- Manuel Morales added an answer:9Will the concept of massive open online courses (MOOCs) destroy traditional academia?Massive open online courses (MOOCs) are a big topic these days on university campuses. There appears to be a divide in support of MOOCs and against MOOCs. What are your thoughts about integrating MOOCs into your institution?
January 30, 2016, is the deadline to submit your keyword search (see linked article). I do not have anyone from the research community who has submitted an entry yet?
If you wish to participate in this quick and easy keyword phrase search, here are some links to get you started. Pick some, all, or from the many other available resources online, your choice:
- Martin John Pitt added an answer:13What are the barriers to effective use of e-learning by academic staff and students?
My focus is on Engineering Education.
I have 30 years experience of this, starting with putting material in accessible files on a mainframe computer in 1985, and including using email for submission and feedback (The use of electronic mail in undergraduate teaching BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY 27(1):45 - 50 · JANUARY 1996). I introduced spreadsheets to a major university engineering faculty, moved to Windows, and Virtual Learning Environments.
The main problem is that technology moves on. I have so many times had material which did not work on the latest update of operating system or programs. (E.g. Excel changing its macro language and not being backwards compatible.) Our VLE changed and made some features inoperable.
In many cases a substantial amount of work can be put in, and rendered useless in 2 or 3 years.Following
- Mario Hirz added an answer:5Is sketching properly present in engineering education?
I needed your support to perform a survey study for both engineering students and educators about visual thinking, skecthing and engineering education.
If you spare a few minutes to fill in this questionnaire I shall appreciate:
Sketching is an important ability and teached e.g. in mechanical engineering studies. On the one hand they are used for describing constructive ideas and details, e.g. a shaft ands its bearings in a transmission. On the other hand to express workflows, sequences etc. in block diagrams or similar types of diagrams. New is the kind of sketches creation. During the past decades, sketches were drawn on paper. These years, sketches are increasingly created on pads and digitized online. In this way, hand-drawn information is able to be integrated into computer-aided drawings and even into simulation platforms or 3D-CAD models.
- Nata Kuzlo added an answer:6Does anyone have information about content-based teaching for engineers?
I mean some approaches, main principles. Thanks
- Harshvardhan Singh added an answer:6Do you have alternative or specific creative methods for teaching engineers?
As creativity depends on many factors and in great manner on individual aspects, do you think that the approach at engineering education for creativity shall be oriented not to focus on use specific creative methods, proven as more suitable to engineering practice, but to let engineering students to apply which they feel more effective?
Merry Christmas and Happy New Year 2016.
May New Year Bring Happiness, prosperity, Good Health and Academic Achievements for you.
- Jakob Bruhl added an answer:24What experience have you had with student generated learning tools?
I'm interested in making more use of technology in education and one recent idea is to create an assignment requiring students to generate learning tools such as short instructional videos, explanations of problem solutions, analogies or metaphors for course topics. These would be assigned early in the course so students could think about options but would not be due until the end of the course as part of the course review. After vetting by the instructor(s), these learning tools would then be made available to the rest of the students in the course to use in their review for final exams. From an initial literature review, it is clear that this is not a new idea, so I'm interested in hearing more about your experiences with such a concept - the good, the bad, and the ugly! Thanks!
Two other faculty members here and I have completed our first round of student generated content for two different engineering mechanics courses. In both courses, the assignment required them to create review material on a topic from the course. In one course, it was an assignment, in the other it was an opportunity to earn extra credit.
The types of products were primarily slide shows or written review sheets that reviewed concepts and worked example problems. A few groups of students prepared videos that did the same thing. There were several very creative products produced - a couple that astounded us as faculty with the creativity and time commitment from our students.
We made these student generated review products available online for the rest of the students enrolled in the courses to use as they prepared for final exams. We're still sorting through usage statistics and developing an understanding of possible correlation between learning style preferences and the type of content the student's generated.
Stay tuned ... we'll present complete findings at the 2016 American Society for Engineering Education (ASEE) Annual Conference and Exposition and a paper will be included in the conference proceedings.Following
- Stefan Gruner added an answer:7What should be the course contents for application-based control education for undergraduate computer science students?I am currently developing a 14-week course for computer science undergraduate students that focuses more on the application of control systems and the design and implementation of simple controllers using microcontrollers. The ability to simulate such controllers using Matlab is thought to be essential as well. Can you recommend the core topics needed in order to develop such course? Assumptions are that students have basic knowledge on 1) computer science and engineering mathematics; 2) basics on signals and systems, and 3) basics on microcontroller system design.
May I invite members of the community to continue this conversation at the forthcoming SACLA'16 conference? For further information please --> follow the link belowFollowing
- Chao Xu added an answer:6What is the implication of complex mode shapes (complex eigen vectors)?
When multi-DOF systems with arbitrary damping are modeled using the state-space method, then Laplace-transform of the state equations results into an eigen problem. In general the eigenvalues and vectors are complex. The IP (eigenvalue) represents the damped natural frequency.
In case of undamped systems the eigenvalues are complex with RP=0. But mode shapes are real and represents relation between various motion variables, when system vibrates with corresponding natural frequency.
I am interested in understanding the physical interpretation of complex mode shapes (complex eigenvectors).
Hoen C. An engineering interpretation of the complex eigensolution of linear dynamic systems[C]//Proceedings of International Modal Analysis Conference XXIII. 2005.
Hope it can help you.Following
- Shian-Loong Bernard Lew added an answer:5Are implicit or explicit teaching methods better for encouraging creativity?
Which approach do yo feel more effective to get engineering undergraduates become more creative: by specific creatitivy methods teaching, or applying creatitivy on engineerign courses or activities, such as Problem-based Learning?
Going with disproportionate emphasis on explicit and implicit teaching, ending up with different ratios in the delivery method, there should be more explicit teaching at lower levels; more implicit at higher levels. Implicit at lower levels does not work because, the student has to be well versed with the technicalities and to gain a certain proficiency ("learning the ropes"), implicit works at higher levels, especially when the student appreciates the "limitless possibilities within the limited".
The challenge is to reduce the explicit to essentials, and not to bloat the syllabi with arcane or complex knowledge. At higher levels, there is need to implicitly develop creativity, so that the students's thinking is honed to function like a Swiss knife-configurable and adaptive when demands are placed upon it.
Though not exactly the same as engineering, the picture I had in mind is the kid going through hundred of hours of learning scales and appeigios on the musical instrument-explicit teaching/learning. As opposed to a professional musician taking a masterclass with a maestro-implicit teaching.Following
- Jakob Bruhl added an answer:7What were reasons to abandon a PBL approach in engineering education?Literature is filled with the advantages of Problem / Project based Learning (PBL) approaches and how these approaches have been implemented. Did an academic engineering program / course ever quit PBL? What were the reasons? How did students perceive a change from PBL back to traditional teaching and learning?
To this discussion, I would add the value of discovery-based learning which has some of the same benefits of PBL without quite as much overhead. DBL uses leading questions and more interaction between students and teacher than traditional lecture. This facilitates the students "discovering" the engineering principles rather than simply being given them.
DBL requires a shift for an engineering faculty member who may be more inclined to traditional lecture style classes or problem solving sessions and requires slightly different preparation. DBL can scale much more easily than PBL, though, and still puts the engineering knowledge in broader context similar to PBL.Following
- Barrie Gilbert added an answer:52How to make 1st year electrical engineering student understand voltage, current, resistor?
How to make 1st year engineering student understand voltage, current, resistor?
A) Dear Fellow Travelers:
B) I agree wholeheartedly with Erik
C) Understanding comes first from DOING
D) Young hands learn quicker than slow brains
E) The Velleman Projects looks like a great resource
F) I learned radio by disassembling WWII surplus equipment
G) The "THEORY" of wireless transmission largely came after Marconi
H) The best possible way to avoid the use of numbered items is to use letters
- Syamsul Nor Azlan Mohamad added an answer:4Is anyone doing research on electronic portfolio in universities for engineering undergraduates?I am conducting an action research in my own organization on the appropriation of electronic portfolio as an individual learning environment to capture, document, archive, select and make reflections on artifacts. There are various issues in this research and I would love to share mine with those who are doing the same thing.
I am now working on e-portfolio design principles framework/model focussed on social sciences and humanities context. Maybe we can share the idea...Following
- Mahamad Nabab Alam added an answer:99+Should conference papers be counted as publication?Most of the researchers publish their research articles in conference because its a faster way of making the results available. At many places, papers published as conference proceedings are not considered during promotion, on the other hand, at few places it is counted as publications but with less credits.
I appeal to my senior research fellows, kindly give your precious comments over this issue.
Yes, if it is peer review and published in a proceeding of a good publisher.Following
- Tomasz J Kotarba added an answer:16Is it possible to present a PhD thesis without an advisor?I am about to start some independent work, without an academic advisor. The analysis I made so far seems positive. The contribution, should it work in practice, would be interesting but not astonishing.
I am asking your counseling about how would I present the final work in order to get the PhD (or DEng, or whatever) degree.
Are universities open to this kind of endeavour? Or would I be required to go through the complete process (credits, advisor, etc)?
Another concern of mine is how and where I can publish the paper when I am not affiliated to a particular academic institution?
Thank you very much in advance for any assistance.
From my own observations and my conversations with friends (supplemented with countless articles and discussions one can find in the press and online), I do believe that the texts I quoted are very accurate in depicting what the academic system has become. I do understand that you may disagree with the Economist or me and I do respect your right to have your own opinion.
I think it is always good to concentrate on facts and numbers. This is what the article in the Economist does. The number of new PhDs produced by the system in the past and now versus the number of professorships (or lectureships) is a fact. The emergence of the postdoc phenomenon and how it influenced career prospects of young academics (again, some numbers can be found there) is also a fact. The numbers describing career prospects and earnings of PhDs versus MA/Ss and others outside of academia are a fact too (and let us not even talk about the opportunity cost of one's doing a PhD instead of joining the workforce years earlier). These are not hyperboles.
As for what you wrote about the Ponzi or pyramid scheme, well, the fact is that university PR departments (and many senior academics) do paint a rather rosy picture of one's career prospects and life after one earns a PhD and, as you yourself have said earlier, universities take on PhD candidates for just one reason - to make money (tuition fees, prestige, number of publications and how it all translates to money from research contracts and grants (the research mostly done by PhD candidates and underpaid postdocs (both categories often called 'apprentices' by senior academics))). Combine this with the hierarchical structure of the academic world and it all sounds just like a pyramid scheme (according to what you said in your last message).
Regarding what you wrote about people having bad bosses and unpleasant experiences in "regular" jobs too (i.e. outside of academia), I do of course agree but I believe that there is one important difference. It is very difficult for the doctoral candidate to quit before they get their degree after they have invested so much (time and money) in their PhD. Everyone else can quit their job after a year, two or three and they just get another position on their CV which makes them worth even more on the job market. Putting a failed PhD course on one's CV is usually not a good idea and having a two- or three-year gap can really harm one's career prospects. Combine it with the fact that one's contemporaries already have several years of professional experience on their resumes at that point. In most cases a PhD is an all-or-nothing game. This is one of the reasons why many PhD candidates openly call themselves slaves.
BTW, the numbers related to billionaires and the bottom 40% of the US were very interesting, thanks, and I do agree that this is becoming a huge problem. If you have not seen that yet there was an interesting talk related to that: https://www.ted.com/talks/nick_hanauer_beware_fellow_plutocrats_the_pitchforks_are_coming?language=en
This is all OT. I am afraid we have hijacked this discussion. Apologies to all who have come here to find some information about what the OP asked about.Following
- Déborah Alexandra Foloppe added an answer:17Do we need to integrate cognitive psychology to the teaching of engineering subjects?
Cognitive psychology can be seen as the processes by which our sensory inputs are transformed, reduced, elaborated, stored, recovered and used. In short, cognition can be defined as the acquisition of knowledge. As such, difficult concepts and design should be taught in light of the findings of cognitive psychology. For example, digital map design should be embedded in how we consume the spatial information. Cognitive psychology may provide a strong framework for a new way to explain the engineering topics and others such as computer science. In fact, it can be integrated to all walks of life that are central to mankind.
I am more moderate on the "teaching aspect". If your students do engineering only for coding, humans are not important. Actually, I believe that in large companies, the skills/knowledge are strongly divided (specialists in coding, specialists in graphical design, specialist in interaction, and so on in function of specific needs of each company). That being said, the most of engineering apps exist to help humans to perform some tasks (e.g., understand, learn, play, ..) and not only to produce more efficient code (see . Understand cognitive processes through cognitive science, and at least know the basics of human factors are requirements to develop apps which are effective, efficient, ...human factors and social/cognitive science are at least interesting in order to understand some conceptual choices from others. I am not questioning at all the importance of the human aspect in engineering (Graeme Smith have summarized very well the extended idea), I say that teaching it (spent time, level of detail) should be considered taking account of the audience, and the education program/goals.Following
- Zaki Sari added an answer:33How to deal with large number of students exceeding demand?
I am leading a curriculum in manufacturing engineering. Each year I ask for 100 students (our optimal capacity) and receive between 160 and 250 students. As our curriculum is unique in the country, I cannot reject some of them. The curriculum is highly practical with about 30% of labs. How to deal with this huge number of students without lowering the quality of teaching?
I launched this question few months ago and tried to use all answers to find the best way for evaluation.
Until now I did not find the best way!
We planned to graduate 50% of the students which seems to be the average rate of our faculty. But I am still not convinced by this and continue to believe that their should be better ways for evaluation.
So I am re-opening the discussion. Please share your thaughts.Following
- Akira Kanda added an answer:11Does anyone have recommended readings on the actual or potential impact of 3D printing on engineering education?
I'm producing a review paper on mapping the linkages between 3D printing and engineering education. Any recommendations of papers / domains to examine would be very welcome.Following
- Taratisio Ndwiga added an answer:50Should there be student representatives in departmental and faculty councils?Many issues that affect students are discussed by faculty members in many cases without any input from students. In many cases students can make valuable contributions. One way to guarantee students’ input is to include them in the decision making process by having student representatives in university governance bodies.
In Moi university, we have class reps while in the council the students are represented by the students council. when the students are represented this way, then students students strikes will the things of the past.Following
- Chinmay Das added an answer:6Knowledge integration in engineering education?
We are working in the field of higher education in engineering. We have found that students with industrial background, have exciting ways to integrate various type of knowledge, e.g tacit, practical, network, theoretical knowledge. We are working on several scientific papers in the field. Is there researchers with same interests and/or experience within the field?
My research is based on collaborative networks like virtual enterprise through which small organisations and individuals can share their skill, expertise to solve real life problems. Today's situation demands engineering education not to be limited to classroom activities only. Networking with like minded people and applying existing knowledge to dissimilar sectors will fetch rich dividends. This paper gives some light on above topic.Following
- Riccardo Metraglia added an answer:8Can somebody send me questionnaires or weblinks for surveying engineering students regarding teaching processes and students' satisfaction?I wish to to know the understanding, knowledge and satisfaction levels of students after a teacher has taught a class. At the end of the semester, a teacher should get feedback which provides insight into how to modify their approach so that students get the maximum from their teaching efforts. After all, this is the the sole aim of education.
I measured satisfaction in engineering graphics courses by using the Course Interest Survey (CIS) developed by John Keller. The questionnaire measures Attention, Relevance, Confidence with the matter and Satisfaction. I attach the link with the questionnaire and the instruction. In the file there is also a further questionnaire aimed to let students evaluated the materials used by the teacher.
If you wish to see an application of the CIS in engineering education, you can check my paper on the use of webcomics to motivate students.
- Narasim Ramesh added an answer:5Can someone suggest how 3d printing can be taught to freshers?Recently 3d printing has captured a lot of attention. There seems to be many
application possibilities. I was wondering how a simple interesting project or lab exercise could be introduced at u.g level in windows 7 using open source software. I would welcome any open downloadable articles on this topic.
Rayudu Nithin manohar thank you.Following
- Narasim Ramesh added an answer:14How can we build a core team on wireless sensor network (WSN) in a rural engineering institution with limited faculty expertise?
Please see attached text document.
There is some difficulty in the simulation of experiments.It does not work after
connection in sensor data acquisition for example , the WSN in remote panel does not function.Would be grateful for suggestions
- Ramanan L added an answer:6How can industry based teaching in engineering be improved?
I would like to know how the teaching, learning process can be improved in Engineering in the context of industrial revolution.
Dear Prof., Kayaroganam
This paper in the link below is one of the multi-pronged approach
- Martin Jaeger added an answer:22How useful are training courses?Some universities require field training courses for all majors. While companies do take trainees, they do not always have the time or resources to train them well. Is field training needed in all majors? What can be done to improve student training?Dear all,
The benefits of students' field training depends not only on the training providing company, but also very much on the students themselves. At ACK, we began to encourage students to combine (part time) field training with their capstone projects (final year projects). As a consequence, they tend to take their field training more serious and their projects become "more real".Following
- Ahmad Faris Ismail added an answer:52How can we enhance the values and ethics components in engineering and/or science based academic programs?Our research group is looking at the effectiveness of the professional ethics component/content in the current engineering programmes. We are looking at the possibility of developing an integrated curriculum to produce better graduates.We need to revisit and compare the philosophy of science and technology from different perspectives. The science and technology must be integrated with values and ethics.Following
- Pisupati Sadasiva Subramanyam added an answer:2Can anyone tell me whether a chaotic based security system has been used commercially?Until now, I reviewed many papers which talked about the security of chaos based ciphers, but until now I could not find the commercial use for chaotic based ciphers. Maybe it is currently still being researched?I am not aware whether Chaotic Security has been introduced in Commercial Applications.Probably it is introduced in Defence Applications. Vide item 1.
The application of it in Communication and Image Transmission are widely reported.
The following references, to mention a few are illustrative of its use.
Secure Image Ciphering based on the Mathematics of Chaos
Multi-Sensor Exploitation Branch
Information and Intelligence Exploitation Division
Air Force Research Laboratory
Investigators; ï¿½ Dr. Jiri Fridrich, Principal Investigator, SUNY Binghamton
ï¿½ Mr. Richard Simard,Multi-Sensor Exploitation Branch, AFRL
Secure Image Ciphering based on the Mathematics of Chaos. Need for Secure and Efficient Use of Available Transmission Media Between Fixed and Deployed Locations to Transfer Time-Sensitive Data for Military & Commercial Applications.
Security Analysis of A Chaos-based Image Encryption Algorithm
Shiguo Lian, Jinsheng Sun, Zhiquan Wang
Department of Automation, Nanjing University of Science and Technology
Nanjing, Jiangsu 210094, P.R China
Information Security using Genetic Algorithm and Chaos
Anil Kumar, M. K. Ghose
Sikkim Manipal Institute of Technology, Sikkim (INDIA)
In this paper the Authors have proposed a new approach of genetic algorithms (GA) with pseudorandom sequence to encrypt data stream.
The feature of such an approach includes high data security and high feasibility for easy integration with commercial multimedia transmission applications. The experimental results of the proposed technique confirm that high throughput rate needed for real time data protection is achieved.
This total way of transferring secret information is highly safe and reliable. The simulation results have indicated that the encryption results are completely chaotic by the sense of sight,very sensitive to the parameter fluctuation.
In the future work, they are planning to design a sophisticated hardware based on this technique which will be targeted to use in highly secure multimedia data transmission applications.
- Fausto Galetto added an answer:2Is the procedure of chain sampling sound?I think there is a drawback: Pa is higher than it shall be.
In an Italian exercises book for students of “Quality Engineering” I found the following [later I realised that the very same procedure is on a book of D. C. Montgomery].
1. Any sample has a sample size n=10 and an acceptance number a=0
2. The lot is accepted if the number of defectives d found is d=0
3. The lot is rejected if the number of defectives d found is d>1
4. IF d=1 one analyses the decisions on the 2 previous lots
5. IF both the previous lots were accepted with a number of defectives d=0 THEN the new lot is accepted
6. OTHERWISE the lot is rejected
IF p is the probability that one item is defective the Acceptance Probability Pa of any lot is given by the formula Pa(p)=(1-p)^10+9p(1-p)^9(1-p)^20
In both books (Italian and D. C. Montgomery ) there the same formula; the solution for p=0.03 is Pa(0.03)=0.861see the documents: 1) Case n° THIRTEEN; some WRONG ideas of PROFESSOR D.C. MONTGOMERY!!!!! FIRST PART_Quality MUST be loved, DISquality MUST be hated. 2) Case n° SIXTEEN; SECOND PART, other WRONG ideas of D.C. MONTGOMERY!!!!! Quality MUST be loved, DISquality MUST be hated You say <<< Intellectual honesty is not to lie. >>>; I would say <<< Honesty is not to lie. >>> … Other cases show that there is “”””lack of Intellectual Honesty””””Following
- Albert Manfredi added an answer:2What is your opinion about QoS enhancement in cognitive networks?What is your opinion about QoS enhancement in cognitive networks?
In which fields and in what ways is it best to use QoS enhancement in cognitive networks (forecasting traffic)?I'm thinking the two topics are orthogonal, perhaps. QoS techniques should be just as applicable to cognitive networks as they are to any network, as long as the opportunistic channel is available, of course.Following
About Engineering Education
Engineering education is the activity of teaching knowledge and principles related to the professional practice of engineering.