatronics employer requires these skillswhen employing a mechatronic engineer. Further, an exemplifyingselection requires the experimental setting, in particular whencomparing a representative selection with the reproduction ofknowledge, and an exemplifying selection with the creation ofknowledge.</p><p>To conclude, there are a number of important aspects to takeinto account when teaching and learning mechatronics. Three ofthese aspects, collaborative, experimental and internationalare suggested as important, and also a direct consequence ofthe identity of mechatronics. This thesis shows that thesethree aspects are indeed possible to integrate intomechatronics education, which will benefit greatly fromthis.</p> / QC 20100609

The number of students entering higher education has grown considerably during the last decade. High student numbers and the attendant large class sizes present significant challenges for teachers. Such challenges include knowing how to ensure students are engaging in appropriate out-of-class activity, how to provide prompt and personalised feedback and how to establish what students know and what they don't. If these challenges are left un-resolved the students' learning will not be well supported. This could ultimately lead to students failing modules. This research presents a response to the growth of the student population and was prompted by a high failure rate in a core first year engineering module. The large numbers of students enrolled on the module presented exactly the kinds of challenges noted above, and the existing assessment regime did little to motivate student learning. The response presented in this thesis is the design, development, testing, implementation and evaluation of a new assessment programme; an approach to assessment that provides students with unique weekly tasks. The tasks were formally assessed and contributed towards the students' marks for the module. To ensure the viability of the assessment programme, bespoke computer tools were developed to create, collect and mark the tasks, and to provide feedback to the students. The implementation has been evaluated through an exploration of the impact of the assessment programme on student support, teaching and student learning. In three of the four years where the students were exposed to the assessment programme, the failure rate on the module decreased. The reduction in failure rate is arguably associated with the alignment of the assessment programme with good pedagogy. During the implementation of the assessment programme, the students were engaging in appropriate out-of-class activity in relation to the current topic area. The students had an opportunity to engage in dialogue with their peers and were receiving prompt and regular feedback. The teachers also benefited, since they were able to prepare lectures according to the students' level of demonstrable understanding. In the case where the failure rate did not improve, the students themselves suggested they were downloading and using worked solutions to the problems from the internet. It is suggested that such activity neither provides meaningful opportunity to practise, nor alerts the students to their genuine levels of understanding of the topic areas. In this case the students were following solution procedures rather than developing their own. Student feedback on the assessment has been positive, with many noting how being led to engage with their studies was useful. Somewhat concerning was the feedback from students who noted &quot;they thought the work would help them with their examinations&quot;, &quot;they wanted the assessment programme used on other modules&quot; and yet many indicated &quot;they would not have engaged with the activity if it did not count towards the module grade&quot;.

This thesis reports a research study to measure the impact of industrial sponsorship on student, academia, and industry. The thesis provides a review of the literature in the field of engineering education, university-industry collaboration and student sponsorship. It describes the design of the study and methods of data collection and data analysis. It then presents a discussion of the impact of sponsorship. The research project was conducted at Loughborough University from 2006-2009. It has captured existing practice across sponsored and non-sponsored programmes within the Engineering Faculty at Loughborough University together with a small number of national and international sponsorship schemes. Data were collected from the undergraduate engineering students, graduates, sponsoring/non sponsoring companies, and the academic staff of engineering departments using questionnaires, interviews and documentary analysis. This study highlights the values and issues of the relationship between employers and students during their undergraduate study from the perspective of students, employers and academic staff. It takes a mixed-method approach to assess the attitudes and perception of individuals from these parties and identify the barriers which limit further engagement in order to propose guidelines for further improvements. The results show that the majority of the stakeholders valued industrial sponsorship as a way of developing the quality of undergraduate degrees and generating enough of the high quality engineers that the industry needs. There was close agreement on these matters between the parties involved. Overall the findings of the research showed that the parties main expectations of sponsorship schemes were largely met by the reality of sponsorship. Greater awareness of the details of sponsorship schemes, including how they work and what is involved, would make employers more likely to offer sponsorship and encourage more students to apply for sponsorship. Conclusions are drawn on the benefits that sponsorship offers, the incentives for these stakeholders, the role of sponsorship in building a relationship between students and their future employers, its contribution to the attainment of learning outcomes, the degree of sponsorship attractiveness to the investigated companies, the obstructions which limit partnership and recommendations for further developments.

Leadership Development Programs (LDPs) programs are employed by firms globally in different multiple manners that are aimed at accelerating the development and growth of highly capable candidates. Among these candidates, depending on the particular LDP, may be those possess engineering skills typically afforded through engineering education as measured by completion of an engineering degree. Infrastructure reductions might be afforded corporations if multiple LDPs could be supplanted with one program such as an Engineering Leadership Development Program. In practice, however, economic constraints limited the total sample population of this category to 67 (48 with engineering degrees and 15 without). Employing SPSS Sample Power 3, based on the pilot testing for CPMs, 113 subjects per group (with and without engineering degrees - totaling 226) would be required to yield a power of 80%, and of the 350 received completed surveys received, CPMs meeting the desired criteria accounted for only 63 (18%) of the total number of rated organizational leaders. Consequently, while all testing included the CPM group, the scope was expanded to also include managers with and without PMI certifications as well as managers with and without engineering degrees. The first research hypothesis was Ho: There is no affiliation amongst Transformational Leadership (TL) and engineering education. Thus, the author’s aim is to determine the role, if any, that engineering education plays in perceived leadership style as exhibited by CPMs and non-CPMs holding engineering degrees (e.g. EE, ME, IE, etc.) versus the same without engineering degrees. A secondary goal is to determine, within the management category, which style (transformational or transactional) serves as the dominant style of leadership. With this in mind, the independent variable, CPMs with and without engineering degrees, was operationally defined consistent with this Project.

Engineering Education experiences turbulent changes, both from government pressures and from industry demands on readdressing the requirements of graduate capability. Despite vast amounts of engineering literature discussing ‘change’ within the field, engineering curricula still maintains its predominant pedagogic model of dissemination to students as it did in previous decades. Technology Enhanced Learning in education has created new and flexible options in the delivery and assessment of teaching and learning, but uptake is limited and approached with caution within Engineering Education. This mixed methods research introduces an inclusive and innovative approach to Engineering Education assessment techniques utilising an integrated blended learning strategy to the implementation of Technology Enhanced Learning within engineering curriculums. The research explores and assesses the effectiveness of Technology Enhanced Learning and educational pedagogies within Engineering Education frameworks to enhance and develop student learning, digital literacy and employability. Preliminary research positioned the research, utilising observation and interview techniques to baseline current pedagogic practices in undergraduate Engineering Education against current literature. An alternative method of video assessment was implemented and embedded following a two year cycle of action research within a cohort of two undergraduate engineering modules. A prototype ‘toolkit’ was created using Xerte Online Toolkits (XOT) to facilitate student learning and support for the assessment. Additional techniques inside the cycles gained further qualitative and quantitative data via a survey and focus groups. Student learning and assessment results showed significant improvement following the introduction of this approach and validated the transferability of this technique into other educational disciplines. An industry based survey validated chosen research methods and provided a comparison of viewpoints on key issues surrounding Engineering Education against existing stakeholders. The research introduces a new innovative approach to Engineering Education utilising Technology Enhanced Learning, validated through positive industry feedback and student academic achievement and satisfaction. Significant improvements on student employability and engineering ‘soft skills’ are evidenced.

This thesis is about students’ approaches to learning (SAL) in computer science education. Since the initial development of SAL instruments and inventories in the 70’s, they have been used as a means to understand students’ approaches to learning better, as well as to measure and predict academic achievement (such as retention, grades and credits taken) and other correlating factors. It is an instrument to measure a student’s study strategies – not how “good” a student is. A Swedish short version of Approaches and Study Skills Inventory for Students (ASSIST) was used to gather information on whether we, through context and content, encouraged sustainable study behaviour among our students. ASSIST was used in two distinct situations: 1) Evaluation and evolvement of an online programming course design, and 2) Engineering education in media technology and computer science in a campus environment where approaches to learning has been evaluated and studied over time during the five year long programmes. Repeated measurements have been analysed against factors predicting academic achievement, and have been evaluated on a cohort level (not individual) in order to clarify patterns rather than individual characteristics. Significant for both projects was that a surface approach to learning correlated negatively with retention. Students who adopted a combination of deep and strategic approach to learning performed better in terms of grades, ECTS credits completed and perceived value of the education. As part of developmental tools it can be beneficial to use ASSIST at a group level in order to see what kind of approach a course design or a programme supports among the students. / <p>QC 20161028</p>

<p>Computer programming is a difficult undertaking for novices, requiring a lot of patience and persistence. Hence, in a programming class, students experience an array of emotions that may promote or thwart their performance and learning. For instance, frustration may reduce students' motivation to learn programming. In extreme cases, continued frustration may convince students to abandon plans for engineering or computing careers. Even though emotions are crucial for learning, very little is known about how students experience emotions in an introductory programming class. </p><p>In this dissertation, I report my investigation of emotions experienced by first-year engineering students during programming tasks, the reasons for experiencing those emotions, and the self-regulation strategies they adopted to cope with those emotions.</p><p>I recruited 17 novice first-year engineering students taking an introductory programming class for the first time. Each participant took part in two sessions, which collected multi-modal data: programming task and retrospective think-aloud interview. During the programming task, participants worked on four programming problems for thirty minutes. In this session, I collected five types of data: screen capture, facial expressions, eye-gaze data, electrodermal activity, and survey instruments that assessed emotions and neuroticism. After the programming task, I conducted a short post-task interview to ask follow-up questions. The participants returned three to seven days after the programming task for a retrospective think-aloud interview. During this session, participants viewed a video of their actions during the programming task. After every two minutes of viewing, I paused the video and asked about the emotions they experienced during that segment.</p><p>The overarching findings from this study suggest the students experienced frustration most frequently while working on programming problems. Students also experienced multiple emotions because of the same event. For instance, one student reported feeling annoyed because she had made a mistake, but she also experienced joy when she was able to fix the mistake. Findings of this study also suggest that most students tended to persevere despite encountering errors. When they overcame the errors, they experienced joy and pride.</p><p>A better understanding of student emotions may help educators design curriculum and pedagogy to help mitigate the effects of negative emotions, and to promote positive emotions. This improved curriculum and pedagogy may eventually help students maximize their learning and performance in programming courses. Subsequently, student motivation and interest in programming may also be increased by using this improved and enhanced curriculum and pedagogy.</p>