Engaging First Year Students In Engineering Design Through Engineers Without Borders
Notice bibliographique
Résumé
Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Engaging First Year Students in Engineering Design through Engineers Without Borders Projects Abstract It is important that first year engineering students learn that the engineering design process involves more than mathematics and physics. To accomplish this, students choose design projects from a variety of disciplines, developed with Engineers Without Borders (Canada) and situated in either a developing country or a remote area of Canada. All projects required, not only a technical solution, but also consideration of ethics, health and safety, economics, and impact on the community. Among the design projects were a rain-water harvesting system and ceramic water filter for villagers in Cambodia and a press for extracting oil and producing biodiesel fuel from seeds of the Jatropha shrub, which grows in West Africa. The impact of this approach on student satisfaction and success is discussed. Introduction A central focus of engineering education is the design process. Our goal as engineering educators is to ensure that graduating engineers have the ability to “design effective solutions that meet societal needs” 1. Traditionally, engineering education is built on a foundation of sciences and mathematics courses, with students taking engineering courses in their upper years, with few students experiencing design outside of a focused course in their discipline. In the 1990’s, in response to accreditation criteria, most engineering schools added a “capstone” design project in the final year. These projects are meant to be complex, have a “real world” flavor, and are often multi-disciplinary. In some cases, there are industrial sponsors and students work closely with practicing engineers. As engineering education has evolved in the last decade, the concept of a “cornerstone” or first- year engineering design project has been added. The goal of these projects is to give students early exposure to the engineering profession2-4, the engineering design process5, and the diversity of engineering disciplines; all while keeping their excitement, enthusiasm, and enjoyment levels high. Teaching first-year students about the engineering approach to problem-solving and design provides them with a framework within which to apply core scientific knowledge and mathematical skills they are acquiring in other courses. As part of our Introduction to Professional Engineering course, small groups of students work together on design projects. Students choose from a set of topics that reflect the diverse engineering disciplines within our faculty. The project descriptions were developed in collaboration with Engineers Without Borders (Canada) and are set in either a developing country or a remote area of Canada. In addition to the technical aspects of the engineering design, the final reports and presentations address considerations such as ethics, healthy and safety, economics, and impact on the community. Design projects included, for example, a rain-water harvesting system, a ceramic water filter, a seed press to extract oil, and a process for converting seed oil into biodiesel fuel in communities such as Lehkbooan, Cambodia and Changnayili, Ghana.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,005 | 0,020 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,008 | 0,005 |
| Science ouverte | 0,002 | 0,010 |
| Intégrité de la recherche | 0,002 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,103 | 0,057 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».