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Running head: Engineering Education Annotated Bibliography 1 Engineering Education Annotated Bibliography Blake Steiner University of Central Florida ENC 1102
Engineering Education Annotated Bibliography 2 Abstract After exploring genres common to the field of engineering through a preliminarygenre analysis, I continued analyzing the language and genres of my field by researchingone of the building blocks of becoming an engineer. I gathered articles relating to theeducation of engineering that makes one become a successful engineer. Through myresearch I found sources discussing the application of new technologies in engineeringeducation (Delale, F et al. (2011);Orange, A et al. (2012);Borrego, M, Lindsay, E, &Madhavan, K. (2011)), the different learning styles of engineers (Felder, R, & Silverman,L. (1988);Kolmos, A, & Holgaard, J. (2003); Holvikivi, J. (2007)), as wells as the variousteaching methods involved in engineering education (Bernhard, J.(1997);Goh, S. (2012);Felder, R et al. (2000);Courter, S et al. (1996)). These sources have helped me to identifythe various aspects of what is involved in the education of engineers in relation to thefield of engineering. In addition, these articles have helped me continue exploring thegenre conventions that I will need to learn as I enter a new community through my major.These articles offer information on how engineers think, learn, speak, and how they workwith arising technology, which is crucial for anyone to know that is entering thatprofession. While some of these sources were published years ago, they still holdbeneficial information to those who are studying engineering, but on the other hand somemethods are outdated due to advances in technology.
Engineering Education Annotated Bibliography 3Bernhard, J.(1997). ”Challenges and Strategies for Electrical Engineering Education”. Presented at Frontiers in Education Conference. Available at http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=632708 Jennifer Bernhard, an Electrical and Computer Engineering professor at the University of New Hampshire, asserts her teaching methods and strategies, and the uses of them in “fostering new perspectives and insights” in engineering education, in her 1997 article “Challenges and Strategies for Electrical Engineering Education”. She supports this assertion through her personal experience as an engineering professor and defining her specific strategies for teaching different levels of engineering. She divides these levels among freshman, sophomores, juniors, seniors, and graduate students, using separate strategies that each correlate to the students particular level of experience. Her purpose was to show other professors and students, in that profession,methods of teaching engineering students in order to further their education. The intended audience for this source is the students or professors involved in the education of engineering, and this audience is targeted by stressing the importance of strategies needed for successful education of engineering students. This source is relevant to my topic because the author focuses on how engineers learn and the teaching methods that allow them to do so. Bernhard states that the main challenge of engineering is “to teach students how to think independently, solve problems, and innovate”. She states what the purpose of engineering
Engineering Education Annotated Bibliography 4 education is and argues on what needs to be done in order for that education top come into fruition. This article also relates to the article written by Engineering TA Fellows, as they discuss the fact that they need to recognize this challenge for effective teaching.Borrego, M, Lindsay, E, & Madhavan, K. (2011). “eLearning Research Opportunities in Engineering Education”. Advances in Engineering Education, 2.3, 5-10. Maura Borrego, Euan Lindsay, and Krishna Madhavan, professors from various universities, claim the potential benefit of elearning through technology in engineering education in their article “eLearning Research Opportunities in Engineering Education”. They support this claim by describing how technology has advanced communication, computational, and information technologies, causing an innovation in engineering education making elearning a strong source of learning. Some of these technologies include forms of games, clickers, and technical/team solutions. Through the application of eLearning, professors can make use of communicative and informative technology through a form of computer infrastructure to advance education. The purpose in writing this article was to evaluate the potential that elearning will have on engineering education due to the development of new technology. The audience intended for this article is professors in engineering education that would want to implement the use of eLearning for their students, and the audience was targeted by the authors use of data collected from engineering courses using eLearning.
Engineering Education Annotated Bibliography 5 The source is relevant to my topic as in this article the authors describe elearning is using forms of technology in order to innovate engineering education. Elearning is a growing form of teaching and the authors describe that elearning could play a great potential role in engineering education. Using elearning there would be networking frameworks through the technologies and the authors state that “the development of well-defined theoretical frameworks centered on the use and adoption of elearning has great potential to forge new directions in the field of engineering education.” This simply means that these “theoretical frameworks” would be based on using advances in information and communication technologies to further eLearning education in engineering. The article is relatable to the one written by Amy Orange et al, who describes the application of new technology within the engineering curriculum. Both are similar as they describe the use of new technology in engineering education, but in this source it describes a broader spectrum of the applications of eLearning in general.Courter, S et al. (1996).Strategies for Effective Teaching.A Handbook for Teaching Assistants. Retrieved from http://www.engr.wisc.edu/services/elc/strategies.pdf Sandra Courter et al, members of the College of Engineering TA Fellows, assert their concept of an effective teaching method for engineering education in their 1996 handbook “Strategies for Effective Teaching: A Handbook for Teaching Assistants”. They support this assertion through outlining the specifics of a better
Engineering Education Annotated Bibliography 6 engineering education through practical examples and techniques. The article addresses the use of practical examples, show and tell, case studies, guided design projects, open-ended labs, flowchart technique, open-ended quizzes, brainstorming, and using the question-and-answer method. The purpose in writing this handbook was to layout specific examples for teaching assistants to use in the engineering curriculum. The audience for this handbook was intended for teaching assistants in the engineering curriculum, but it is beneficial to anyone involved in engineering education as a layout of teaching methods. The audience is targeted by describing specific teaching methods that would be useful to anyone teaching in engineering education. The source is relevant to my topic as it describes specific teaching methods used in engineering education. As stated by the source, the mission of the College of Engineering is to “create, integrate, transfer, and apply engineering knowledge”. This simply means that this concept of engineering is to be achieved through using this handbook for effective teaching methods in order to match the students’ learning styles. The source is also relatable to the article written by Felder et al, who also outlines specific teaching methods in the curriculum. While the handbook is also relatable to the article written by Bernhard, it is slightly different as it is teaching methods for the overall engineering education experience, while in Bernhard’s she divides the teaching methods by level of education gained so far. It also has to be kept in mind that all of these articles were published in a variety of years, which could be why the teaching methods are different.
Engineering Education Annotated Bibliography 7Delale, F et al. (2011). "Infusion of Emerging Technologies and New Teaching Methods into The Mechanical Engineering Curriculum at The City College of New York." Advances in Engineering Education, 2.4, 14-50. Feridun Delale et al, professors of the Department of Mechanical Engineering in the City College of New York, asserts the role of using new technologies and teaching methods into the engineering curriculumthrough their 2011 article “Infusion of Emerging Technologies and New Teaching Methods into The Mechanical Engineering Curriculum at The City College of New York”. They support this assertion by explaining the use of these technologies in the mechanics of solids, fluid mechanics, thermodynamics, transfer and rate mechanisms, as well as electrical theory.Although they describe the applications of emerging technologies in those fields, the specific technology involved is not clearly defined.While this is true, the authors acknowledge the fact that keeping emerging technologies in mind is very important when reforming the engineering curriculum. Their purpose in writing this article was to demonstrate the application of new technology in engineering education and showing its importance in reforming an engineering curriculum. The intended audience for this article is anyone who is interested in the teaching of engineering, such as an engineering professor. The audience is targeted by using the mechanical
Engineering Education Annotated Bibliography 8 engineering department curriculum at the City College of New York as an example. The source is relevant to my topic as the use of new technology has a great impact in the teaching of engineering. Students will learn how to apply emerging technologies for their field and will be prepared when they finish their education. They state that so far,“it appears that students’ confidence and overall academic performance has improved in some courses following the reform”, where the reform is meaning the introduction of the new technology. Delale et al, is providing evidence that the new technology has shown results when used in teaching. This article is closely related to the one written by Amy Orange et al, who discusses the use of technology in undergraduate mechanical engineering courses.Felder, R et al. (2000). “THE FUTURE OF ENGINEERING EDUCATION II. TEACHING METHODS THAT WORK”.Chem. Engr. Education, 34.1, 26-39. Richard M. Felder et al, professors from various Universities, assert their concept on the most beneficial teaching methods in engineering education in their 2000 article “THE FUTURE OF ENGINEERING EDUCATION II. TEACHING METHODS THAT WORK”. They support this assertion by clearly identifying the key components of teaching the course. These key components include formulating and publishing clear instructional objectives, establishing relevance
Engineering Education Annotated Bibliography 9 of course material and teach inductively, balancing concrete and abstract information in every course, promoting active learning, using cooperative learning, giving challenging but fair tests, and conveying a sense of concern about the students learning. Their purpose in this article was to outline the key elements towards developing an effective teaching method for engineering students. The intended audience of this article would be those involved in the teaching of engineering. They target this audience by using teaching methods from other schools in engineering education as an example. This source is relevant to my topic as it outlines the best teaching methods involved in engineering education and clearly defines them. The authors state that “performance of an individual student in a class depends on a staggering variety of factors, many of whichare out of the instructor’s control”, and even though this so, they created the article in order to provide a way to address many of these factors. They are providing specific ways in which the professor using these methods can further the education of their students. This source is relevant to the articles written by Bernhard and Goh, who also discuss various teaching methods for engineering education.Felder, R, & Silverman L. (1988). “Learning And Teaching Styles In Engineering Education”. Engr. Education, 78.7, 674-681.
Engineering Education Annotated Bibliography 10 Richard Felder and Linda Silverman, educators at the North Carolina State University (1988), assert their belief that the diverse learning styles of engineering students play a huge role in their education and the teaching styles given by their instructors has a dramatic effect on the quality of their learning, in their article “Learning and Teaching Styles In Engineering Education”. They support this assertion through examples of psychology, charts, and specific definitions on the different learning styles. The article shows that although most engineers are active, sensing and visual learners, there are many that have different learning styles.They try to explain this diversity by claiming that it is due to all of the different fields in engineering. Their purpose in writing this article was to explain the diverse learning and teaching styles involved in engineering education, to show educators the specific forms of teaching that they should adhere to. The intended audience of this source is anyone who is interested in engineering who wants to know how engineers learn and the best ways for someone to learn in that field. They target this audience by stating the specific learning styles used by engineers. The source is relevant to my topic since the methods on teaching engineers and the subject of how they learn, is a huge part of engineering education. Although Felder and Silverman are not engineers, but rather psychologists who analyze engineers, their work still has meaning in the education of engineering. They state that how much a student learns in a class is “governed in part by that student’s native ability and prior preparation but also by the compatibility of his or her
Engineering Education Annotated Bibliography 11 learning style and the instructor’s teaching style”. In order for engineering students to learn it is dependent on how the material is given and the teaching methods that the instructor would use. This source is closely related to the article written byHolvikivi, who also discusses the importance of understanding the learning styles of engineers when trying to make efficient forms of educating them.Goh, S. (2012).“Star Power for teaching professional skills to engineering students”. Advances in Engineering Education, 3.1, 3-16. Suk Meng Goh, director of the Curtain Sarawak Research Institute, asserts the uses of the concept of “star power” towards teaching engineers in his 2012 article “Star Power for teaching professional skills to engineering students”. He supports this assertion by defining the role that this new method of teaching plays in the education of engineers. The game “Star Power” was seen to have potential in learning professional engineering skills and is easily adjustable to emphasize different elements of those skills. With such promise, this game could be used widely in engineering education. His purpose in writing this article was evaluating the potential that playing the game of “Star Power” has towards teaching engineers. The intended audience of this source is anyone involved in new methods of teaching engineers, such as professors in engineering or those involved in engineering firms. The author targets this audience by using data
Engineering Education Annotated Bibliography 12 collected from an experiment using “star power” for the first time for engineering students in the mechanical engineering department. The source is relevant to my topic because the author introduces a new method of teaching engineers in order to better their education. This method once had a different use, but the author believes in its application towards engineering. He states that “although Star Power is normally played from a sociology context, the current survey suggests that the game can provide a simulation to practice professional skills that are relevant to an engineer.” The game wasn’t designed for engineering, but using it as a teaching method provides practical uses for the education of engineering. This source is closely related to the article written by Bernhard who discusses various teaching methods according to how far you are in engineering education, while Goh describes more of a general teaching method.Holvikivi, J. (2007). “Learning styles in engineering education: the quest to improve didactic practices”. European Journal of Engineering Education, 32.4, 401-408. Jaana Holvikivi, professor at the Helsinki Metropolia University of Applied Sciences, in their 2007 article “Learning styles in engineering education: the quest to improve didactic practices”, suggests that engineering education can greatly improve through increasing the level of didactic understanding within engineering colleges and through collaborating with educational scientists. She supports this suggestion through analyzing engineers by testing their learning styles,
Engineering Education Annotated Bibliography 13 thoroughly describing who they are and how they think, and using Kolb’s model of experiential learning as an example of understanding how engineers learn. Holvikivi uses data collected from learning style tests to show the typical learning styles of engineers, which typically showed similar results, but in the data there were many individuals who showed other learning styles. Although the students express diverse learning styles, she believes there are still ways to create teaching methods that encompass the needs of those different styles. Her purpose in writing this article was to show her idea of effective ways of bettering the education of engineers through the study of learning styles in order to figure out the mind of an engineer and the best way to educate it. The intended audience is for professors in engineering as well as psychologists that are interested in the way engineers think and learn. Holvikivi targets this audience by using data collected from testing the learning styles of engineering students. The source is relevant to my topic since the article uses the concept of the analysis of learning styles to create ways to benefit engineering education. She believes that “choosing efﬁcient approaches to develop engineering education is a demanding task” where “considerable effort, research and new insights are needed.” Holvikivi is simply stating that creating effiecient ways to further engineering education is very complex and requires much effort and research in order to truly understand engineers, but it can be done. This article is relatable to Felder and Silverman’s article as they both discuss how understanding the learning styles of engineers, holds a great importance in their education. Although
Engineering Education Annotated Bibliography 14 Felder and Silverman addresses the learning styles of an engineer in a more direct answer, Holvikivi addresses it as something that is very vague and hard to understand, and to truly understand engineers it a difficult task.Kolmos, A, & Holgaard, J. (2003).Learning Styles of Science and Engineering Students in Problem and Project Based Education, Department of Planning and Development, Aalborg University. Available at http://www.sefi.be/wp- content/abstracts/1243.pdf Anette Kolmos and Jette Holgaard, professors in the Department of Planning and Development at Aalborg University, in their 2003 article “Learning styles of science and engineering students in problem and project based education”, asserts the idea that engineers although most are active, sensing and visual learners, there are varied examples of diverse learning styles among the other categories within their respective fields. They support this assertion through examples of gathered data of engineering as well as other fields, testing their learning style types. The results of this data conclude that it is because of the variety of fields that there exists all different types of engineers; each type with their own unique learning style. The purpose of writing this article was to identify the most common learning styles used by engineers and differentiate them from other professions.In doing so, effective courses can be made to fit those specific styles. The intended audience for this article is not necessarily just for those involved in the education
Engineering Education Annotated Bibliography 15 of engineering, but rather anyone that wants to know who engineers are and how they think, such as professors of engineering, students, and researchers. They target this audience by specifically describing the diverse learning styles of engineers and using data to test their learning styles. This source is relevant to my topic as it determines the learning styles of an engineer. Knowing the learning styles are important in engineering education as it allows for the instructor to shape the course curriculum in order to satisfy that type of learning. The authors stated that “engineering students are not just one cohort with similar learning patterns” and this is important to acknowledge when trying to understand engineers. Among their respective fields, engineers typically think and learn in different ways. The article is relates to the article written by Felder et al, who also discusses the learning styles of engineers and acknowledges its importance and how it pertains to education.Orange, A et al. (2012). “An Evaluation of HigherEd 2.0 Technologies in Undergraduate Mechanical Engineering Courses”.Advances in Engineering Education, 3.1, 18- 47. Amy Orange et al, professors from various colleges, express their idea on the use of new technologies to further engineering education in their 2012 article “An Evaluation of HigherEd 2.0 Technologies in Undergraduate Mechanical Engineering Courses”. They support this expression by using the data the
Engineering Education Annotated Bibliography 16 collected from various colleges that were using higher education technologies such as video solutions, course blogs, course wikis, lecture podcasts, and showing the direct result that occurred in each of those schools.While collecting data, infusing these technologies into certain schools provided positive results, showing that students overall have higher success in engineering courses that use higher education technologies. Their purpose in writing this article was to identify the effect that new technology has on engineering education. The intended audience for this paper is most likely professors involved in engineering education that want to further their students’ education. They target this audience by using data collected from engineering students using higher education technologies in their curriculum. The source is relevant to my topic as it discusses the application of new technology in engineering education and how it is beneficial towards the teaching of students in engineering. The authors state that “students who did well in the course overall were more likely to have an enjoyable experience creating a final project and feel that they gained a greater knowledge of course concepts via the project”, where the final project involves using the higher education tech. Through this they show that students overall have a better education when applying new technology into the curriculum, shown through positive results. This article is relatable to the source written by Delale et al, who agrees with the positive aspects of infusing new technologies into the engineering curriculum.