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>

Com o advento da Internet às indústrias, um novo cenário industrial conhecido como Indústria 4.0 ou Internet Industrial entra na agenda de pesquisa com potencial de ser entendido como uma nova revolução industrial. Impactos são tidos como certos no projeto, manufatura e na função do produto. Produtos inteligentes, dotados de identificação individualizada e cuja introdução envolve a geração, armazenamento, recuperação e uso de dados sobre os mesmos, estarão completamente integrados aos recursos de produção, levando ao estabelecimento dos cyber-physical production systems - CPPS, ou sistemas de produção físico-cibernéticos. A transição para o cenário industrial descrito demanda por qualificação dos profissionais envolvidos, por meio de estratégias adequadas de promoção do aprendizado. A demanda por estratégias adequadas de promoção do aprendizado remete a outro tema atual na agenda de pesquisa, que é relacionado ao momento de transição da educação profissional de engenheiros na direção da introdução de inovações focadas em maior exposição dos alunos a atividades práticas, o mais próximo possível da realidade das indústrias. Dentre as inovações as Fábricas de Aprendizagem, conceito que de forma sucinta é definido a partir das duas palavras do termo, fábrica e aprendizagem, e que trata de instalações dotadas de elementos de ambos, destacam-se ao endereçar problemas de falta de habilidades práticas entre engenheiros recém formados, com eficácia comprovada e documentação de casos bem-sucedidos de implantação na América do Norte e Europa. Lacunas foram por esta dissertação de mestrado consideradas além das já abordadas demanda por qualificação de profissionais envolvidos com a Indústria 4.0, e do cenário de introdução de inovações na formação de engenheiros. Foram também consideradas a demanda por análise conjunta da literatura relacionada a abordagem sistêmica para desenvolvimento de Fábricas de Aprendizagem, e de classificação das mesmas, assim como chamada por documentação de casos práticos de implantação. Esta dissertação de mestrado se insere, então, nas duas agendas de pesquisa mencionadas, ao realizar um estudo de caso de implantação de uma Fábrica de Aprendizagem, uma das inovações na formação de engenheiros, dedicada ao novo cenário industrial da Indústria 4.0. Três questões de pesquisa foram consideradas e estabeleceram um roteiro de classificação, descrição do processo de implantação e proposição de recomendações, roteiro este tomado como base para o estudo. Partindo de uma revisão de literatura focada na exposição de características industriais se tornando realidade nas indústrias e no histórico de inovações na formação de engenheiros que deu origem ao conceito de Fábricas de Aprendizagem, foram estabelecidos os padrões de referência para a condução da pesquisa. O estudo de caso fez uso de três fontes de dados (entrevistas, análise de documentos e observação de eventos) e traz como resultados a exposição da classificação alcançada e a descrição do processo de implantação, em comparação aos padrões resultantes da revisão de literatura, complementados por recomendações direcionadas à aderência aos mesmos. Como resultados adicionais podem também serem citados a proposta de análise conjunta dos requisitos envolvidos com a abordagem sistêmica de implantação identificada na literatura, assim como o questionário de pesquisa derivado do mesmo. A expectativa é de que os resultados contribuam com gestores, docentes e pesquisadores de instituições de ensino perseguindo inovações na formação de engenheiros e que estejam voltados para o desenvolvimento e implantação de instalações de Fábricas de Aprendizagem derivadas e/ou adaptadas a partir do modelo original. / From the advent of Internet in the shop floor, a new industrial scenario known as Industry 4.0 or Industrial Internet enters in the research agenda with potential to be taken as a new industrial revolution. Impacts are taken for granted in the project, manufacturing and function of the products. Intelligent products, gifted with individual identification and whose introduction involves the generation, storage, retrieval and use of data about themselves, will be completely integrated to the manufacturing resources, leading to the establishment of the Cyber Physical Production Systems- CPPS. The transition for the described industrial scenario demands qualification of the involved professionals, by means of suitable strategies of learning promotion. The demand for suitable strategies to promote learning refers to another current topic in the research agenda, which is related to the moment of transition of professional education of engineers towards the introduction of innovations focused on greater exposure of students to practical activities, the closest the reality of industries. Among the innovations, the Learning Factories, a concept that is succinctly defined from the two words of the term, factory and learning, and which deals with facilities with elements of both, stand out in addressing problems of lack of practical skills between newly trained engineers, with proven efficacy and documentation of successful deployment cases in North America and Europe. Gaps were by this master\'s dissertation considered beyond to the already discussed demand for qualification of professionals involved with Industry 4.0, and of the scenario of introduction of innovations in the training of engineers. It also considered the demand for joint analysis of the literature related to the systematic approach to development of Learning Factories, and their classification, as well as the call for documentation of practical cases of implantation. This dissertation is then part of the two research agendas mentioned above, when conducting a case study of the implantation of a Learning Factory, one of the innovations in the training of engineers, dedicated to the new industrial scenario of Industry 4.0. Three research questions were considered and they established a script of classification, description of the implantation process and proposal of recommendations, script that was taken as basis for the study. Starting from a literature review focused on the exposition of the industrial characteristics that are becoming a reality in the industries and the history of innovations in the training of engineers that gave rise to the concept of Learning Factories, the reference standards for conducting the research were established. The case study made use of three data sources (interviews, documents analysis and events observation) and brings as results the exposure of the classification achieved and the description of the implantation process, in comparison to the standards resulting from the literature review, complemented by recommendations leading towards to adherence to them. As additional results, the proposal of joint analysis of the requirements involved with the systemic approach of implantation identified in the literature, as well as the research questionnaire derived from it, can also be cited. The expectation is that the results contribute to managers, teachers and researchers from educational institutions pursuing innovations in the training of engineers and that are also focused on the development and implantation of facilities of Learning Factories derived and / or adapted from the original model.

<div>This study introduced a design-inspired approach to unpack problems of professional formation</div><div>of engineers: 1) the gap between what students learn in universities and what they practice upon</div><div>graduation; 2) the perception that engineering is solely technical, math, and theory oriented; and</div><div>3) the lack of diversity and inclusion (incorporation of difference in perspectives, values, and</div><div>ways of thinking and being engineers) in many engineering programs. The current project</div><div>investigated the discursive practices and institutional processes that contributed to or inhibited</div><div>innovative and inclusive professional formation within an undergraduate engineering setting.</div><div>Specifically, this project showed how Grounded Practical Theory (GPT), Communication as</div><div>Design (CaD), and Human-Centered Design (HCD) offer alternative pathways to conceptualize</div><div>the processes of professional formation.</div><div><br></div><div><div>The context for this study involved the professional formation of engineers at a School of</div><div>Biomedical Engineering (BME) at a large, Midwestern university. Participants for this study</div><div>included undergraduate students and faculty, staff, and administration (FSA). Semi-structured</div><div>interview data was collected and explored participants’ descriptions, accounts, and experiences</div><div>related to professional engineering formation in BME. Data collection included 33 total</div><div>interviews including 15 FSA and 18 student interviews. The study involved an empirical</div><div>examination of discursive practices that invoked, reproduced, and maintained discourses of</div><div>professional engineering at the BME school.</div></div><div><br></div><div><div>Based on insights gained from the empirical examination of discursive practices, a GPT</div><div>framework was applied to examine conflicts in professional formation, strategies participants</div><div>used to overcome these challenges, and the underlying rationale for these strategies. Specifically, the goal of gaining a broad knowledge base—incorporating expertise across various engineering</div><div>and science disciplines—often can come at the expense of realizing specific application and</div><div>technical know-how. For many participants, both goals were critical for becoming a professional</div><div>biomedical engineer but often times blocked a discourse of professional formation that was</div><div>innovative and inclusive. Participants revealed that a standard lecture curriculum influenced this</div><div>tension, in many cases for the worse. However, findings suggested that strategies for overcoming</div><div>these conflicts were by integrating lecture curricula with more active learning formats (e.g.,</div><div>undergraduate research, lab participation). Moreover, findings showed how standard lecture</div><div>communication designs shaped and maintained a discourse community more likely to emphasize</div><div>understanding engineering as a science and also gaining a broad knowledge base often times at</div><div>the expense of realizing specific application and technical know-how.</div></div><div><br></div><div><div>This study’s analysis offers several theoretical contributions. First, GPT pointed to the deeply</div><div>integrated relationship between the ontological and epistemological foundations of biomedical</div><div>engineering professional formation. That is, becoming a biomedical engineer meant having</div><div>knowledge of several sets of disciplinary expertise while also understanding when and how to</div><div>enact this knowledge in practice. Second, professional formation designs for communication</div><div>(e.g., lecture designs, active learning designs) presupposed something about the recurrent</div><div>practices held within the school and how these recurrent practices constituted professional</div><div>ontology and epistemology in ways that were both enabling and problematic, Third, and from a</div><div>HCD perspective, exploring designs for communication brought to life the ways participants,</div><div>through interactivity, actively designed discourses of professional formation in an attempt to</div><div>achieve and meet their epistemological and ontological goals.</div></div>

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.

Atualmente, o ambiente empresarial encontra-se em constante transformação. Muitas das premissas consideradas há anos não são suficientes para adequar as empresas ao novo modelo de competitividade. Neste sentido, ao profissional também são impostas mudanças relacionadas à sua atuação dentro da sociedade. Porém, parece que essas imposições não são atendidas pelas instituições formadoras desse profissional, devido, muitas vezes, à lentidão na reformulação dos currículos. No caso do curso de Engenharia de Produção, essa realidade não é diferente. Assim, neste trabalho é dada ênfase aos aspectos relativos à situação do ensino de Engenharia de Produção, com o objetivo de identificar as atividades profissionais do engenheiro de produção, que podem servir como referência para o desenvolvimento de objetivos de ensino que contribuam para a melhoria curricular, de acordo com as reais necessidades da sociedade. / The present day corporate environment is under continuous transformation. Many deep-rooted assumptions are no longer adequate, as businesses struggle to adapt to a new competitiveness model. Individuals must just as well conform to the changes being imposed on their role by society. It seems, however, that these pressures are not being adequately addressed by the institutions responsible for the education of these professionals, due to an often slow curriculum reformulation. Such is the case for Industrial Engineering courses. The emphasis of this work is on the identification of activities a Industrial Engineer must typically perform, as references for the development of educational objectives aiming at curriculum improvement and the fulfillment of society\'s real needs.

Nos últimos anos, há uma crescente preocupação com o ensino de engenharia, no Brasil e no mundo. Um dos problemas dos cursos são as disciplinas do Ciclo Básico, que são muito teóricas e fora do contexto dos futuros engenheiros. O objetivo deste trabalho é estabelecer e caracterizar correlações entre disciplinas básicas do curso de Engenharia Elétrica, da Escola Politécnica da Universidade de São Paulo, tendo como referência a Estrutura Curricular vigente no período de 2000 a 2010. Para este estudo, foi realizada uma revisão da literatura, abordando-se fatos históricos no ensino de engenharia, na Europa e no Brasil, bem como um levantamento e estudo do programa de ensino, de gabaritos e provas das disciplinas escolhidas para essa pesquisa. Foram identificados conteúdos e/ou habilidades que caracterizam as correlações, verificando a importância deles para o desenvolvimento das disciplinas. Entre os resultados deste estudo, propõe-se um Projeto Integrador como alternativa para a melhoria do desempenho acadêmico dos estudantes considerados de alto risco, de forma a possibilitar a compreensão de correlações entre disciplinas, promovendo a interdisciplinaridade e a articulação de conhecimentos em cada semestre letivo trabalhado. Entre as conclusões, destaca-se a importância de os docentes do Ciclo Básico e do Ciclo Profissionalizante abrirem amplo debate, para que se estabeleça conexões importantes entre as disciplinas do curso, de forma a possibilitar a amenização dos problemas do Ciclo Básico de cursos de engenharia. / In recent years, there is growing concern with on the teaching of engineering in Brazil and world. One of the problems of the courses is the disciplines of the Basic Cycle, which are very theoretical and out of the context of the future engineers. The objective of this work is to establish and characterize correlations between basic disciplines of the Electrical Engineering course, at the Polytechnic School of University of São Paulo, with reference to the Curricular Structure from 2000 to 2010. For this study, a literature review was made, approaching historical facts in engineering education, in Europe and Brazil, as well as a survey and study of the teaching program, templates and tests of the disciplines chosen for this research. Content and/or skills that characterize the correlations were identified, verifying their importance for the development of the disciplines. Among the results of this study, we propose an Integrator Project as an alternative to improve the academic performance of students considered to be high-risk, as way of allow the understanding of correlations between disciplines, promoting the interdisciplinarity and the articulation of knowledge in each academic semester worked. Among the conclusions, stands out the importance of the teachers of Basic Cycle and Vocational Cycle opening a wide debate, to establishing important connections between the course materials, as way of make it possible to soften the problems of the Basic Cycle of engineering courses.

O modelo tradicional, em vigor no ensino em engenharia, tem se mostrado inadequado ao atual perfil esperado do profissional. Dessa forma, alguns poucos docentes têm procurado por maneiras de ensinar que prepare o engenheiro para o atual contexto e têm se empenhado em implementar em suas disciplinas o método Aprendizagem Baseada em Problemas (Problem Based Learning - PBL), visando proporcionar melhoria ao ensino em engenharia. No entanto, esses professores não têm em sua formação o preparo necessário para exercer a docência e, em geral, se espelham nas práticas dos professores que tiveram durante sua formação escolar e profissional. Neste sentido, o presente estudo tem por objetivo identificar competências docentes para o ensino por meio do método PBL, no papel de facilitador. A pesquisa envolveu quatro professores de engenharia de duas universidades públicas dos estados de São Paulo e Bahia. Os dados foram coletados por intermédio de entrevistas com três dos participantes e da observação de aulas de outro participante que foram registradas na forma de anotações de campo. Para analisar os dados foi usada a técnica análise de conteúdo temática. Os resultados da pesquisa qualitativa apontam a existência de competências no papel de facilitador, bem como de competências gerais de ensino. Além disso, indicam a necessidade do desenvolvimento e aperfeiçoamento de importantes competências, tanto pedagógicas, quanto associadas ao método PBL no papel de facilitador. Para competências relativas o PBL foi indicado maneiras de como desenvolver ou aperfeiçoá-las para o ensino como forma de proporcionar melhorias à qualidade do ensino e da aprendizagem em engenharia. A pesquisa, ainda, aponta caminhos na direção de pesquisas futuras. / The traditional model in effect in the engineering education has proved inappropriate to the current profile expected of the professional. In this way, few professors have been looking for ways teaching to prepare the engineer for the current context and they have tried to implement the method Problem Based Leaning (PBL) in their disciplines aiming to provide a better education in engineering. However, these professors have no training in their preparation needed to pursue teaching practice and, in general, their practices are reflected in the practices of teachers who they had during their schooling and professional training. In this sense, this study aims to identify teaching skills for teaching through the PBL method in the role of facilitator. The research involved four engineering professors from two public universities in the states of São Paulo and Bahia. Data were collected through interviews with three participants and classroom observation of another participant that were recorded as field notes. To analyze the data we used the technique of thematic content analysis. The survey results indicate the existence of qualitative competences in the role of PBL facilitator and as well as competences regard to teaching. They also indicate the need for the development and improvement of both important competences to teach, as associated with the PBL method in the role of facilitator as a way to provide improvements to the quality of teaching and learning in engineering. For those competences related to PBL was indicated ways of developing or improving to the teaching to promote the quality of teaching and learning engineering education. The research also points out ways toward future research.