Training effectiveness of engineering students: A case study

Sardana, Harish Kumar; Arya, Poonam

doi:10.1080/0304379021000055768

Cited by 3 publications

(2 citation statements)

References 3 publications

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“…The education mode of engineering students in the United States emphasizes liberal education in humanities, mathematics, and science. This involves a basic education in many disciplines with the goal of educating general engineering students, focusing on the integration of arts and science, enabling an adequate coverage of science and engineering, and supporting interdisciplinary [ 102 , 103 ], whereas the education mode of engineering students in German universities mainly emphasizes the combination of basic education in humanities and social sciences and professional knowledge education and focuses on practical engineering education, with the goal of educating senior engineering students with a broad knowledge base [ 104 – 106 ].…”

Section: A Priori Model and Hypothesesmentioning

confidence: 99%

Testing the Effects of the Digital Linguistic Landscape on Engineering Education for Smart Construction

Lin

Zhang

Yin

et al. 2022

Computational Intelligence and Neuroscience

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This study investigates the mechanism of digital linguistic landscapes in enabling engineering education for smart construction according to the educational dimensions of A (ability), S (skill), and K (knowledge). A questionnaire survey was conducted based on the core concepts of the informative dimension and symbolic dimension in digital language landscape as well as the ability dimension, knowledge dimension, and skill dimension in engineering education. Structural equation modeling (SEM) was used as the test method. The results of the research demonstrate that the informative dimension and symbolic dimension are two main aspects of DLL in education of engineering students for smart construction. Additionally, DLL has a significant positive impact on the ability, knowledge, and skill education of engineering students for smart construction. The research has theoretical and practical significance, as it not only enriches research on the relationship between DLL and engineering education for smart construction but also expands the theoretical understanding of engineering education from the perspective of linguistics. Furthermore, the study explores the path of the practical application of digital language landscape to engineering education for smart construction.

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Section: A Priori Model and Hypothesesmentioning

confidence: 99%

Testing the Effects of the Digital Linguistic Landscape on Engineering Education for Smart Construction

Lin

Zhang

Yin

et al. 2022

Computational Intelligence and Neuroscience

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“…These studies have used surveys that asked respondents to rate (or rank) the importance of each competency in a list. Of the 19 "importance" studies published since 1990, thirteen included a balance of technical and professional competencies (ASME, 1995;Bankel et al, 2003;Benefield, Trentham, Khodadadi, & Walker, 1997;Evans, Beakley, Crouch, & Yamaguchi, 1993;Koen & Kohli, 1998;Lang, Cruse, McVey, & McMasters, 1999;Lattuca, Terenzini, & Volkwein, 2006;National Society of Professional Engineers (NSPE), 1992;Nguyen, 1998;Saunders-Smit, 2008;Shea, 1997;Turley, 1992;World Chemical Engineering Council, 2004) while six included only professional competencies (de Jager & Nieuwenhuis, 2002;Donahue, 1997;Kemp, 1999;Meier, Williams, & Humphreys, 2000;Sardana & Arya, 2003;Scott & Yates, 2002). A balanced inclusion of both technical and professional competencies is essential to inform the design of entire curricula.…”

Section: Needed: Graduates' Opinions To Inform the Design Of Curriculamentioning

confidence: 99%

Which ABET Competencies Do Engineering Graduates Find Most Important in their Work?

Passow

2012

J of Engineering Edu

272

204

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BACKGROUNDABET-accredited engineering programs must help students develop specific outcomes (i.e., competencies). Faculty must determine the relative emphasis among the competencies. Yet, information is sparse about the relative importance of each competency for professional practice. PURPOSE (HYPOTHESIS)This study synthesizes opinions of engineering graduates about which competencies are important for professional practice. DESIGN/METHODA survey asked undergraduate alumni of a large public university in the Midwest to rate the importance of the ABET competencies in their professional experience. Responses included descriptions of education, post-graduate work environment, and demographics. Protected, post-hoc, all-pairwise multiple comparisons determined patterns in the importance ratings, for the aggregate, and for descriptive subgroups. RESULTSThe lowest-rated competency's mean rating was 3.3 out of 5. Graduates of 11 engineering majors rated a top cluster of competencies (teamwork, communication, data analysis, and problem solving) significantly higher than a bottom cluster (contemporary issues, design of experiments, and understanding the impact of one's work). Importance ratings of five other competencies fell in an intermediate cluster in which importance was statistically tied to either the top or bottom cluster, depending on work environment or academic discipline-not demographics. The clusters were stable over time, that is, over seven survey administrations (1999)(2000)(2001)(2002)(2003)(2004)(2005), years since graduation (0, 2, 6 & 10), and graduation year (1989)(1990)(1991)(1992)(1993)(1994)(1995)(1996)(1997)(1998)(1999)(2000)(2001)(2002)(2003). CONCLUSIONSGraduates across engineering disciplines share a pattern of importance for professional practice among the ABET competencies that is statistically significant, consistent across demographic variables, and stable over time. This pattern can inform faculty decisions about curriculum emphasis within and across engineering disciplines.

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