Integrating Undergraduate Research into Engineering: A Communications Approach to Holistic Education

Thompson, Nancy S.; Alford, Elisabeth M.; Liao, Changyong; Johnson, Robert L.; Matthews, Michael A.

doi:10.1002/j.2168-9830.2005.tb00854.x

Cited by 35 publications

(28 citation statements)

References 12 publications

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“…Thus, the relationship between IbL/PbL and RbL can be shown in a Venn diagram as shown in Figure 1, where RbL represents a subset of IbL/PbL. RbL enhances students' perception and interest in science careers [57][58][59], confidence and self-capacity [31,52,60]; learning outcomes [53,61,62]; management, communication, organizational, and leadership skills [24,61]; and likelihood to pursue graduate studies [31]. Nevertheless, due to lack of maturity and motivation, undergradu-PAPER PROBLEM-CENTRIC PROCESS FOR RESEARCH-BASED LEARNING ate students especially those new to RbL can show skepticism to RbL [50,63].…”

Section: Introduction Imentioning

confidence: 99%

Problem-centric Process for Research-based Learning

Shaban

Abdulwahed²,

Younes³

2015

Int. J. Eng. Ped.

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Abstract-Research-based Learning (RbL) extends Inquiry and Project-based Learning by facilitating an early stage exposure and training for future scientists through authentic research activities. In this paper, an iterative problemcentric RbL process is introduced, and its activities and management aspects are described. The process helps implement course-integrated research systematically and practically. Furthermore, the novel process follows constructivist methods in incorporating inquiry, scaffolding, open-ended projects, as well as a goal oriented learning approach. The RbL process is adopted in two advanced computing courses, at two different universities: a leading comprehensive Western university and a new university in a developing country. The paper summarizes new lessons learned in these rewarding experiences. In particular, the instructor should help students start their projects, by providing them with previous work or data and pre-approving the papers to review by students. He should also maintain a continuous feedback to and from students to keep the students motivated and help the instructor refine and adapt the RBL process. We note that research collaborators can help students in identifying the research topics early. The paper also shows how to alleviate difficulties that may be encountered by students who find the novel approach demanding, and consequently it also helps the instructors better manage the course contents.

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Section: Introduction Imentioning

confidence: 99%

Problem-centric Process for Research-based Learning

Shaban

Abdulwahed²,

Younes³

2015

Int. J. Eng. Ped.

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“…The project ends with a design symposium that is open to the general student body, academics, industry partners and potential sponsors as well as the general community (Moore and Berry 2001). Thompson et al describe how small research project work has contributed to "the development of metacognitive abilities necessary for self-directed, lifelong learning" in undergraduate students (Thompson et al 2005), while Denton points out that such team work, especially when directly relevant to industry, clearly increases student motivation (Denton 1997). In fact, industry insistence for graduates with relevant attributes skills is driving the implementation of problem-or design-based approaches to student learning, although the success of these schemes depends greatly on the facilitation and supervision of the projects or mini-projects.…”

Section: Approaches To Achieving Desired Graduate Attributesmentioning

confidence: 99%

From concept to commercialisation: student learning in a sustainable engineering innovation project

Schäfer

Richards

2007

European Journal of Engineering Education

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An interdisciplinary sustainable design project that combines membrane technology with renewable energy to provide water for remote communities and developing countries was offered to students for voluntary participation. Through continuous design stages and improvements on several prototypes, laboratory testing and several field trials in Australia, and interactions with industry partners and funding agencies, the project has offered very important experience to students and contributes significantly to graduate attributes that are difficult to gain during traditional coursework education. Such initiatives offer an exciting addition to the environmental engineering curriculum and can be adapted to various teaching frameworks and topic areas. In addition to acquiring technical skills, the students gained skills in the areas of team-work and interpersonal skills, project management, interdisciplinary skills, and confidence in interacting with non-engineers.A number of the students involved who have now graduated as well as peers were subsequently surveyed to evaluate student learning using critical incident questionnaires. One student felt that the involvement in the project was more important than the entire engineering degree. Students reported also a boost in confidence, motivation, inspiration, pride to be involved, high degree of engagement, especially during field trips. One drawback was negative team experiences, caused by students who thought they should have been selected as project managers. However, this was described by a student (now in the workforce) as a representation of later office politics and as a good opportunity to develop character strength. Poor communication, team building tools and lack of institutional support were additional issues needing addressing, as well as concerns from other academics that such activities could be to the detriment of other, more traditional, coursework-based learning activities. Significantly enhanced employment opportunities and extremely positive industry feedback were also noted. Industry emphasised the need for more project and time management skills.

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“…Increasing interest in RBL/UR can also be noticed in the UK [14], Australia [15], Canada [16], New Zealand [17], South Africa [18], Qatar [19], and Malaysia [20]. RBL and/or undergraduate research has been applied in biology [21], [22], neuroscience [23], geography [24], business and economics [25], engineering and computing [26], [27], [10], nursing [28], psychology [29], pharmacy [15], and political sciences [30].…”

Section: A International Trendsmentioning

confidence: 99%

Research-based learning in computing courses for senior engineering students

Shaban

Abdulwahed

2012

Proceedings of IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) 2012

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This paper reports on the experience and lessons learned from introducing a constructivist inquiry-based learning (IBL) in advanced computing courses. The paper describes an iterative problem-centric process and gives details on its activities, procedures, assessment methods, and related management aspects. Research-based projects are one of the IBL practices that are particularly suitable for higher education. Research-based IBL has been conducted in two different higher education contexts; at the University of Waterloo and at QatarUniversity. Measurement data provides information relative to the strengths and weaknesses of the adopted methodology in satisfying the pedagogical objectives being addressed in the paper. Index Terms-constructivism; inquiry-based learning; research-based learning; advanced computing coursesI.

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Integrating Undergraduate Research into Engineering: A Communications Approach to Holistic Education

Cited by 35 publications

References 12 publications

Problem-centric Process for Research-based Learning

Problem-centric Process for Research-based Learning

From concept to commercialisation: student learning in a sustainable engineering innovation project

Research-based learning in computing courses for senior engineering students

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