Sp131011
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The document discusses how Twitter is being used by Australian engineering academic units. It finds that Twitter is being used for social media in engineering education to link students and practicing engineers, engage large classes in real time, and for student group communications when learning management systems prove unwieldy. It provides statistics on tweets, mentions, followers, etc. for 8 academic units and finds two principal patterns of Twitter activity: sending mostly undirected tweets and a more diverse model with various tweet types and more overall activity. The document concludes that Twitter is only one platform and network visualization is a useful method for evaluating social media use in engineering education.
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This document analyzes data from the Australian census to summarize occupational outcomes for engineering graduates. It finds that while 25% of engineering bachelor's graduates work as professional engineers, most do not and many are not working at all. Over time, even fewer graduates work as professional engineers as competition increases from people with other qualifications. The document also examines engineering graduate incomes, locations, and qualifications over time to understand trends in employment. It raises questions for engineering curriculum about preparing students for a wider range of career paths beyond traditional engineering roles.
Sp190305ss
This document discusses writing intended learning outcomes for university courses. It explains that learning outcomes should state what students are expected to know or be able to do after completing a subject. Learning outcomes help provide transparency for students and need to be observable and measurable. The document outlines key components of learning outcomes, including using action verbs and specifying the expected knowledge or skills. It also describes how learning outcomes fit within a hierarchy from university-level graduate attributes down to class-level outcomes.
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This document describes a study that used Australian census data from 2006, 2011, and 2016 to analyze the occupational outcomes of graduates with bachelor's degrees in engineering. It found that while 25% of engineering graduates worked as professional engineers, 23.5% were not working. The majority of the professional engineering workforce had bachelor's degrees in engineering or related technologies. However, over time, fewer graduates were working as professional engineers and more were working in other roles or not at all. The study provides insight into the transferable skills of engineering graduates and the diversity of careers they enter.
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This document summarizes data from the 2016 Australian census about employment outcomes for engineering bachelor graduates. It finds that 25% of engineering graduates work as professional engineers, with declining employment rates in and out of the engineering field since 2011. Even for professional engineering roles, there is significant competition from non-engineers. The document raises questions about how universities portray career outcomes to students and whether engineering curricula adequately prepare students for available roles.
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1. The document discusses evaluation in engineering education, with a focus on potential data sources, ethics, representativeness, modelling, confounding factors, and publishing work.
2. It provides examples of using student marks, surveys, artefacts, learning management system data, census data, and social media data for evaluation purposes.
3. Models discussed include correlations, linear and logistic regression to explore relationships between factors and predict outcomes like student pass rates.
4. The goal is to evaluate initiatives and practices to identify areas for improvement, with the results potentially published in engineering education journals.
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This study analyzed tweets containing three hashtags (#PCEHR, #MyHealthRecord, and #MyHR) related to personal electronic health records in Australia from August 2016 to August 2017. Time sequence and network analysis identified six influential users who discussed supporting or opposing views on the topic. The research aims to understand representation of Australia's national electronic health record system on Twitter and identify ways social media could better facilitate public engagement on this issue.
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1. The document analyzes the Twitter engagement of a multinational engineering services company over three 6-month periods from 2016 to 2017.
2. Text analysis of the company's tweets and tweets mentioning them showed limited conversation, with the company mostly using Twitter as a megaphone rather than engaging in dialogue.
3. While the number of tweets from the company decreased over time, the number of tweets mentioning the company doubled, showing it was being discussed more even if not directly engaging. Overall there were about 10 times as many mentions as tweets from the company.
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This document profiles Dr. Stuart Palmer and his career in engineering practice, education, and research. It discusses his qualifications and experience leading various projects related to engineering education, assessment practices, online learning environments, and using social media data in product design. It also outlines his future research interests in areas like engineering education, STEM education, graduate employability, and using frequency domain methods. Potential funding sources for this future work are also mentioned.
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1. The document examines engineering students' use of Facebook as a social media "third space" separate from the university's formal learning management system.
2. It analyzes several public Facebook groups and pages related to engineering at Deakin University to map their content and activity over time.
3. Text analytics of posts in these groups show they contain a mix of social expressions as well as academic content and discussions of practical school matters, representing Facebook as a third space beyond the classroom.
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This document summarizes census data on STEM graduate occupational outcomes in Australia. It finds that approximately half of STEM graduates work in a STEM occupation 10 years after graduation, consistent with studies in the US and UK. The document analyzes census data on the occupations of engineering and science graduates in Australia and finds that while about half of engineering graduates work as professional engineers initially, this declines with age and experience. Approximately one-third work as professional engineers long-term. For both engineering and science graduates, there is significant geographic clustering of graduates and jobs in state capital cities. The document raises questions about how undergraduate STEM curricula should prepare students for this variety of career outcomes and locations.
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- Approximately half of engineering graduates will work in a professional engineering role initially, but that proportion declines over time such that long-term, about one-third will work as professional engineers.
- There are more people with engineering qualifications than there are professional engineering jobs, and engineers face competition from people without engineering degrees.
- Engineering jobs, degree-holders, and graduates are clustered strongly in state/territory capital cities, so competition for jobs is largely local.
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The influence of geography on engineering employability and implications for undergraduate curriculum design
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Using national census data to understand the science workforce and implications for curriculum design
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Characterization of social media interactions for a national information and communication technology professional association
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In the undergraduate engineering program at Griffith University in Australia, the unit 1006ENG Design and Professional Skills aims to provide an introduction to engineering design and professional practice through a project-based learning (PBL) approach to problem solving. It provides students with an experience of PBL in the first-year of their programme. The unit comprises an underpinning lecture series, design work including group project activities, an individual computer-aided drawing exercise/s and an oral presentation. Griffith University employs a ‘Student Experience of Course’ (SEC) online survey as part of its student evaluation of teaching, quality improvement and staff performance management processes. As well as numerical response scale items, it includes the following two questions inviting open-ended text responses from students: i) What did you find particularly good about this course? and ii) How could this course be improved? The collection of textual data in in student surveys is commonplace, due to the rich descriptions of respondent experiences they can provide at relatively low cost. However, historically these data have been underutilised because they are time consuming to analyse manually, and there has been a lack of automated tools to exploit such data efficiently. Text analytics approaches offer analysis methods that result in visual representations of comment data that highlight key individual themes in these data and the relationships between those themes. We present a text analytics-based evaluation of the SEC open-ended comments received in the first two years of offer of the PBL unit 1006ENG. We discuss the results obtained in detail. The method developed and documented here is a practical and useful approach to analysing/visualising open-ended comment data that could be applied by others with similar comment data sets.
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- 1. HOW TWITTER IS BEING USED BY AUSTRALIAN ENGINEERING ACADEMIC UNITS Stuart Palmer @s_palm Faculty of Science, Engineering and Built Environment Deakin University Deakin University CRICOS Provider Code: 00113B
- 2. Social media in engineering education Linking students and practising engineers Engaging large classes in real time Student ‘journaling’ on work placements Sending commands to hosted Matlab Used for student group communications when LMS proves to be unwieldy Deakin University CRICOS Provider Code: 00113B
- 3. Georgia Tech College of Engineering 4891 Twitter followers 40 YouTube videos 14 subscribers 4115 Facebook followers Deakin University CRICOS Provider Code: 00113B
- 4. Basic Twitter account statistics for the 8 Australian engineering units Tweets Academic unit Undirected U1 161 5 7 173 16 22 306 U2 237 306 140 683 58 189 405 U3 12 1 0 13 0 9 7 U4 219 269 73 561 59 536 695 U5 171 0 0 171 0 6 14 U6 91 106 51 248 19 76 288 U7 62 0 1 63 0 12 28 U8 32 10 49 91 40 114 211 Mentions Following Followers Deakin University CRICOS Provider Code: 00113B Directed Retweets Total
- 5. Monthly total Tweets for 8 AEAUs Nil 1-10 11-20 21-30 31-40 41-50 51-60 61-70 U8 U7 U6 U5 U4 U3 U2 U1 N D J F MA MJ J A S O N D J F MA MJ J A S O N D J F MA MJ J A S O N D J F MA MJ J 2010 Deakin University CRICOS Provider Code: 00113B 2011 2012 2013
- 6. Twitter network visualisation schema Direction of Tweet (clockwise edge) Account 2 (node) Account 1 (node) Deakin University CRICOS Provider Code: 00113B
- 7. Exemplar Twitter network diagrams AEAU 1 Deakin University CRICOS Provider Code: 00113B
- 8. Exemplar Twitter network diagrams AEAU 1 AEAU 2 Deakin University CRICOS Provider Code: 00113B
- 9. Combined AEAU Twitter network 2 d 3 7 5 w 1-8: AEAUs w: ‘the world’ a: common to AEAUs 2 and 4 b: common to AEAUs 2, 4 and 5 c: common to AEAUs 2, 4, 6 and 8 d: common to 5 AEAUs and others a b c 6 8 1 Deakin University CRICOS Provider Code: 00113B 4
- 10. Combined AEAU Twitter network 2 3 7 5 6 8 1 Deakin University CRICOS Provider Code: 00113B 4
- 11. Combined AEAU Twitter network 2 @EWB_Australia 3 @EngAustralia 7 5 6 8 1 Deakin University CRICOS Provider Code: 00113B 4
- 12. Combined AEAU Twitter network @Bechtel 2 @AECOM @EWB_Australia 3 @EngAustralia 7 5 6 8 1 Deakin University CRICOS Provider Code: 00113B 4
- 13. Combined AEAU Twitter network @Bechtel 2 @AECOM @DoctorKarl @EWB_Australia 3 @EngAustralia 7 5 @adambspencer 6 8 1 Deakin University CRICOS Provider Code: 00113B 4
- 14. Combined AEAU Twitter network @Bechtel 2 @AECOM @DoctorKarl @EWB_Australia 3 @EngAustralia 7 5 @adambspencer 6 8 1 4 @UTAustin Deakin University CRICOS Provider Code: 00113B
- 15. Combined AEAU Twitter network @Bechtel 2 @AECOM @DoctorKarl @EWB_Australia 3 @EngAustralia 7 5 @adambspencer 6 8 @s_palm 4 1 @KimTairi @UTAustin Deakin University CRICOS Provider Code: 00113B @HapgoodK
- 16. Conclusions Limited uses of social media in engineering education documented in the literature Network visualisation is one method for evaluating the use of social media For AEAUs, two principal patterns of Twitter activity where observed… Deakin University CRICOS Provider Code: 00113B
- 17. Conclusions 1. sending mostly undirected Tweets; and 2. a more diverse model with a spread of Tweet types, and more Tweets overall The mere numbers don’t really reveal the content and purpose of the Twitter activity Twitter is only one social media platform A useful method for future research Deakin University CRICOS Provider Code: 00113B
- 18. Thank you for your time ow.ly/qljSi Deakin University CRICOS Provider Code: 00113B