A qualitative review of study behaviour before and during the first year of engineering studies

Cliff, Alan

doi:10.1007/bf01383837

Cited by 4 publications

(5 citation statements)

References 9 publications

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“…As seen by the climbing hours and efforts prior to substantive course assessments, many firstyear engineering students encounter workload pressures that appear to lead to their adopting increasingly "strategic" approaches to their studies in individual courses [12]. There is more work to be done, especially in how these notions contribute to improving understanding, informing, and predicting student success.…”

Section: Discussionmentioning

confidence: 99%

Are Students Overworked? Understanding the Workload Expectations and Realities of First-Year Engineering

Gerrard

Newfield

Asli

et al.

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Narges Balouchestani-Asli holds an M.A.Sc. in Industrial Engineering and an Honors Bachelor in Mechanical Engineering from the University of Toronto. She also has a Master of Applied Science in Collaborative Program in Engineering Education. Her thesis investigated team level factors affecting innovation in multidisciplinary capstone design course. In addition to her research in engineering education, she has been involved as a teaching assistance with more than four engineering design courses from first year to fourth year. Prof. Chirag Variawa, University of TorontoProfessor Chirag Variawa is Director of First-year Curriculum at the University of Toronto, Canada. He received his Doctorate in Industrial Engineering, focusing on Language Inclusivity in Engineering Education, and is interested in understanding and mitigating learning barriers that affect engineering undergraduate students, especially those of diverse backgrounds.c American Society for Engineering Education, 2017 Are Students Overworked? -Understanding the Workload Expectations and Realities of First-year Engineering AbstractA study was conducted to investigate first-year engineering undergraduate student workload at the Faculty of Applied Science and Engineering, University of Toronto, Canada. The study was prompted by student feedback suggesting high workload, impacting their learning experience in first-year and motivated by a Faculty whose goal is to increase accessibility and inclusivity for all students.The multi-part study followed the 2016 cohort of first-year undergraduate engineering students as they completed their first-term of study. Each week in that term, a random sample of students submitted details of their weekly workload, including perceptions of difficulty, for each course quantitatively and qualitatively. These data are investigated in addition to information gathered at the beginning of term from all students and instructors of first-year engineering courses.The analysis of expectations and realities of first-year student workload yields information that can lead to the development of a more integrated, inclusive first-year engineering curriculum. Observations suggest that workload almost doubles within the first three weeks of class and assessments (major and minor) have an amplifying effect especially as they can be inadvertently grouped-together on specific dates. Additionally, there appears to be a link between perceived difficulty and hours spent, with that link aligning better as the courses progress. Furthermore, data also suggests that the first-year design/communication course has a large spike in workload midway through the term, much larger than the increases seen in the heavy-weighted assessments in non-design courses. Qualitative responses suggest that students may feel less prepared for such courses, and consequently spend more time on them when compared to nondesign courses.A deeper look at the results suggest the emergence of several categories, some more dominant and impactful to first-year student workload a...

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Section: Discussionmentioning

confidence: 99%

Are Students Overworked? Understanding the Workload Expectations and Realities of First-Year Engineering

Gerrard

Newfield

Asli

et al.

2017 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

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“….' (Biggs, 1987), and the deep-to-surface phenomenon has been demonstrated elsewhere (for example, Watkins and Hattie, 1985;Cliff, 1995;and Solomonides, 1996).…”

Section: Handmentioning

confidence: 92%

Tackling an accounting coursework assignment - action research on the student perspective

Hand¹

1998

Accounting Education

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The study focused upon first year undergraduates' experiences and perceptions of a major coursework assignment in accounting. The context was a modular programme with several hundred students from many different courses taking a common first year, first semester introductory accounting module. In the role of a reflective practitioner, the author adopted an action research approach, and gathered various forms of evidence including in-depth interviews with four students at key points during and after completion of their courseworks. The main issues highlighted were: (1) the effect which the university, as a new environment, has on learning in the early weeks of a course, and the fractured nature of learning in a semesterized course; (2) the personal strategies which students adopt for scheduling time on coursework, and the way in which this may differ from the expectations of staff; (3) the variety of learning approaches represented within the student group. These issues are reflected upon and implications for both the author's practice and for other practitioners are considered.Accounting Coursework, Action Research, Approaches To Learning, Interviews, Student, Perspective, Undergraduates' Early Experiences,

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“…Потребности и ожидания абитуриентов технических направлений, сложность адаптации к высокому уровню учебной нагрузки, меры академической поддержки для студентов-первокурсников инженерных специальностей обсуждаются в работах А. Клифф [25] и В. М. Онсонго [26]. Ученые доказали, что абитуриентами реализуются модели выбора вуза, учитывающие такие факторы, как социально экономический 12 Из них 92 % респондентов обучаются по инженерным направлениям.…”

Section: обзор литературыunclassified

Strategies of Professional and Educational Choice among Technical University Applicants

Petruneva,

Ovchar,

Martynova

2024

IntegrEdu

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Introduction. There is an acute shortage of labor resources in the modern labor market, especially with engineering qualifications. A significant part of university students do not reach the stage of obtaining a diploma. Efficient spending of federal budget funds for training of high-class technical specialists becomes extremely necessary. The purpose of this study is to identify the main strategies of choosing a university among first-year students participating in the “Priority-2030ˮ program. Materials and Methods. The goals and objectives of this descriptive study suggest obtaining a more complete understanding of professional and educational applicants’ strategies when choosing technical universities. The questionnaire method implemented in the form of an online survey was used as the main method of collecting primary empirical data. The survey was conducted in May 2023 (n = 1,888). Results. The main motives and factors influencing the professional and educational strategy of choosing a higher educational institution are determined: the characteristics of the university (its type and academic authority, position in university rankings, its transport accessibility and the availability of dormitories); prospects for further employment in the speciality received; the financial capabilities of the applicantʼs family, the main trajectories of admission to the university. The most relevant aspects of the attractiveness of the university for applicants are formulated. Discussion and Conclusion. The authorʼs conclusions contribute to the development of scientific approaches to the study of trends in the development of higher education, the theory and practice of organizing the educational process in educational organizations, the problems of professional self-determination and career guidance, methods of supporting studentsʼ professional choice. The materials of the article can be useful to Russian universities in developing an effective system of career guidance.

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A qualitative review of study behaviour before and during the first year of engineering studies

Cited by 4 publications

References 9 publications

Are Students Overworked? Understanding the Workload Expectations and Realities of First-Year Engineering

Are Students Overworked? Understanding the Workload Expectations and Realities of First-Year Engineering

Tackling an accounting coursework assignment - action research on the student perspective

Strategies of Professional and Educational Choice among Technical University Applicants

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