The demands on engineering professional in the knowledge society do not correspond to those of the last century and to meet them, the engineering education practices must adapt. The accelerated technological evolution and fast change on social and economic contexts corroborate the importance of two key competences in the engineering professions, critical thinking and creativity. The objective of this work is to promote through the comprehension of individual assessment role, techniques and tools the development of both competences in the context of engineering. To promote individual assessment practices that allow such development, this work began with the bibliographic review of education theories, competence development, motivation, engineering demand and assessment theories. With a deeper understanding of these concepts, a discussion on the main practices that can add value to engineering education and the development of critical thinking and creativity in this context. As a research result strategies are proposed to incorporate these practices in engineering courses, taking into account both the objectives of education processes as well as constraints such as time limitations for preparations and activities execution, the size of classrooms, infrastructure and task availability. / As demandas da sociedade de conhecimento sobre os profissionais de engenharia são bastante diferentes daquelas presentes no século passado, para atende-las a educação em engenharia deve se adaptar. A acelerada evolução tecnológica e rápida mudança em contextos sociais e econômicos reforça a importância de duas competências que são chave nas profissões de engenharia, pensamento crítico e criatividade. O objetivo deste trabalho é promover através da compreensão do papel e da utilização de técnicas e ferramentas de avaliações individuais o desenvolvimento de ambas competências no contexto de engenharia. Para promover práticas de avaliação individual que permitam tal desenvolvimento, este trabalho se iniciou com revisões bibliográficas dos principais conceitos relacionados às teorias de educação, desenvolvimento de competências, motivação, demandas de engenharia e teorias de avaliação. Com uma compreensão mais profunda sobre estes conceitos inicia-se uma discussão das principais práticas que possam agregar valor à educação em engenharia e ao desenvolvimento de pensamento crítico e criatividade neste contexto. Como resultado de pesquisa são propostas estratégias para incorporar práticas em cursos de engenharia, considerando tanto os objetivos do processo educacional como limitações como tempo para preparação e aplicação de atividades, tamanhos de sala de aula, infraestrutura e disponibilidade de tarefas.

Orientador: Ana Lucia Nogueira de Camargo Harris / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Civil, Arquitetura e Urbanismo / Made available in DSpace on 2018-08-10T20:31:51Z (GMT). No. of bitstreams: 1 Costa_ArkanaKellySilva_M.pdf: 2114855 bytes, checksum: 5121071dcf5d8f0d395373a44afc5659 (MD5) Previous issue date: 2005 / Resumo: Atualmente vive-se num mundo globalizado, onde novas tecnologias de informação, comunicação e ensino tornam-se cada vez mais acessíveis a uma parcela maior da sociedade, gerando assim uma necessidade de profissionais preparados para atuar neste novo meio. A Educação a Distância (EAD), mediada pela internet, apresentase como uma alternativa promissora para que essa qualificação seja realizada de forma mais dinâmica e com maior acessibilidade para diferentes pessoas em diferentes partes do mundo. O presente trabalho trata da realização de um estudo de campo sobre a EAD, mediada pela Internet, sob o enfoque da sua aplicabilidade no ensino de graduação, nos últimos cinco anos, especificamente na formação de engenheiros civis, no estado de São Paulo. Para tanto se realizou um levantamento das universidades que possuem cursos de graduação em Engenharia Civil e destes quais utilizam EAD mediada pela Internet, como apoio ao ensino presencial, dentro dos cursos de graduação de Engenharia Civil. Em seguida, foram observados os processos de elaboração, aplicação e aproveitamento, utilizados verificando se estes estão enquadrados às diretrizes de cursos a distância formulados pelo Ministério da Educação e também pelo grupo de apoio a EAD da UNICAMP. Buscou-se com isso traçar um perfil das experiências que estão sendo desenvolvidas neste formato nos cursos de graduação quais as tendências de desenvolvimento desta modalidade num futuro próximo. Verificou-se com este estudo de campo que, para que esta utilização possa de fato contribuir para a melhoria dos cursos de graduação em Engenharia Civil, existem ainda acertos a serem feitos, principalmente no contexto da estrutura, do apoio técnico científico e no processo de interação professor/aluno / Abstract: One lives currently in a globalised world where new technologies regarding information, accessible communication and education become more and more accessible to a larger part of society thus creating a necessity of prepared professionals to work in this new sector. Distance Education is presented as a promising alternative for this qualification in a more dynamic way and with a larger accessibility to people all over the world. This present research was carried out through an analysis of Distance Education, mediated through Internet, focussing on its applicability for the education of civil engineering undergraduates program the past five years throughout the State of São Paulo. To attain this objective, universities that use Distance Education throughout civil engineering undergraduate courses were observed. Analysis was undertaken as to their processes of elaboration, employment and their full use and whether they are according to the rules and regulations formulated by the Ministry of Education for Distance Education as well as the norms laid down by the supporting group for Distance Education of UNICAMP. This research drew a profile of the experiments that are being undertaken in this format of Distance Education and the trends of development of this modality in an early future / Mestrado / Edificações / Mestre em Engenharia Civil

O reconhecimento das competências e habilidades necessárias ao exercício profissional de arquitetos e engenheiros civis brasileiros é adquirido em decorrência das formações que lhes são oferecidas. No âmbito da construção de edifícios, pressupõe-se que ambos os profissionais recebem formação equivalente na medida em que os respectivos conselhos lhes atribuem iguais direitos e responsabilidades para exercê-la. Com o objetivo de investigar tal pressuposto, esse trabalho se propôs a examinar a formação oferecida nesse campo aos profissionais oriundos de duas das principais escolas do país: da Faculdade de Arquitetura e Urbanismo da USP (FAUUSP) e da Escola Politécnica da USP (EPUSP). Por meio de análise das estruturas curriculares, de depoimentos docentes coletados em entrevistas, materiais didáticos empregados em aulas, registros de aula de estudantes no decorrer do curso e de acompanhamento presencial em disciplinas que versam sobre o assunto, essa pesquisa revelou que as formações oferecidas pelas duas instituições são profundamente distintas. Na FAUUSP, constatou-se que a formação voltada à construção de edifícios corresponde à abordagem apenas introdutória dos assuntos, fornecida por meio de disciplinas desarticuladas entre si e em relação às demais disciplinas constantes da estrutura curricular. Na EPUSP, em oposição, o tema inserese em conjunto intimamente articulado de disciplinas, as quais fornecem ao estudante intensa fundamentação científica para discussão dos assuntos envolvidos. O trabalho, portanto, reforça a ideia, que vem de longa data, sobre a urgência em se rediscutir a formação oferecida ao estudante de arquitetura e urbanismo na FAUUSP, e principalmente nesse trabalho, no que se refere aos conteúdos de incumbência do Grupo de Disciplinas de Construção do Departamento de Tecnologia da Arquitetura da Escola. / The recognition of competences and skills necessary to professional practice of Brazilian architects and civil engineers is acquired as a result of the training offered to them. In the construction of buildings, it is assumed that both professionals receive training equivalent to the extent that their advice they give equal rights and responsibilities to exercise it. In order to investigate this assumption, this study aimed to examine the training offered to professionals in this field from two major schools in the country: the Faculty of Architecture and Urbanism of USP (FAUUSP) and the Polytechnic School of USP (EPUSP). Through analysis of curriculum frameworks, teachers testimonies collected in interviews, didactic materials used in classes, student records during the course and attendance monitoring in disciplines that deal with the subject, this research revealed that the training offered by the two institutions are profoundly different. At FAUUSP, it was found that training focused on building construction corresponds to only introductory approach to the issue, provided through disjointed disciplines with each other and in relation to other listed subjects of the curriculum. EPUSP, in contrast, the theme fits in closely articulated set of disciplines, which provide the student intense scientific basis for discussion of the issues involved. The work, therefore, reinforces the idea that goes back many years, on the urgent need to revisit the training provided to architecture and urbanism student at FAUUSP, and especially in this work, in relation to the Group\'s mandate to content Courses Construction, Department of School Architecture Technology.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-05-23T18:41:50Z No. of bitstreams: 1 diegoalbuquerquecarvalho.pdf: 2962731 bytes, checksum: d9b3b3e29b86ec7138e3bd4f307102f3 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-05-24T14:44:09Z (GMT) No. of bitstreams: 1 diegoalbuquerquecarvalho.pdf: 2962731 bytes, checksum: d9b3b3e29b86ec7138e3bd4f307102f3 (MD5) / Made available in DSpace on 2018-05-24T14:44:09Z (GMT). No. of bitstreams: 1 diegoalbuquerquecarvalho.pdf: 2962731 bytes, checksum: d9b3b3e29b86ec7138e3bd4f307102f3 (MD5) Previous issue date: 2018-02-20 / No cenário mundial atual há meio bilhão de pessoas com algum tipo de deficiência. Com relação ao Brasil, cerca de 45 milhões de pessoas possuem deficiência e, dentre elas, 65,9% recebem até um salário mínimo, indicando que esta população é composta majoritariamente por indivíduos pobres e, no entanto, as cadeiras de rodas motorizadas e outros equipamentos de acessibilidade possuem preços, em geral, inacessíveis para as pessoas que necessitam de tais recursos. Nesta perspectiva, este trabalho desenvolve um capacete de baixo custo que percebe os movimentos da cabeça do usuário e aciona uma cadeira de rodas adaptada para indivíduos com tetraplegia. Com isso, utilizou-se componentes de baixo custo para montagem do projeto, tais como Arduino R, IMU, entre outros. É necessário realizar calibragem e filtragem dos dados obtidos pelo IMU e implementar simulações para avaliar se a proposta responde corretamente aos estímulos apresentados. Ademais, realizou-se uma simulação em ambiente virtual e também com robô móvel para avaliar desafios com relação a ambientes diversificados e envio de informações através do capacete e alcançar um protótipo funcional e econômico para os indivíduos em questão. Além disso, com uma abordagem voltada para educação em engenharia, desenvolveu-se um tutorial para desenvolvimento deste protótipo por alunos de engenharia, cursos técnicos ou engajados neste ramo de pesquisa auxiliando tanto a formação dos alunos quanto possibilitando o constante desenvolvimento desta estrutura a fim de atender melhor os deficientes que necessitam desta tecnologia. / In the world cenario there is half billion of people with some kind of disability. In Brasil, there are around 45 millions of people with disabilities and, among them, 65,9% earn monthly up to the minimum wage, wich indicates that this population is mainly composed by poor individuals and, however, motorized wheelchairs and other acessibility equipments have a market price that is not affordable for this part of population. In this perspective, this work develops a low cost helmet that reads the user head movements and triggers the adapted wheelchair for individuals with tetraplegia. Then, was used low cost components in the project as Arduino R, IMU, among others. Simulations were made to evaluate the system in virtual system and a mobile robot that intends determine environment limitations, filtering and achieve an economical and funcional prototype. Furthermore, concerned with engineering education, was developed a tutorial for this prototype development by engineering students or engaged people in this area, working in benefit of education and improving the project constantly.

An assessment of a software engineering program has been carried out by reviewing state-of-the-art literature pertaining to software engineering education. Six surveys have been adopted and the result implies that the balance of the curriculum should be revised, and that software engineering education ought to expand the technical oriented knowledge areas somewhat. Relevant curriculum data have been derived hereby, which also confirms other studies in the area. This data, along with a benchmark of the software engineering program to the Software Engineering Body of Knowledge (SWEBOK), is very constructive to universities as it assists educators, trainers, and software engineering practitioners in evaluating, designing, and recommending existing and proposed curricula. / This is the final revision of the thesis. Author may be contacted on +464458038. See also paper at the 18th Conference on Software Engineering Education and Training (CSEE&T), Ottawa, Canada.

abstract: This dissertation details an action research study designed to teach engineering students enrolled in a First Year Composition course understand and learn to use effective conventions of written communication. Over the course of one semester, students participated in an intervention that included embodied and constructive pedagogical practices within a rhetorical framework. The theoretical perspectives include Martha Kolln’s rhetorical grammar framework, embodied cognition, and Chi’s ICAP hypothesis. The study was conducted using an explanatory multi-methodological approach. The majority of students demonstrated that in their post-intervention writing samples, their ability to use effective conventions had improved. Over the course of the study, students’ attitudes about writing improved as did their self-efficacy about their writing ability. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2020

abstract: Prior research has provided evidence to suggest that veterans exhibit unique assets that benefit them in engineering education and engineering industry. However, there is little evidence to determine whether their assets are due to military service or other demographic factors such as age, maturity, or gender. The aim of this study is to discover, better understand, and disseminate the unique assets that veterans gained through military service and continue to employ as engineering students or professional engineers. This strength-based thematic analysis investigated the semi-structured narrative interviews of 18 military veterans who are now engineering students or professionals in engineering industry. Using the Funds of Knowledge framework, veterans’ Funds of Knowledge were identified and analyzed for emergent themes. Participants exhibited 10 unique veterans’ Funds of Knowledge. Utilizing analytical memos, repeated reflection, and iterative analysis, two overarching themes emerged, Effective Teaming in Engineering and Adapting to Overcome Challenges. Additionally, a niche concept of Identity Crafting was explored using the unique narratives of two participants. This study provides empirical evidence of military veterans experientially learning valuable assets in engineering from their military service. A better understanding of the veterans’ Funds of Knowledge presented in this study provides valuable opportunities for their utilization in engineering education and engineering industry. / Dissertation/Thesis / Doctoral Dissertation Engineering 2020

One of the most important operating system topics, file systems, control how we store and access data and form a key point in a computer scientists understanding of the underlying mechanisms of a computer. However, file systems, with their abstract concepts and lack of concrete learning aids, is a confusing subjects for students. Historically at Cal Poly, the CPE 453 Introduction to Operating Systems has been on of the most failed classes in the computing majors, leading to the need for better teaching and learning tools. Tools allowing students to gain concrete examples of abstract concepts could be used to better prepare students for industry. The PolyFS Visualizer is a block level file system visualization service built for the PolyFS and TinyFS file systems design specifications currently used by some of professors teaching CPE 453. The service allows students to easily view the blocks of their file system and see metadata, the blocks binary content and the interlinked structure. Students can either compile their file system code with a provided block emulation library to build their disk on a remote server and make use of a visualization website or place the file mounted as their file system directly into the visualization service to view it locally. This allows students to easily view, debug and explore their implementation of a file system to understand how different design decisions affect its operation. The implementation includes three main components: a disk emulation library in C for compilation with students code, a node JS back-end to handle students file systems and block operations and a read only visualization service. We have conducted two surveys of students in order to determine the usefulness of the PolyFS Visualizer. Students responded that the use of the PolyFS visualizer helps with the PolyFS file system design project and has several ideas for future features and expansions.

The recent growing popularity of mobile devices has led to the establishment of several popular mobile platforms such as the Android operating system. To foster growth in this evolving market, Application Programming Interfaces (APIs) were created to enable developers to create mobile device applications that utilize mobile device features and functionality for personal or widespread commercial use. However, as a result of excessive device and API evolution, mobile development faces increasingly complex issues, including an alarmingly rapid decay of development resources. This thesis conducts a case study around one such resource: a series of Android app development lab exercises used in an Android app development course taught at California Polytechnic State University, San Luis Obispo. First, these labs and their respective written guides were modernized and fitted for backwards-compatibility to better reflect newer Android devices and development tools at the time. The updated labs were subsequently used in the next course offering, with student lab feedback recorded for evaluation. Several years later, the apps from these new labs were further tested for abnormal behavior on a variety of Android devices. Results from analyzing all feedback and observations show that despite all measures taken to future-proof these labs, Android device and API evolution continues to vastly outpace third-party Android resources without frequent modernization and upgrades.

<p>Despite generous funding, the current data shows slow-moving demographical changes in STEM (science, technology, engineering, and math) fields, and little to no slowing in the decline of STEM-associated career interests in underserved communities (Leeker, Maxey, Cardella & Hynes, 2019). While a considerable amount has been written about the evaluation of formal pre-college STEM programs, little research has been carried out regarding the success of informal programs to encourage interest in STEM-related careers and develop skills needed to succeed in such environments. </p> <p>A common method of education for elementary school students is to use informal programs, usually with the help of professional mentors. To better understand such programs, the qualitative research that formulates this dissertation is a collective case study of after-school elementary robotics programs in Indiana, the United States, which successfully implemented the State Robotics Initiative (SRI) to provide hands-on STEM learning opportunities. This program relies on mentor expertise for after-school program instruction.<a> The purpose of this study is to investigate mentor involvement in informal STEM programs, including to answer the following research question: How do mentors impact student participants’ advancement of specific engineering skills, including problem-solving, critical thinking, teamwork, and communication?</a></p> <p>In this case study, the researcher collected documents, observed activities involving mentors and students, and interviewed mentors and students to determine how mentor involvement impacts students who participate in informal STEM programs. The researcher then conducted a holistic analysis of the data. To understand how knowledge of STEM skills gained from mentors impacts students, the researcher focused on a coding scheme to correspond with a framework developed by the Partnership for 21st Century Learning (P21). </p> <p><a>Themes, the outcome of coding, were developed by “layering the analysis” (Creswell & Poth, 2017), first by showing unique situations of each participant, followed by grouping by the program of these unique situations into comprehensive groupings. This resulted in three separate cases covering multiple participants that serve as examples of mentor impact of specific STEM skills learned by students in three robotics programs. </a></p> <p>While the results were not analyzed across cases, all programs sought to increase knowledge with students even though each program had a different background and reason for starting the robotics program. In addition, each program had very different demographics and cultural styles, but all showed the integration of STEM and robotics in an afterschool program, with emphasis on problem-solving. This dissertation includes an introduction, literature review, methodology, findings, and a discussion. Recommendations for educators and future researchers are also presented in a final chapter. </p>