Ill-structured problems, problems that do not have simple structures and one finite correct solution, are the most common form of problems that engineers meet in everyday situations. However, because ill-structured problems and well-structured problems differ in many aspects, the curriculum of engineering education mostly focuses on well-structured problems, leading to the possibility that students might not apply the knowledge they have learned from school to the workplace after they graduate. Problem-based learning using ill-structured problems is more effective in teaching students to approach a solution for a task in a more expert-like way, by, for example, using analogical reasoning. In this study, novice participants who are majoring in Engineering and expert participants who are in the Civil or Mechanical Engineering fields are asked to solve ill-structured problems. The focus of analysis will be on the different types of analogies they use. Self-Efficacy will also be measured using a survey to observe if different levels of self-efficacy affect problem solving differently in the two groups, and if there is any relationship between types of analogies that each groups use and self-efficacy. The findings of this study would help to improve the curriculum of engineering education especially enhancing students’ cognitive strategy for engineering designs. / text

Technical fields such as computer science and software engineering have placed an emphasis on collaboration and teamwork, and training students entering these fields is a challenge that educators and researchers have attempted to tackle. To develop students’ skills for these technical fields, some educators have integrated learning activities where students collaborate heavily and make contributions to each other’s learning, emulating the type of work students will perform in industry. Consequently, the learning tools that instructors use for their courses need to support these collaborative and contributive activities. GitHub is a social coding tool that has seen rapid adoption in the software development field because of the open, collaborative workflow it encourages. This thesis explores the use of GitHub as a collaborative platform for computer science and software engineering education. GitHub provides users with opportunities to contribute to each other’s work through its transparency features, supports integrated discussions, and provides support for reusing and remixing work—opportunities which may be extended to education. In this thesis, I investigate how GitHub’s unique features, such as ‘pull requests’ and commit histories, can be used to support learning and teaching. This work also explores the benefits and challenges that emerge from using GitHub in this context from both the instructor’s and the student’s perspectives. We found that GitHub afforded instructors with opportunities to encourage student participation by contributing to the course materials through the use of ‘pull requests’ and provided instructors with ways to reuse and share their course materials. As well, students gained experience with a tool and a workflow they expected to encounter in industry, and were provided ways to further engage in their learning by giving feedback to or further developing other students’ work. However, we found that instructors and students were challenged by GitHub’s lack of educational focus, as well as the implications of using GitHub’s open workflow on the public availability of student work. Findings from this work determine the viability of GitHub as a tool for supporting computer science and software engineering education, and contribute to our understanding of what activities and benefits GitHub provides beyond traditional learning tools. The contributions of this work include a set of recommendations for instructors wishing to use GitHub to augment their courses, utilizing GitHub’s features to support educational activities such as student contributions to course materials and providing continuous feedback to students. / Graduate / 0984 / 0710 / noelf@uvic.ca

Conceptions of learning and teaching shape teaching practices and are, therefore, important to understanding how engineering professors learn to teach. There is abundant research about professors' conceptions of teaching; however, research on the conceptions of teaching of doctoral students, the future professors, is scarce. Furthermore, there is a need to understand not just future engineering professors' conceptions of teaching but also their conceptions of learning. The purpose of this study was to explore qualitative variations in future engineering professors' conceptions of learning and teaching as well as understanding how they came to these conceptions. The research questions that guided this qualitative study are the following: 1) How do future engineering professors describe their conceptions of learning engineering?, 2) How do future engineering professors describe the basis of their conceptions of learning engineering?, 3) How do future engineering professors describe their conceptions of teaching engineering?, and 4) How do future engineering professors describe the basis of their conceptions of teaching engineering? Twenty doctoral engineering students interested in academic careers were interviewed. A phenomenographic approach was used to explore variations in conceptions of learning and teaching. The basis of conceptions of learning and teaching were explored using thematic analysis. Six variations in future engineering professors' conceptions of learning engineering emerged and included learning engineering as 1) acquiring knowledge, 2) gaining an understanding, 3) practicing problem solving, 4) applying knowledge, 5) developing an approach, and 6) maturing. Each conception of learning was described by seven dimensions or features: focus, nature of knowledge, view of engineering, strategies, assessments, interactions, and relational. Participants described the basis for their conceptions of learning engineering through four general themes: undergraduate student experience, research, graduate school experience, and prior teaching experiences. Five categories of conceptions of teaching engineering emerged and included teaching engineering as 1) delivering knowledge, 2) helping understand and apply concepts, 3) motivating students, 4) helping students learn how to approach problems, and 5) preparing students to make socially conscious decisions. In describing conceptions of teaching, five dimensions were identified: focus, strategies, use of students' prior knowledge, faculty-student interaction, conception of learning, and projects. Observing professors, student experience, talking about teaching, and teaching experience were described by participants as the basis for their conceptions of teaching engineering. The findings of this study are consistent with previous categorizations of university professors' conceptions of teaching from teacher-centered/content-oriented to student-centered/learning-oriented. However, this study contributes to the literature of engineering education and faculty development by contextualizing the conceptions of learning and teaching of future engineering professors. Furthermore, this study provides richer descriptions of variations in other aspects of teaching and learning engineering such as future professors' views on student interactions, student development, assessment, motivation, problem solving, assumptions about knowledge, teaching and learning strategies. In addition, this study contributes to our understanding of how professors learn about teaching. In particular, the exploration of the basis for the conceptions of learning and teaching opens new avenues to explore how conceptions of teaching and learning evolve over time. This study closes with implications for faculty development and suggestions for further research.

This thesis covers two main perspectives ofinnovation; first, innovation is regarded as an outcome-related mechanism wherelearning is expressed through artefact presentations at the end of adevelopment process; second, innovation comprises a change mechanism in theprocess of student learning, influencing educators to reconsider new methods andpractices. Building on qualitative data from engineering design courses, theaim has been to explore how learning elements in engineering educationinfluence students during early-phase innovation. By implementing andpracticing learning elements, early-phase innovation could strengthen both currentand future engineering curricula, courses, and programmes.This thesis put attention to authentic experiences in which learning elementsis acted upon by students and targeted, defined, and refined by educators.Introducing learning elements need educators to manifest learning efforts moreexplicitly to match students’ capability to interpret new knowledge. Adoptinglearning elements that challenge existing paths of action are characterized by diversity, proactivity, opennessand motivation. For students to excel in the exploration of early-phaseinnovation, it is important to identify when, how and to what extent leaningelements can be reinforced. Thestrengthened understanding by students is mirrored in improved ability to takeaction and apply relevant knowledge in distinct learning situations. Theopportunity to influence student learning provides the design and redesign of curricula,courses and programmes as a prime feature to leaning elements relevant to early-phaseinnovation. To successfully pursue innovation in engineering education abalance is necessary between responsible actors integrating learning elementsand by those determined to learn. / Denna avhandling hanterarinnovation i ingenjörsutbildningar utifrån två perspektiv. Dels studeraslärandeelement som är avsedda att tillägna studenter ökad förståelse kring ettspecifikt område som är relevant för innovationsprocessen, dvs innovation iutbildning, dels studeras utbildningsinsatser som är menade att påverka ochskapa påtagliga förändringar kring studenters lärande, dvs innovation avutbildning. Det senare perspektivet är viktigt för att ompröva och åstadkommanya metoder och arbetssätt. Forskningen bygger på kvalitativa data där studenterslärande har fokuserats kring autentiska utvecklingsprocesser med förankring i tidigutvecklingsfas. Lärandeelement inom tidig utvecklingsfas visar en förstärktförmåga bland studenter att tillämpa sina kunskaper i samspel med de utvecklingsinsatsersom åstadkoms inom ramarna för nuvarande kursplaner, kurser och program. Studenternaslärande visar att det är viktigt att anta ett öppet förhållningssätt där lärandeelementkan definieras, tillämpas och förbättras. I främjandet av innovation behöverlärandeelement vara flexibla och förändringsbara i sättet de introduceras då envarierad grad av kontroll och supportfunktion behöver anpassas till teknologernas kunskapsnivå. Lärandeelement inom utvecklingsprojekt som denna avhandlingstuderat visar att de bör kännetecknas av mångfald, proaktivitet, öppenhet ochmotivation. På vilket sätt och när i tiden det är lämpligt att införa lärandeelementbehöver avvägas noggrant för att på bästa sätt stärka studenternas lärande. Studenternas förstärkta kunskaper avspeglar sig i en ökad kunskapsbas ochförmåga i tillämpning och reflektion av realistiska gemensamma lärandesituationer. Möjligheten till att bättre anpassa läroplaner, kurser och program till specifika behov inom enskilda och ämnesövergripande lärandemiljöer behöver ses över för att bättre tillvarata potentialen bland lärare och studenter. Att införa innovation i utbildningen kräver en balans mellan hurlärare aktivt kan använda lärandeelement och studenternas egen förmåga att själv fatta beslut och agera proaktivt. / <p>QC 20131112</p>

There is a societal need for design education to prepare holistic engineers with the knowledge, skills, and attitudes to innovate and compete globally. Design skills are paramount to the espoused values of higher education, as institutions of higher learning strive to develop in students the cognitive abilities of critical thinking, problem solving, and creativity. To meet these interests from industry and academia, it is important to advance the teaching and learning of engineering design. This research aims to understand how engineering students learn and think about design, as a way for engineering educators to optimize instructional practice and curriculum development. Qualitative research methodology was used to investigate the meaning that engineering students’ ascribe to engineering design. The recruitment of participants and corresponding collection of data occurred in two phases using two different data collection techniques. The first phase involved the distribution of a one-time online questionnaire to all first year, third year, and fourth year undergraduate engineering students at three Canadian Universities. After the questionnaire, students were asked if they would be willing to participate in the second phase of data collection consisting of a personal interview. A total of ten students participated in interviews. Qualitative data analysis procedures were conducted on students’ responses from the questionnaire and interviews. The data analysis process consisted of two phases: a descriptive phase to code and categorize the data, followed by an interpretative phase to generate further meaning and relationships. The research findings present a conceptual understanding of students’ descriptions about engineering design, structured within two educational orientations: a learning studies orientation and a curriculum studies orientation. The learning studies orientation captured three themes of students’ understanding of engineering design: awareness, relevance, and transfer. With this framework of student learning, engineering educators can enhance learning experiences by engaging all three levels of students’ understanding. The curriculum studies orientation applied the three holistic elements of curriculum—subject matter, society, and the individual—to conceptualize design considerations for engineering curriculum and teaching practice. This research supports the characterization of students’ learning experiences to help educators and students optimize their teaching and learning of design education. / Thesis (Master, Mechanical and Materials Engineering) -- Queen's University, 2012-08-23 12:22:24.3

Electrical Discharge Machining (EDM) is a non-traditional machining process that uses hundreds of thousands of minute electrical sparks per second to machine any electrically conductive material, no matter the hardness or how delicate it is. EDM allows a much greater range of design possibilities, unconstrained from the traditional machining processes, in which material is removed mechanically by either rotating the cutting tool or the work piece. Shapes that were impossible to machine by any other method, such as deep, precision, square holes and slots with sharp inside corners, are readily produced. It provides accurate geometries in high- aspect ratio holes and slots, blind undercuts, small holes adjacent to deep sidewalls, and complex cuts in thin, fragile parts. Micro-EDM is a growing form of manufacturing and will continue to expand within various production fields. Micro-EDM is especially attractive for the applications where the cutting time is minimal, but precision and accuracy are maximized. Micro- EDM is a non-traditional cutting process, which consistently produces ultra-precise holes with fine surface finishes and better roundness, while holding extremely close diameter tolerances. The process could be an excellent problem-solving tool for configurations that are difficult or impossible to produce using conventional machining processes. This study presents a comparative experimental investigation on the micro-EDM machinability of difficult-to-cut Ti-6Al-4V and soft brass materials. As both materials are electrically conductive, they were machinable using the micro-EDM process irrespective of their hardness. The machining performance of the two materials was evaluated based on the quality of the micro-features produced by the micro-EDM process. Both blind and through micro-holes and micro-slots were machined on brass and Ti-6Al-4V materials. The quality of micro-features was assessed based on the shape accuracy, surface finish and profile accuracy of the features. Finally, the arrays of micro-features were machined on both materials to compare the mass production capability of micro-EDM process on those materials.

Collaborative groups are important both in the learning environment of engineering education and, in the real world, the business of engineering design. Selecting appropriate individuals to form an effective group and monitoring a group’s progress are important aspects of successful task performance. This exploratory study looked at using the concepts of cognitive social structures, structural balance, and centrality from social network analysis as well as the measures of emotional intelligence. The concepts were used to analyze potential team members to examine if an individual's ability to perceive emotion in others and the self and to use, understand, and manage those emotions are a factor in a group’s performance. The students from a capstone design course in computer engineering were used as volunteer subjects. They were formed into groups and assigned a design exercise to determine whether and which of the above mentioned tools would be effective in both selecting teams and predicting the quality of the resultant design. The results were inconclusive with the exception of an individual's ability to accurately perceive emotions. The instruments that were successful were the Self-Monitoring scale and the accuracy scores derived from cognitive social structures and Level IV of network levels of analysis.

This thesis is concerned with the knowledge and skill requirements to teach technology education. Technology education has an important part to play in the UK economy. There is great demand to produce a technologically skilled workforce and secondary school technology education is a key element in the supply of skilled engineering technicians and graduates. Whilst there have been improvements in the number of pupils choosing to study mathematics and science there has been a decline in those studying technology. The work in this thesis has focused on the subject of Design and Technology as it provides pupils with the majority of their compulsory technology education in England. This thesis is comprised of four studies, adopting a mixed-methods approach. The first study characterised the background knowledge of Design and Technology teachers through a demographic analysis. In the second study observations were made on the adoption and teaching of a novel technology resource by trainee teachers. The third study analysed the opinions of teachers who attended a subject knowledge enhancement professional development course. In the fourth study the results of the previous studies were explored in further detail to triangulate findings and to test assumptions. In the first study the admissions data of 341 trainee Design and Technology teachers over the academic years 2000-2001 and 2013-2014 inclusive was analysed. The key finding of this analysis was that 81% of Design and Technology teachers have their entry qualification in creative arts and design and not in a technology subject. This misalignment of subject knowledge was discussed to be a result of the existing training standards and hypothesised to be contributory to the lack of technology teaching, and over emphasis of design in Design and Technology. The second study used observational methods to record how three trainee teachers adopted and taught lessons using a novel technology resource created for the study. The resource was designed to teach laser cutting and the design of mechanical systems. Subsequent analysis revealed the difficulties participants had in understanding and teaching the technology aspects of the projects. The existing practice, and collective knowledge of teachers within the schools used in the study were found to create obstacles for the trainees in trying to implement technological content. The third study developed a new professional development course for teachers to address the issues observed in the second study. The quantitative and qualitative data was obtained from 20 participant design and technology teachers before, during and after the course. Participants reported to be confidence in teaching technology, yet were unable to demonstrate a deep understanding of the subject content. Participants engaged with the procedural knowledge aspects of the course but not with the conceptual knowledge. They considered many aspects of technological and engineering content to be irrelevant to pupils. The fourth, and final, study developed questionnaires to assess teacher and pupil reactions to the provision of 57 different technology projects resources and training sessions to 82 schools across London. Useable data were generated from 33 teachers and 458 pupils. Measurements of teachers confidence in teaching the new Technology National Curriculum revealed that teachers strengths were the making of products. The weaknesses were teaching modern mechanical and electrical systems. Pupils motivation towards technology revealed positive attitudes, but they were unaffected by resources teachers considered to be novel. This study was used to triangulate the findings of the previous study and validate the claims made. The major contribution to knowledge of this thesis is the quantified description and analysis of teachers technology knowledge. The interrelationships of the distinct teacher knowledge domains were analysed to discover how they affect technology education. The main conclusion of this study is that teachers have difficulties in developing and teaching technology based schemes of work to meet the National Curriculum requirements. However, teachers appear unaware of this situation and consider themselves confident in teaching the technology curriculum topics. These difficulties have been caused by teachers lack of compatible background subject knowledge, and were evident in the teaching of projects without secure technology content. This thesis recommends that a significant intervention is required to provide support to Design and Technology teachers to develop their knowledge and skills in teaching technology.

The purpose of this study was to investigate the effects of a curriculum design-based (CDB) professional development model on K–12 teachers’ capacity to integrate engineering education in the classroom. This teacher professional development approach differs from other training programs where teachers learn how to use a standard curriculum and adopt it in their classrooms. In a CDB professional development model teachers actively design lessons, student resources, and assessments for their classroom instruction. In other science, technology, engineering and mathematics (STEM) disciplines, CDB professional development has been reported to (a) position teachers as architects of change, (b) provide a professional learning vehicle for educators to reflect on instructional practices and develop content knowledge, (c) inspire a sense of ownership in curriculum decision-making among teachers, and (d) use an instructional approach that is coherent with teachers’ interests and professional goals. The CDB professional development program in this study used the Explore-Create-Share (ECS) framework as an instructional model to support teacher-led curriculum design and implementation. To evaluate the impact of the CDB professional development and associated ECS instructional model, three research studies were conducted. In each study, the participants completed a six-month CDB professional development program, the PTC STEM Certificate Program, that included sixty-two instructional contact hours. Participants learned about industry and education engineering concepts, tested engineering curricula, collaborated with K–12 educators and industry professionals, and developed project-based engineering curricula using the ECS framework. The first study evaluated the impact of the CDB professional development program on teachers’ engineering knowledge, self-efficacy in designing engineering curriculum, and instructional practice in developing project-based engineering units. The study included twenty-six teachers and data was collected pre-, mid-, and post-program using teacher surveys and a curriculum analysis instrument. The second study evaluated teachers’ perceptions of the ECS model as a curriculum authoring tool and the quality of the curriculum units they developed. The study included sixty-two participants and data was collected post-program using teacher surveys and a curriculum analysis instrument. The third study evaluated teachers’ experiences implementing ECS units in the classroom with a focus on identifying the benefits, challenges and solutions associated with project-based engineering in the classroom. The study included thirty-one participants and data was collected using an open-ended survey instrument after teachers completed implementation of the ECS curriculum unit. Results of these three studies indicate that teachers can be prepared to integrate engineering in the classroom using a CDB professional development model. Teachers reported an increase in engineering content knowledge, improved their self-efficacy in curriculum planning, and developed high quality instructional units that were aligned to engineering design practices and STEM educational standards. The ECS instructional model was acknowledged as a valuable tool for developing and implementing engineering education in the classroom. Teachers reported that ECS curriculum design aligned with their teaching goals, provided a framework to integrate engineering with other subject-area concepts, and incorporated innovative teaching strategies. After implementing ECS units in the classroom, teachers reported that the ECS model engaged students in engineering design challenges that were situated in a real world context and required the application of interdisciplinary content knowledge and skills. Teachers also reported a number of challenges related to scheduling, content alignment, and access to resources. In the face of these obstacles, teachers presented a number of solutions that included optimization of one’s teaching practice, being resource savvy, and adopting a growth mindset.

abstract: Students may use the technical engineering terms without knowing what these words mean. This creates a language barrier in engineering that influences student learning. Previous research has been conducted to characterize the difference between colloquial and scientific language. Since this research had not yet been applied explicitly to engineering, conclusions from the area of science education were used instead. Various researchers outlined strategies for helping students acquire scientific language. However, few examined and quantified the relationship it had on student learning. A systemic functional linguistics framework was adopted for this dissertation which is a framework that has not previously been used in engineering education research. This study investigated how engineering language proficiency influenced conceptual understanding of introductory materials science and engineering concepts. To answer the research questions about engineering language proficiency, a convenience sample of forty-one undergraduate students in an introductory materials science and engineering course was used. All data collected was integrated with the course. Measures included the Materials Concept Inventory, a written engineering design task, and group observations. Both systemic functional linguistics and mental models frameworks were utilized to interpret data and guide analysis. A series of regression analyses were conducted to determine if engineering language proficiency predicts group engineering term use, if conceptual understanding predicts group engineering term use, and if conceptual understanding predicts engineering language proficiency. Engineering academic language proficiency was found to be strongly linked to conceptual understanding in the context of introductory materials engineering courses. As the semester progressed, this relationship became even stronger. The more engineering concepts students are expected to learn, the more important it is that they are proficient in engineering language. However, exposure to engineering terms did not influence engineering language proficiency. These results stress the importance of engineering language proficiency for learning, but warn that simply exposing students to engineering terms does not promote engineering language proficiency. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2012