Designing, implementing and maintaining a first year project course in electrical engineering

Lilliesköld, Joakim; Östlund, Stefan

doi:10.1080/03043790801980326

Cited by 8 publications

(4 citation statements)

References 2 publications

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“…La elaboración de planes de estudio por competencias fuerza a que se propongan actividades más participativas para el estudiante y a dar una gran importancia al proceso de evaluación, tanto de los conocimientos como de las competencias específicas y transversales. Entre las competencias transversales básicas que deben de adquirir los estudiantes cabe destacar: capacidad de trabajo en grupo y autónomo, comunicación oral y escrita, responsabilidad en la solución de tareas asignadas (Lilliesköld y Östlund, 2008). El estudiante pasa a ser un elemento activo de su aprendizaje y el profesor actúa como guía en este proceso.…”

Section: Introductionunclassified

Evaluación Continua Aplicada a la Asignatura Componentes y Circuitos en su Adecuación al Espacio Europeo de Educación Superior (EEES)

Barnils¹

2009

Form. Univ.

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ResumenEn este trabajo se describe la evaluación continua aplicada a la asignatura Componentes y Circuitos en la titulación Ingeniería Técnica de Telecomunicación de la Escuela Politécnica Superior de Castelldefels en el cuatrimestre de otoño de 2006. Se estudia la relación existente entre el rendimiento académico conseguido por los estudiantes, su procedencia y su nota de acceso a la universidad. Este trabajo demuestra que existe una clara correlación entre el rendimiento académico global de la asignatura y su nota de acceso a la universidad. Esta evaluación continua junto a la aplicación de metodologías de aprendizaje activas ha permitido que aproximadamente un 50 % de los estudiantes haya superado la asignatura. Palabras clave: evaluación continua, metodologías docentes activas, aprendizaje cooperativo, rendimiento académico Continuous Evaluation Applied to the Course Components and Circuits and its Suitability to the European Higher Education Area (EHEA) AbstractThis paper describes the continuous evaluation applied to the course Components and Circuits in the Telecommunications Engineering degree of the Castelldefels School of Technology in the autumn semester of 2006. The paper explores the relationship between the academic performance achieved by students, their previous studies and the results of the university entrance evaluation. This work demonstrates that there is a clear correlation between overall academic performance and the mark obtained to enter the university. This continuous evaluation study along with the application of active learning methodologies has allowed about 50% of students has passed the course.

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Section: Introductionunclassified

Evaluación Continua Aplicada a la Asignatura Componentes y Circuitos en su Adecuación al Espacio Europeo de Educación Superior (EEES)

Barnils¹

2009

Form. Univ.

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“…The trend is visible in other areas of engineering as well. Lillieskold and Ostlund (2008) reported their experience in designing and maintaining a similar initiative in the first year of an electrical engineering degree in Sweden. The integration of project management skills, communication and electrical engineering has been successful, they report, and the students devote a lot of time to the course.…”

Section: How Early Is Too Early To Start Designing In An Engineering mentioning

confidence: 98%

Teaching design in the first years of a traditional mechanical engineering degree: methods, issues and future perspectives

Silva¹,

Fontul²,

Henriques³

2014

European Journal of Engineering Education

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Engineering design is known as an answer to an ill-defined problem. As any answer to an ill-defined problem, it can never be completely right or absolutely wrong. The methods that universities use to teach engineering design, as a consequence of this, suffer from the same fate. However, the accumulated experience with the 'chalk and talk' teaching tradition has led to a reality in which the employers of fresh graduates are not happy with the engineers they are getting. Part of their complaints are related with the inability of recently graduate engineers to work in problems where the boundaries are not well defined, are interdisciplinary, require the use of effective communication and integrate non-technical issues. These skills are mostly absent from traditional engineering curricula. This paper demonstrates the implementation of engineering design perspectives enhancing some of the aforementioned skills in a traditional mechanical engineering curriculum. It emphasises in particular a design project that is tackled in a sequence of conventional courses with a focus that depends on the course objectives and disciplinary domain. This transdisciplinary design project conveys the idea (and effectively implements it concurrently) that design is multidisciplinary.

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“…The module design was used and developed during 5 years for a group of second-year undergraduate students in the Electrical Engineering program at KTH Royal Institute of Technology, Stockholm, Sweden with about 40 participants each year. The students in this study had an earlier training in writing reports as part of a first-year project course in electrical engineering (Lilliesköld and Östlund 2008), but in that case feedback on the reports were supplied by teachers. Hence, the module described here was the first time the students met peer review during their university studies.…”

Section: Participants and Contextmentioning

confidence: 99%

Peer review of laboratory reports for engineering students

Andersson

Weurlander

2018

European Journal of Engineering Education

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Here, we present a module to introduce student peer review of laboratory reports to engineering students. Our findings show that students were positive and felt that they had learnt quite a lot from this experience. The most important part of the module was the classification scheme. The scheme was constructed to mimic the way an expert would argue when making a fair judgement of a laboratory report. Hence, our results may suggest that the success of the module design comes from actively engaging students in work that is more related to 'arguing like an expert' than to only supply feedback to peers, which in such a case would implicate a somewhat new direction for feedback research. For practitioners, our study suggests that important issues to consider in the design are (i) a clear and understandable evaluation framework, (ii) anonymity in the peer-review process and (iii) a small external motivation.

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Designing, implementing and maintaining a first year project course in electrical engineering

Cited by 8 publications

References 2 publications

Evaluación Continua Aplicada a la Asignatura Componentes y Circuitos en su Adecuación al Espacio Europeo de Educación Superior (EEES)

Evaluación Continua Aplicada a la Asignatura Componentes y Circuitos en su Adecuación al Espacio Europeo de Educación Superior (EEES)

Teaching design in the first years of a traditional mechanical engineering degree: methods, issues and future perspectives

Peer review of laboratory reports for engineering students

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