Track 2. Engineering Education and Technological / Professional Learning
Authors: Diogo Ribeiro, Teresa Neto, Ricardo Santos and Maria De Fátima Portela.
An automated continuous quality improvement framework for failing student out...GodistheDoerofEveryt
The document presents a continuous quality improvement (CQI) framework to address failing student outcomes in mathematics-related courses in an Electrical Engineering department. An automated system identified specific mathematical concepts weakening student performance. A comprehensive analysis identified five prerequisite mathematics courses covering concepts required for core EE courses. The framework involves identifying weaknesses, revising course contents, and continuously evaluating mathematics comprehension to improve student outcomes and course learning outcomes.
The document provides a summary of an assessment audit conducted on the International Business program using the TESTA methodology. Key findings include:
1) There is an issue with assessment bunching and the amount and timing of assessments may impact work quality.
2) Students choose modules based on assessment type and prefer ongoing assessments that build knowledge over time.
3) Students are unclear on course expectations and want more formative assessments and constructive feedback.
The audit found higher total assessments than industry averages, more summative than formative assessments, and exams make up over half of assessments on average. It recommends addressing assessment bunching and improving clarity of expectations and feedback.
This document analyzes chemical engineering students' expectations before and after a curricular internship program at the University of Minho in Portugal. It describes the internship program, which involves a 4-5 month placement at a company during the students' last year. A questionnaire was administered to 44 students before and after their internships to assess their expectations and self-evaluation of skills like scientific preparation, teamwork, and time management. The results found that students' self-evaluations increased for most skills after their internships, suggesting the internships helped improve students' perceived abilities. The study provides information on students' internship experiences and how their expectations and self-assessments changed following their professional work placements.
This document discusses the processes used to assess attainment of course and program outcomes at an engineering program. It describes how course outcomes are defined and mapped to program outcomes. Assessment tools like assignments, exams, and projects are mapped to outcomes. Attainment is calculated based on student performance and surveys. First year courses contribute to early outcome assessment. Actions are taken like improving questions and tutorials if outcomes are not fully attained.
This document provides guidelines for implementing outcome-based education at an engineering institute in India. It outlines the institute's vision, mission, and quality policy. It then discusses key aspects of OBE including the revised Bloom's taxonomy, guidelines for writing course outcomes, mapping course outcomes to program outcomes, assessing student competency through rubrics, and using activity-based learning. The document provides examples and templates for developing course outcomes, mapping them to assessments and program outcomes, calculating attainment levels, and facilitating continuous improvement.
Preparing for ABET EAC Evaluation Visit r032916Susan Schall
This document provides information about preparing for an ABET accreditation evaluation visit. It discusses what ABET is and its purpose in accrediting engineering programs. It outlines the accreditation timeline and responsibilities of the program evaluator and team chair before, during, and after the visit. These include reviewing the self-study report and conducting interviews and facility tours to evaluate how the program meets ABET's criteria. The typical visit agenda involves initial team meetings and meetings with campus administrators over a 2-day period.
This document discusses proposed revisions to Criteria 3 and 5 for engineering accreditation. It outlines the process for revising Criterion 3 to better assess student outcomes and encourage innovation in engineering education. Draft revisions are presented for Criteria 3 on student outcomes and Criterion 5 on curriculum requirements. Feedback on the draft revisions is solicited from engineering societies, deans, faculty, and industry to refine the criteria, with the revised criteria expected to take effect in visits beginning in 2017-2018 after EAC approval.
An automated continuous quality improvement framework for failing student out...GodistheDoerofEveryt
The document presents a continuous quality improvement (CQI) framework to address failing student outcomes in mathematics-related courses in an Electrical Engineering department. An automated system identified specific mathematical concepts weakening student performance. A comprehensive analysis identified five prerequisite mathematics courses covering concepts required for core EE courses. The framework involves identifying weaknesses, revising course contents, and continuously evaluating mathematics comprehension to improve student outcomes and course learning outcomes.
The document provides a summary of an assessment audit conducted on the International Business program using the TESTA methodology. Key findings include:
1) There is an issue with assessment bunching and the amount and timing of assessments may impact work quality.
2) Students choose modules based on assessment type and prefer ongoing assessments that build knowledge over time.
3) Students are unclear on course expectations and want more formative assessments and constructive feedback.
The audit found higher total assessments than industry averages, more summative than formative assessments, and exams make up over half of assessments on average. It recommends addressing assessment bunching and improving clarity of expectations and feedback.
This document analyzes chemical engineering students' expectations before and after a curricular internship program at the University of Minho in Portugal. It describes the internship program, which involves a 4-5 month placement at a company during the students' last year. A questionnaire was administered to 44 students before and after their internships to assess their expectations and self-evaluation of skills like scientific preparation, teamwork, and time management. The results found that students' self-evaluations increased for most skills after their internships, suggesting the internships helped improve students' perceived abilities. The study provides information on students' internship experiences and how their expectations and self-assessments changed following their professional work placements.
This document discusses the processes used to assess attainment of course and program outcomes at an engineering program. It describes how course outcomes are defined and mapped to program outcomes. Assessment tools like assignments, exams, and projects are mapped to outcomes. Attainment is calculated based on student performance and surveys. First year courses contribute to early outcome assessment. Actions are taken like improving questions and tutorials if outcomes are not fully attained.
This document provides guidelines for implementing outcome-based education at an engineering institute in India. It outlines the institute's vision, mission, and quality policy. It then discusses key aspects of OBE including the revised Bloom's taxonomy, guidelines for writing course outcomes, mapping course outcomes to program outcomes, assessing student competency through rubrics, and using activity-based learning. The document provides examples and templates for developing course outcomes, mapping them to assessments and program outcomes, calculating attainment levels, and facilitating continuous improvement.
Preparing for ABET EAC Evaluation Visit r032916Susan Schall
This document provides information about preparing for an ABET accreditation evaluation visit. It discusses what ABET is and its purpose in accrediting engineering programs. It outlines the accreditation timeline and responsibilities of the program evaluator and team chair before, during, and after the visit. These include reviewing the self-study report and conducting interviews and facility tours to evaluate how the program meets ABET's criteria. The typical visit agenda involves initial team meetings and meetings with campus administrators over a 2-day period.
This document discusses proposed revisions to Criteria 3 and 5 for engineering accreditation. It outlines the process for revising Criterion 3 to better assess student outcomes and encourage innovation in engineering education. Draft revisions are presented for Criteria 3 on student outcomes and Criterion 5 on curriculum requirements. Feedback on the draft revisions is solicited from engineering societies, deans, faculty, and industry to refine the criteria, with the revised criteria expected to take effect in visits beginning in 2017-2018 after EAC approval.
The document proposes new guidelines for the Performance Based Appraisal System (PBAS) under the Career Advancement Scheme (CAS) for university teachers and librarians. Key aspects include:
1) Steps for the new CAS via PBAS including completion of format, eligibility checks, approvals from principal, GB meeting and nomination process.
2) Eligibility criteria for stages 1-2, 2-3, and 3-4 including years of service and required Research Council (RC) or equivalent.
3) Scoring mechanisms and requirements across three categories - teaching activities, involvement in university activities, and research/academic contributions. Points are allocated for various activities on a yearly basis
Course Outcome and Program Outcome Calculation(new method)Ravikumar Tiwari
This presentation explains the new method (based on attainment level) of Course Outcome and Program Outcome Calculation. (with reference to National Board of Accreditation new SAR)
This document provides an introduction and background to a study analyzing perceptions of learning outcome competencies of college graduates from occupational safety and health programs that are ABET accredited versus non-ABET accredited. The study aims to test the hypothesis that ABET accreditation leads to higher perceptions of learning outcomes. The document outlines the literature review, study methodology using a survey questionnaire, and research questions regarding differences in perceptions of learning outcomes, feedback on programs, advice to students, and professional development.
The document provides a template for an outcome-based education (OBE) curriculum. It includes templates for the curriculum framework and course outlines.
The curriculum framework template includes sections for the vision and mission of the university and program, program educational objectives, program learning outcomes, course schemes and descriptions. The course description template includes the course objectives, learning outcomes, content, assessment strategies, and resources.
The document also provides frameworks for the curriculum and course outlines. The curriculum framework includes guidelines for mapping learning outcomes from the program to courses and assessment. The course outline framework provides a structure for course details, mapping outcomes, content, strategies, and evaluation criteria.
This document outlines the vision, mission, program objectives, and curriculum for an Electrical Engineering department. The vision is to be a center of excellence for electrical engineering education, training, and research. The mission includes offering continuing education programs, developing curricula, instructional materials, and undertaking research and consultancy. The program objectives are to develop technical and research skills, and generic skills. The curriculum spans 4 semesters and includes courses in various electrical engineering topics, laboratory courses, and a thesis. Program outcomes are defined and mapped to the curriculum and graduate attributes. Stakeholder feedback is incorporated into revising the curriculum and objectives. Student performance metrics like admissions, success rate, academic performance and placements are provided.
NBA preparation for Tier-II Institute according to revised SAR sushantvwaghmare
The document provides information about the National Board of Accreditation (NBA) accreditation process, including:
1. It describes the criteria and scoring system used for NBA accreditation, including program-level criteria worth 780 points and institute-level criteria worth 220 points for a total of 1000 points.
2. It lists various data and documents that need to be compiled for the Self Assessment Report (SAR), including faculty lists, student lists, budgets, course outcomes, and mapping of criteria.
3. It provides examples of course outcomes and how they should be measurable and map to program outcomes, as well as how assessment tools can be mapped to course outcomes.
The effect of entry grades on academic performance of university accounting s...Alexander Decker
This document discusses a study that examines the effect of entry grades in pre-university subjects on the academic performance of accounting students at the university level. Specifically, it analyzes the relationship between performance in pre-university mathematics, English, and accounting, and student performance in business mathematics, financial accounting, managerial cost accounting, and cumulative GPA at the university level. The study employs systems theory and various assessment, selection, expectancy, and learning theories to develop hypotheses and a conceptual framework analyzing the input of pre-university grades and the output of university academic performance. It also reviews previous empirical literature finding relationships between performance in subjects like mathematics and accounting at the high school level and introductory accounting courses at the university level.
This document provides information for external examiners at Heriot-Watt University. It outlines the purpose of external examining to verify academic standards and ensure fair assessment. It describes Heriot-Watt's multi-campus structure and international presence. The document explains processes for external examiner selection, responsibilities, board participation, reporting, and payment. It aims to guide external examiners and university staff on quality assurance procedures.
Santiago Moll-Lopez, Jose Antonio Moraño, M.-Dolores Roselló, Luis Manuel Sánchez Ruiz and Francisco Mínguez Aroca.
Polytechnic University of Valencia (UPV)
This document summarizes the facilities and technical support available in the Electrical Engineering department at NITTTR Chandigarh.
It describes the laboratories available including the Virtual Instruments Lab and Power Electronics Lab. Details are provided on the equipment available, batch sizes, weekly utilization, and technical staff support. Additional simulation facilities have been created including a Simulation Center of Excellence and a solar PV training kit.
Maintenance of laboratory equipment is discussed, including regular checks, repairs, and expenditures. Safety measures across laboratories are outlined. Academic audits are conducted by an Internal Quality Assurance Cell to monitor teaching quality and student performance. Actions are taken based on results to improve attainment of program outcomes and objectives. Placement, higher education and
Awareness on outcome based education and accreditation processDrSreeLatha
The document discusses accreditation by the National Board of Accreditation (NBA) in India. It provides information on:
1. What NBA is and its goals of developing a quality-conscious technical education system.
2. The benefits of accreditation for institutions, including demonstrating accountability, commitment to excellence, and facilitating continuous quality improvement.
3. The shift from an input-output based accreditation process to an outcome based process focused on evaluating student outcomes.
Design and development workshop interior design and furniture sectionIJERA Editor
International Journal of Engineering Research and Applications (IJERA) is an open access online peer reviewed international journal that publishes research and review articles in the fields of Computer Science, Neural Networks, Electrical Engineering, Software Engineering, Information Technology, Mechanical Engineering, Chemical Engineering, Plastic Engineering, Food Technology, Textile Engineering, Nano Technology & science, Power Electronics, Electronics & Communication Engineering, Computational mathematics, Image processing, Civil Engineering, Structural Engineering, Environmental Engineering, VLSI Testing & Low Power VLSI Design etc.
This evaluation report summarizes the UNESCO project "Revitalization of Technical and Vocational Education and Training Phase II" in Iraq. The key findings are:
1. The project achieved its objectives of providing equipment, computers, training materials and capacity building for vocational schools. It benefited 37 schools and exceeded enrollment targets.
2. New curricula and trained teachers improved students' learning. Statistical data shows lower dropout rates in beneficiary schools.
3. The number of vocational students rose significantly between 2004-2009, largely due to this project. Partnership between UNESCO and Iraq's Ministry of Education was effective in project design and implementation.
4. While challenges remained around
The document discusses the use of graduate portfolios as an assessment tool in speech-language pathology programs. It describes how Nova Southeastern University developed a portfolio system to satisfy accreditation standards. Students are required to submit a portfolio at the end of their program containing evidence that demonstrates mastery of professional knowledge and clinical skills. The portfolio is evaluated at multiple checkpoints throughout the program. The document also discusses how the University of Redlands uses portfolios for formative and integrative assessment at the graduate level to influence students to become more self-directed and reflective learners.
This newsletter issue from CEMCA includes the following:
- An article discussing how institutional self-evaluation methodology can help improve pedagogical management of distance education projects.
- News and updates on CEMCA's recent activities in the region.
- A review of the book "MOOCs and Open Education: Around the World" and a feature on Nanyang Technological University.
- Tips and tools for open educational resources including a mediawiki extension for quality assurance of OER.
The document outlines regulations for a Choice Based Credit System (CBCS) for Bachelor of Engineering/Technology degrees. Some key points:
- The CBCS allows students to choose from prescribed core, elective, and foundation courses.
- The degree program is four years long and divided into eight semesters, with each semester lasting 16 weeks.
- Students must maintain a minimum attendance of 85% in each course, with provisions for condoning up to 10% absence for reasons like medical issues or participation in university events.
- Colleges must periodically inform students of their attendance levels and caution students who are short on attendance to make it up.
1.4 a state the process for defining the vision and mission of the department...Sekar Subramani
The document outlines the process for defining the vision and mission of a department and its program educational objectives (PEOs). It states that a committee is formed including faculty, alumni, employers, parents, and advisory boards to provide feedback. Draft vision and mission statements are prepared after considering trends, needs, and feedback. The statements are then finalized by the entire faculty.
The document discusses a study that administered a mathematical diagnostic test to first-year building degree students at the University of Glamorgan. The average score was 33.5%, with particular difficulty in algebra, trigonometry, logarithms, and equations. Interviews found that mature students lacked confidence in algebra, while those with vocational qualifications felt more prepared. The implications are that degree programs in building require remedial mathematics instruction to address deficiencies and build confidence. Recommendations include blended learning approaches combining flexible packages, lectures, and one-on-one support to better identify and address individual student needs.
Track 13 - Engineering and technological learning in educational and professional contexts
Authors: Isabel M. Brás Pereira, Paulo Silva, Teresa Sena Esteves, Margarida Ribeiro, Anabela Guedes, Celina P. Leão and Filomena Soares
https://www.youtube.com/watch?v=a5zQIcTd1b8&index=6&list=PLboNOuyyzZ87-gGeuVN46ybC0Xl0-pDUu
Impact of Student Satisfaction on Teaching Practice: A Case Study of Engineer...researchinventy
This article presents the results of a student satisfaction study of an engineering program in relation to the quality of training received. The objective is to evaluate the existing system and propose a qualitative approach directing teaching practices to better meet the expectations of different stakeholders. As an indicator of performance of the process of teaching, descriptive statistical analysis of the level of student satisfaction evaluated using a questionnaire will confirm the usefulness of the proposed conceptual framework to improve the quality of training.
The document proposes new guidelines for the Performance Based Appraisal System (PBAS) under the Career Advancement Scheme (CAS) for university teachers and librarians. Key aspects include:
1) Steps for the new CAS via PBAS including completion of format, eligibility checks, approvals from principal, GB meeting and nomination process.
2) Eligibility criteria for stages 1-2, 2-3, and 3-4 including years of service and required Research Council (RC) or equivalent.
3) Scoring mechanisms and requirements across three categories - teaching activities, involvement in university activities, and research/academic contributions. Points are allocated for various activities on a yearly basis
Course Outcome and Program Outcome Calculation(new method)Ravikumar Tiwari
This presentation explains the new method (based on attainment level) of Course Outcome and Program Outcome Calculation. (with reference to National Board of Accreditation new SAR)
This document provides an introduction and background to a study analyzing perceptions of learning outcome competencies of college graduates from occupational safety and health programs that are ABET accredited versus non-ABET accredited. The study aims to test the hypothesis that ABET accreditation leads to higher perceptions of learning outcomes. The document outlines the literature review, study methodology using a survey questionnaire, and research questions regarding differences in perceptions of learning outcomes, feedback on programs, advice to students, and professional development.
The document provides a template for an outcome-based education (OBE) curriculum. It includes templates for the curriculum framework and course outlines.
The curriculum framework template includes sections for the vision and mission of the university and program, program educational objectives, program learning outcomes, course schemes and descriptions. The course description template includes the course objectives, learning outcomes, content, assessment strategies, and resources.
The document also provides frameworks for the curriculum and course outlines. The curriculum framework includes guidelines for mapping learning outcomes from the program to courses and assessment. The course outline framework provides a structure for course details, mapping outcomes, content, strategies, and evaluation criteria.
This document outlines the vision, mission, program objectives, and curriculum for an Electrical Engineering department. The vision is to be a center of excellence for electrical engineering education, training, and research. The mission includes offering continuing education programs, developing curricula, instructional materials, and undertaking research and consultancy. The program objectives are to develop technical and research skills, and generic skills. The curriculum spans 4 semesters and includes courses in various electrical engineering topics, laboratory courses, and a thesis. Program outcomes are defined and mapped to the curriculum and graduate attributes. Stakeholder feedback is incorporated into revising the curriculum and objectives. Student performance metrics like admissions, success rate, academic performance and placements are provided.
NBA preparation for Tier-II Institute according to revised SAR sushantvwaghmare
The document provides information about the National Board of Accreditation (NBA) accreditation process, including:
1. It describes the criteria and scoring system used for NBA accreditation, including program-level criteria worth 780 points and institute-level criteria worth 220 points for a total of 1000 points.
2. It lists various data and documents that need to be compiled for the Self Assessment Report (SAR), including faculty lists, student lists, budgets, course outcomes, and mapping of criteria.
3. It provides examples of course outcomes and how they should be measurable and map to program outcomes, as well as how assessment tools can be mapped to course outcomes.
The effect of entry grades on academic performance of university accounting s...Alexander Decker
This document discusses a study that examines the effect of entry grades in pre-university subjects on the academic performance of accounting students at the university level. Specifically, it analyzes the relationship between performance in pre-university mathematics, English, and accounting, and student performance in business mathematics, financial accounting, managerial cost accounting, and cumulative GPA at the university level. The study employs systems theory and various assessment, selection, expectancy, and learning theories to develop hypotheses and a conceptual framework analyzing the input of pre-university grades and the output of university academic performance. It also reviews previous empirical literature finding relationships between performance in subjects like mathematics and accounting at the high school level and introductory accounting courses at the university level.
This document provides information for external examiners at Heriot-Watt University. It outlines the purpose of external examining to verify academic standards and ensure fair assessment. It describes Heriot-Watt's multi-campus structure and international presence. The document explains processes for external examiner selection, responsibilities, board participation, reporting, and payment. It aims to guide external examiners and university staff on quality assurance procedures.
Santiago Moll-Lopez, Jose Antonio Moraño, M.-Dolores Roselló, Luis Manuel Sánchez Ruiz and Francisco Mínguez Aroca.
Polytechnic University of Valencia (UPV)
This document summarizes the facilities and technical support available in the Electrical Engineering department at NITTTR Chandigarh.
It describes the laboratories available including the Virtual Instruments Lab and Power Electronics Lab. Details are provided on the equipment available, batch sizes, weekly utilization, and technical staff support. Additional simulation facilities have been created including a Simulation Center of Excellence and a solar PV training kit.
Maintenance of laboratory equipment is discussed, including regular checks, repairs, and expenditures. Safety measures across laboratories are outlined. Academic audits are conducted by an Internal Quality Assurance Cell to monitor teaching quality and student performance. Actions are taken based on results to improve attainment of program outcomes and objectives. Placement, higher education and
Awareness on outcome based education and accreditation processDrSreeLatha
The document discusses accreditation by the National Board of Accreditation (NBA) in India. It provides information on:
1. What NBA is and its goals of developing a quality-conscious technical education system.
2. The benefits of accreditation for institutions, including demonstrating accountability, commitment to excellence, and facilitating continuous quality improvement.
3. The shift from an input-output based accreditation process to an outcome based process focused on evaluating student outcomes.
Design and development workshop interior design and furniture sectionIJERA Editor
International Journal of Engineering Research and Applications (IJERA) is an open access online peer reviewed international journal that publishes research and review articles in the fields of Computer Science, Neural Networks, Electrical Engineering, Software Engineering, Information Technology, Mechanical Engineering, Chemical Engineering, Plastic Engineering, Food Technology, Textile Engineering, Nano Technology & science, Power Electronics, Electronics & Communication Engineering, Computational mathematics, Image processing, Civil Engineering, Structural Engineering, Environmental Engineering, VLSI Testing & Low Power VLSI Design etc.
This evaluation report summarizes the UNESCO project "Revitalization of Technical and Vocational Education and Training Phase II" in Iraq. The key findings are:
1. The project achieved its objectives of providing equipment, computers, training materials and capacity building for vocational schools. It benefited 37 schools and exceeded enrollment targets.
2. New curricula and trained teachers improved students' learning. Statistical data shows lower dropout rates in beneficiary schools.
3. The number of vocational students rose significantly between 2004-2009, largely due to this project. Partnership between UNESCO and Iraq's Ministry of Education was effective in project design and implementation.
4. While challenges remained around
The document discusses the use of graduate portfolios as an assessment tool in speech-language pathology programs. It describes how Nova Southeastern University developed a portfolio system to satisfy accreditation standards. Students are required to submit a portfolio at the end of their program containing evidence that demonstrates mastery of professional knowledge and clinical skills. The portfolio is evaluated at multiple checkpoints throughout the program. The document also discusses how the University of Redlands uses portfolios for formative and integrative assessment at the graduate level to influence students to become more self-directed and reflective learners.
This newsletter issue from CEMCA includes the following:
- An article discussing how institutional self-evaluation methodology can help improve pedagogical management of distance education projects.
- News and updates on CEMCA's recent activities in the region.
- A review of the book "MOOCs and Open Education: Around the World" and a feature on Nanyang Technological University.
- Tips and tools for open educational resources including a mediawiki extension for quality assurance of OER.
The document outlines regulations for a Choice Based Credit System (CBCS) for Bachelor of Engineering/Technology degrees. Some key points:
- The CBCS allows students to choose from prescribed core, elective, and foundation courses.
- The degree program is four years long and divided into eight semesters, with each semester lasting 16 weeks.
- Students must maintain a minimum attendance of 85% in each course, with provisions for condoning up to 10% absence for reasons like medical issues or participation in university events.
- Colleges must periodically inform students of their attendance levels and caution students who are short on attendance to make it up.
1.4 a state the process for defining the vision and mission of the department...Sekar Subramani
The document outlines the process for defining the vision and mission of a department and its program educational objectives (PEOs). It states that a committee is formed including faculty, alumni, employers, parents, and advisory boards to provide feedback. Draft vision and mission statements are prepared after considering trends, needs, and feedback. The statements are then finalized by the entire faculty.
The document discusses a study that administered a mathematical diagnostic test to first-year building degree students at the University of Glamorgan. The average score was 33.5%, with particular difficulty in algebra, trigonometry, logarithms, and equations. Interviews found that mature students lacked confidence in algebra, while those with vocational qualifications felt more prepared. The implications are that degree programs in building require remedial mathematics instruction to address deficiencies and build confidence. Recommendations include blended learning approaches combining flexible packages, lectures, and one-on-one support to better identify and address individual student needs.
Track 13 - Engineering and technological learning in educational and professional contexts
Authors: Isabel M. Brás Pereira, Paulo Silva, Teresa Sena Esteves, Margarida Ribeiro, Anabela Guedes, Celina P. Leão and Filomena Soares
https://www.youtube.com/watch?v=a5zQIcTd1b8&index=6&list=PLboNOuyyzZ87-gGeuVN46ybC0Xl0-pDUu
Impact of Student Satisfaction on Teaching Practice: A Case Study of Engineer...researchinventy
This article presents the results of a student satisfaction study of an engineering program in relation to the quality of training received. The objective is to evaluate the existing system and propose a qualitative approach directing teaching practices to better meet the expectations of different stakeholders. As an indicator of performance of the process of teaching, descriptive statistical analysis of the level of student satisfaction evaluated using a questionnaire will confirm the usefulness of the proposed conceptual framework to improve the quality of training.
24-hour Papers: The Open-Book Alternative to Exams for Online AssessmentDavid Hopkins
Common unit specifications covering delivery of subject-identical units across different courses, often with different delivery methods, are increasingly being implemented. The inclusion of a ‘coursework’ element of assessment allows for flexibility. This is different when an ‘exam’ is required; with students on a fully-online course, unable to attend an exam centre, due to differences in time zones and/or locations, the concept of an open-book exam is used. The exam paper is released to students through our VLE (Blackboard) at a time that is agreed and broadcast to students in advance. Submission of their work is required within a 24-hour window via an upload of their files to the VLE (using either the standard submission tool or Turnitin).
This presentation will draw upon the Bournemouth University’s substantial experience of presenting ‘Time-Constrained Papers’ to students studying at a distance and will consider the issues surrounding this approach. Particular consideration will be given to the importance of question design to limit scope for academic dishonesty and the University’s plans to modify this approach in the forthcoming academic year.
Dissertation Defense Powerpoint presented Aug. 8th, 2015KJ Slyusar
OVERCOMING BARRIERS AND CHALLENGES BY CREATING TRAINING TO INCREASE THE USE OF ONLINE EDUCATION TECHNOLOGY AMONG FACULTY: A CASE STUDY DISSERTATION RESEARCH DEFENSE
This document summarizes case studies from 15 colleges on their innovative approaches to implementing study programmes in the 2013-2014 academic year in accordance with new Department for Education guidelines. The case studies are grouped into categories such as strategic approaches and quality of teaching, work experience, maths and English provision, and employer involvement. Examples of innovative practices included highly structured work experience programs, personalized curriculum and teaching approaches, employer-focused assignments, and strategic planning to ensure efficient and sustainable implementation of study programmes.
This document discusses programming the course for Information Processes and Technology (IPT). It provides tips on taking a straightforward approach to ensure all course content is covered. Given litigation risks, most teachers prioritize content over teaching techniques. It also notes the substantial content and interruptions in Year 11. Solutions discussed include joining the Computing Studies Teachers Association for ready-made programs or creating your own program. Assessment and reporting requirements and structures are also outlined.
Continuous professional development for secondary education teachers to adopt...Up2Universe
This document outlines a continuous professional development (CPD) program for secondary education teachers to help them adopt next-generation digital learning platforms. The CPD program was implemented across eight European countries as part of the Up2University project. The three module CPD program aimed to empower teachers to integrate student-centered teaching methods and technology. Initial results from Greece found that teachers found the first module helpful and applicable to their teaching, and would recommend it to others. The conclusions note that large-scale CPDs require a flexible approach when implemented across multiple countries.
BMCC, City College of New York, LaGuardia CCJiyeon Lee
The document summarizes the Borough of Manhattan Community College's experience with implementing ePortfolios in their teacher education program. It discusses initial goals of conducting an assessment of the current ePortfolio program to provide feedback and advance student learning. It describes challenges faced such as low survey response rates. Lessons learned include the benefits of collaboration and that the program has room for improvement, especially regarding transfer students. Future plans include refining the program based on feedback and exploring using ePortfolios for additional assessment and transfer purposes.
This document provides guidance for teachers on implementing the revised environmental studies curriculum for the fourth semester of engineering diploma programs. It discusses the approach to curriculum design, including adopting a systems approach. It outlines the curriculum goals of developing various life skills and technological skills in students. It describes the domains of learning and levels of learning based on Bloom's taxonomy to guide objective-setting and assessment. Finally, it provides a two-dimensional framework for setting questions to evaluate students' knowledge and cognitive abilities.
This document provides guidance for teachers on implementing the revised environmental studies curriculum for the fourth semester of diploma engineering programs. It discusses the approach and philosophy used in revising the curriculum, including adopting a systems approach. Key changes to the curriculum are outlined, such as dividing basic science subjects into separate parts and renaming the life skills subject. The document provides objectives for the curriculum and describes the desired skills that students should gain, including both life skills and technological skills. It also gives details on lesson planning, assessments, assignments and conduct of practicals to support uniform implementation of the revised curriculum.
Assessment of Higher Education Learning OutcomesKolds
- The document discusses the Assessment of Higher Education Learning Outcomes (AHELO) project, an OECD initiative to assess learning outcomes in higher education internationally.
- AHELO aims to create valid measures of learning outcomes that can be used across cultures, languages, and types of higher education institutions. This will provide a more balanced assessment than rankings which often rely on input factors.
- The feasibility study will develop and test assessment instruments in engineering, economics, and generic skills, and collect contextual data from students and faculty. It will evaluate whether reliable cross-national assessment is possible and implementation is feasible.
This report summarizes the activities and accomplishments of the first year of the Ufolio eportfolio project at the University of Oregon. The project involved faculty and programs from the Lundquist College of Business, Arts and Administration Program, and School of Architecture. In the first year, the group selected an open-source WordPress platform to use, piloted eportfolios in seven courses, and provided preliminary findings and recommendations based on student and faculty feedback. Going forward, the group aims to further operationalize support structures and expand eportfolio use across additional programs in the coming academic year.
Implementing Outcome Based Education (OBE) in Textile Engineering Undergradua...PriyankaKilaniya
Outcome-based education (OBE), is considered as quality-based education, is an academic concept that includes all the areas of an educational system around goals or results. It has become the necessity of the global academic system at present. Outcome-based education ensures the student and teachers knowledge exchange. It will also satisfy the requirements of the stakeholders during OBE placement. The employers can easily choose the graduates based on the graduate attributes after the end of their four years engineering study period. It is evident that inclusion of Outcome-based education will have a positive impact on the graduates after their four years of study period that can be applied for the stakeholders. In this paper it was tried to assist the faculty members to prepare themselves for the OBE based education for the department of textile engineering of different universities in Bangladesh.
This document outlines the revised curriculum for the third year (semesters V and VI) of the Bachelor of Electronics Engineering program from the University of Mumbai effective the 2014-2015 academic year. It introduces a semester-based credit and grading system to shift the focus from teacher-centered to learner-centered education. The curriculum was developed based on program educational objectives defined by experts from colleges and industry. Course objectives and outcomes are included to support outcome-based education. The subjects offered in semester V are intended to provide both a strong foundation in fundamentals as well as prepare students for industry and further studies with an emphasis on the latest technologies.
This document discusses strategies for successfully implementing the Extended Project Qualification (EPQ) program. It recommends forming a community of inquiry among students to discuss open-ended topics. Teachers should act as Socratic mentors, asking questions to stimulate critical thinking. The document also recommends using a scaffolded process with regular milestones to help students maintain momentum on their independent research projects. This includes teaching research skills incrementally, using pilot projects to explore topics, and providing structured feedback at draft stages. The goal is to develop students' intellectual curiosity and higher-order thinking skills through an inquiry-based learning experience.
Presentation in Incheon, South Korea, 3rd November 2010 by Prof John Ure, Director Telecommunications Research Project, University of Hong Kong
Director, TRPC Pte Ltd Singapore www.trpc.biz
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Experience in the implementation of projects in professional environment in a 1st cycle of studies of Civil Engineering
1. EXPERIENCE IN THE IMPLEMENTATION OF PROJECTS IN
PROFESSIONAL ENVIRONMENT IN A 1ST CYCLE OF STUDIES OF CIVIL
ENGINEERINGDiogo Ribeiro, Teresa Neto, Ricardo Santos, Maria Portela
TEEM 2018
TECHNOLOGICAL ECOSYSTEMS FOR ENHANCING MULTICULTURALITY
University of Salamanca, Spain, 24-26 October, 2018
2. 2
1. Introduction
The promotion of curricular internships and its inclusion on the curricular
syllabus has known a significant growth on the last few years on Portuguese
Higher Education Institutions (HEI’s)
A first cycle degree on the Polytechnic subsystem must “…give special emphasis
on the training concerning the development of a professional activity, ensuring a
component of applied knowledge directly related to their professional profile”
Recent studies (e.g., Dias et al. [2015], Silva et al. [2018]) emphasize that the
promotion of internships on professional environments during first cycle degrees
strongly increase the employability of students (about 27% reduction on
unemployability)
3. 3
1. Introduction
Cardoso et al. [2012] state that, on the specific field of Civil Engineering, the
promotion of curricular internships in professional environment lags behind
other areas of engineering partly due to the still recent construction crisis and
partly due to the reduced number of AEC companies involved in active
investigation, development and innovation
o In Portugal there are 2 universities and 12 polytechnic institutions that
include a first cycle degree on civil engineering. No concrete evidences could
be identified on the development of curricular internships in the curricula of
these degrees on a systematic and organized fashion
4. 4
1. Introduction
Here, we present the pilot-experience of LEC-ISEP on the implementation of
projects on professional environment (2015/16 up to 2017/18)
12 (Foreseen)
16 (Fulfilled)
Projects on professional environment
8
3
5. 5
2. LEC syllabus and the Integrated Project curricular unit
The Civil Engineering degree syllabus at ISEP has a duration of 3 curricular years
(6 semesters)
The Integrated Project (PROJI) curricular unit (UC) occurs on the second semester
of the third curricular year
On this UC the students:
o are supposed to develop, in groups of two elements, an application project
contextualizing and integrating the knowledge acquired during the previous
years under the supervision of a teacher
o may opt for an individual assignment developed in a professional
environment
This curricular unit is worth a total of 7 ECTU credits
6. 6
3. Projects on professional environment
The proposal of teaching and training for the Higher Polytechnic Education
according to the national legislation
The indication of the evaluation boards: Evaluation and Accreditation Agency
for Higher Education (A3ES) and the Portuguese Professional Order of
Engineers (OE) in a recent EUR-ACE certification process)
“the need and importance of the promotion of professional experience”
The consolidated experience, with a positive evaluation, of 11 out of 13 first
cycle degrees on ISEP that already promote internships or projects in
partnership with companies
Scope
7. 7
3. Projects on professional environment
On all curricular units of other degrees the number of ECTU credits is larger than on LEC (7)
Some degrees have adapted their curricula in order to allow extended periods of permanence of the
students on the companies
Scope
8. 8
3. Projects on professional environment
A group of about 40 companies on the AEC sector already have cooperation
protocols with the Department of Civil Engineering
The success of internships on professional environment occurring on the
Master on Civil Engineering
The higher motivation and expectation of students for this kind of initiatives
Scope
10. 10
3. Projects on professional environment
Projects on professional environment are developed individually having a
supervisor at ISEP and another at the company
Assignment application: students apply indicating 3 options according to their
preferences and the classifications of eight disciplines (UC’s) representing the
four subareas on Civil Engineering
Student serialization: based on the average grade of the eight disciplines
(50%) and the evaluation on an interview conducted by members of the
Direction Board of the degree (50%). The interview is fundamental to assess
the profile and motivation of the student, along with some other factors
(transportation, schedule compatibility, …)
Implementation
11. 11
3. Projects on professional environment
Students must ensure 10 weekly hours at the company (normally two
afternoons) on which they have no classes at ISEP
Students have weekly meetings with the supervisor at ISEP
The project lasts for approximately three months (normally between March
and June)
The choice of the supervisor at ISEP takes into account hers/his availability
and professional and academic experience on the subject
Implementation
12. 12
3. Projects on professional environment
Company selection considers:
o having a technical staff and organizational structure favourable to the
integration and supervision of students
o to give evidence of being capable of defining interesting and motivating
subjects, distributed among the four sub-areas considered in the degree
o accepting students on part-time schedules
o near location to reduce mobility costs and time
o having a previous and successful experience of internships, namely with
Master’s students
Partner Companies
13. 13
3. Projects on professional environment
Partner Companies
* Project in partnership with the Catholic University of Porto
14. 14
3. Projects on professional environment
At the end of term the students submit an Internship Report
The students present themselves to a public viva-voce evaluation before o jury
of at least three elements
The final grade is decided according mainly to the quality of the report and the
performance during the presentation
Last academic year (2017/18) the grading system was improved considering
five classification criteria presented in a radar chart, with classifications
between zero and four (for a grading scale between 0 and 20)
Project procedures and evaluation
15. 15
3. Projects on professional environment
Project procedures and evaluation
16. 4. Monitoring
16
Grades
o 2015/16 – success rate 100%
average grade (15.7/20), superior to UC average (14.5/20)
o 2016/17 – success rate 85%
average grade (14.7/20), close to UC average (14.4/20)
o 2017/18 – success rate 81%, inferior to the rest of the UC (87%)
average grade (15.2/20), close to UC average (14.6/20)
Student evaluation
18. 18
4. Monitoring
Survey was sent to all 27 participating students (3+8+16)
Answers with a reduced dispersion and globally very positive
80%-plus students very satisfied/totally satisfied with the company where the
project took place and 77% are globally very satisfied/totally satisfied with
the initiative
Most praised item: relevance of the internship subject for the student
training
Aspects to improve: duration and number of hours at the company
considered insufficient
Student survey
20. 20
4. Monitoring
Survey sent to all teachers involved (16 teachers)
80%-plus teachers very satisfied/totally satisfied with the company where the
project took place
Most praised items: relevance of the internship subject and importance to
the student training
Global evaluation of the students performance in accordance with the
students high motivation (more than 60% totally satisfied)
Teacher survey
22. 22
4. Monitoring
Survey sent to the 13 company supervisors involved.
Most supervisors very satisfied with the initiative and the student
performance
Aspects to improve : internship duration and schedule
Some doubts seem to subsist on the clear definition and shared responsibility
(teacher/company supervisor) of the internship subject
All supervisors, except one, stated their availability to supervise future
internships
Company survey
24. 24
5. Conclusions
This experience is still being evaluated, having been applied to 27 student
assignments in the last three academic years (2015/16 to 2017/18)
Monitoring has been performed via student grades and surveys conducted
among the participating students, teachers and companies
The general appreciation, so far, has been extremely positive especially in what
concerns the teaching and training of students. All parts were, nevertheless
unanimous in considering the that the period of time spent at the companies
should be increased
25. 25
5. Conclusions
The board of directors of the degree is considering a future change proposal on
the degree syllabus in order to better accommodate PROJI in the current form,
re-evaluating the number of ECTU and the amount of time the students should
spend at the companies.
With this experience ISEP’s first cycle degree on Civil Engineering has tried to
contribute for the implementation of new and innovating models of teaching
Civil Engineering, allowing the students to have a hands-on experience in close
connection with the AEC companies that may, in the future, be also their
employers.
27. 27
1st cycle degree on Civil Engineering -ISEP
Porto-Portugal
The authors would like to express their gratitude to all students, teachers and companies involved for their collaboration.
Thank you!