Teaching and Assessing Engineering Professional Skills

Al-Bahi, Ali M.; Taha, Mahmoud A.; Turkmen, Nedim

doi:10.3991/ijep.v3is3.2728

Cited by 15 publications

(7 citation statements)

References 2 publications

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“…A T THE end of their college education engineering students are expected to have a set of professional skills related to teamwork, oral and written communication, and impact of engineering solutions, life-long learning and knowledge of contemporary issues [1], contributing to maintain and improve their countr's social well-being and economic prosperity. When making the transition to the labour market graduates need not only to have a solid theoretical-practical knowledge in their field of specialization, but also have appropriate soft or generic skills, such as communication, teamwork, time management, problem-solving, learning aptitude and the ability to manage stress or heavy workloads [2], [3].…”

Section: Introductionmentioning

confidence: 99%

Different Didactical Approaches Using a Remote Lab: Identification of Impact Factors

Lima

Viegas

García‐Peñalvo

2019

IEEE R. Iberoamericana Tecnologias Aprendizaje

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Conducting laboratory experiments is of vital importance in science and engineering education, independently the level of education. Nowadays, teachers have different ways of allowing students to develop these competences other than hands-on labs, such as simulations and remote labs. This study is focused on the combined use of the three resources, carried out by 51 teachers, in 25 different courses. In total, 39 didactical implementations in the electric and electronics area were performed in several Higher Educational Institutions and Secondary Schools, in Argentina and Brazil. This occurred during 2016 and 2017 academic years, under the scope of the VISIR+ project and VISIR was the implemented remote lab and reached 1569 students. Teachers' perception about student acceptance and performance with VISIR as well as teachers' satisfaction with VISIR, were cross analysed with course characteristics as well as didactical implementation design factors and several interesting correlations stood out: Teachers extra care in designing VISIR tasks accordingly to the learning outcomes/ competences they want their students to develop revealed as a crucial factor; Teacher experience with VISIR plays an important role in students' satisfaction with the tool; Teacher introduction and support to VISIR along the semester is also an important factor.

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Section: Introductionmentioning

confidence: 99%

Different Didactical Approaches Using a Remote Lab: Identification of Impact Factors

Lima

Viegas

García‐Peñalvo

2019

IEEE R. Iberoamericana Tecnologias Aprendizaje

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“…Assessment tools include the capstone project checklist of Fig. 4 and the rubrics for the student outcomes, c, d, g, h and k. [10] Demonstrate an excellent understanding of all major topics presented and argued with clear links between successive ideas using superb organization from a capturing introduction to a clear conclusion that builds on and provides support to the subject matter.…”

Section: Assessment Techniques and Grading Policymentioning

confidence: 99%

“…They are instructed to follow their professional code of ethics in order to get the public trust, to avoid legal problems, to provide a clear definition of what the public has a right to expect from responsible engineers, and to raise the image of the profession. They are also required to analyze an ethical case through an assignment similar to the one described in [10].…”

Section: Professionalism and Engineering Ethicsmentioning

confidence: 99%

Capstone design projects in the environment of weak industry-academia interaction

Al-Bahi

Taha

Turkmen

2014

2014 IEEE Global Engineering Education Conference (EDUCON)

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Accreditation requirements for a major design experience that prepares the students for engineering practice are normally satisfied through capstone projects originating from and sponsored by the local industry. This is difficult to be satisfied in an environment of weak industry academia interaction.In this case the projects are coming from academically oriented faculty members with limited industrial experience resulting in research type projects. The present work describes a process implemented to ensure that capstone projects satisfy the requirements for a major design experience. The method also facilitates using capstone design in assessing several student outcomes by the time of graduation.

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“…In 2012, 15 students produced acceptable journal papers that showed an awareness of both contemporary issues and ethical responsibility. [22] In addition, for engineering faculty at UKA-Rabigh, the Capstone effect was more noticeable, since the time gap between learning the aspects of the program and practicing them were very short. Figure 11 shows some advantages of involving students in the Capstone program.…”

Section: Achievementmentioning

confidence: 99%

Managing the Senior Capstone Design Project for Undergraduate Students at King Abdulaziz University

Sait¹,

Turkman²,

Ishaq³

2018

Int. J. Eng. Ped.

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It is compulsory for final-year undergraduate engineering students to take a senior design class, commonly known as the senior capstone design project. This project is set up to help students deeply understand and apply what they have learned since beginning their quest for a bachelor’s degree in science. Capstone preparation involves many elements including the contribution of faculty members and academic programs that give students the technical and management skills needed to establish a career in engineering. Moreover, the capstone usually requires funding, which often comes from the industry sector. The engineering faculty at King Abdulaziz University (KAU) encourages students to complete this course showing high-quality levels of achievement. The university’s mechanical engineering department led the effort in organizing the senior design project course, which meets the Accreditation Board for Engineering and Technology (ABET) requirements. This paper presents an overview of a program that promises an outstanding engineering capstone experience for two KAU engineering colleges in Rabigh and Jeddah, Saudi Arabia. This paper delineates the process, leadership skills, ABET involvement and evaluation. The capstone project presented here has provided overall satisfaction from both faculty members and students. Moreover, course management improvements led to a more cost-efficient program.

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Teaching and Assessing Engineering Professional Skills

Cited by 15 publications

References 2 publications

Different Didactical Approaches Using a Remote Lab: Identification of Impact Factors

Different Didactical Approaches Using a Remote Lab: Identification of Impact Factors

Capstone design projects in the environment of weak industry-academia interaction

Managing the Senior Capstone Design Project for Undergraduate Students at King Abdulaziz University

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