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1 | Stellenbosch Engineering REEP Literature | ALL THEMES | ||||||||||||||||||||||||||||||||||||||||
2 | FIELD | MAIN THEME | SUB- THEME | Author | Date | Title | ABSTRACT/ CORE IDEA | CONTEXT | INITIAL NOTES/TOPICS - Add this info to theme columns; THEORETICAL FRAMING | THEORETICAL FRAMING | RESEARCH METHODS | OTHER | PUBLISHER | OTHER (Doesn't fit into preceding) | Link | Classification Check | GenTheory | GenEd | AllEngEd | STEM | RESEARCH | ENGAGEMENT | RESOURCES | ASSESSMENT | LEARNING | SUPPORT | CURRICULUM | TEACHING | TECHNOLOGY | ENG. KNOW | PROFESSION | GRADUATE ATTRIBUTES | GEN. KNOW | ECSA OUTCOMES | ENG PRAC | GENERAL | IDENTITY | ENG. PRACTICE | FIRST YEARS | SOFT SKILLS | STAFF DEVELOPMENT | Class Size |
3 | All | ASSESSMENT | IDENTITY | Barris | 2013 | Plagiarism as an Expression of Agency | The high incidence of plagiarism in South African universities has been attributed to increased opportunity in the digital age, peer group pressure, confusion about what constitutes plagiarism, and questions of language proficiency. Cultural differences regarding originality and authority have been cited as motives. It has also been argued that language proficiency implies more than an absence of technical ability, in that the issue is interwoven with the more complex one of membership in a discourse community. In this paper, I argue that plagiarism can reflect a quest for agency that is informed by strategic components, and that conscious choices are implicated in the performance of plagiarism. This discussion is based on a questionnaire given to students at a university of technology, which found that students choose to plagiarise in order to minimise time pressure and anxiety about language proficiency. The discussion is also informed by a case study of a teaching intervention in the same university, which focuses on the extreme persistence in plagiarising behaviour. This persistence is taken as further evidence for intentionality as a causative factor in plagiarism. In explaining these findings, the views of Ashworth et al (1997), Rudolph and Radcliff (2007), and Power (2009) are discussed, leading to the conclusion that agency is partly influenced by a ease of opportunity arising from contradictions within the university system, and by institutional incapacity to control plagiarism; and partly by alienation from the academic process, and from the value system that students associate with academic staff, but do not identify with at a personal level. | CPUT | Plagiarism; UoT context; Agency | Plagiarism | Questionnaire; Case Study | LITERACY Lack of language proficiency learing to plagiarism; Students don’t seem to grasp the concept of plagiarism | SASEE | ✓ | 1 | 1 | 1 | 1 | ||||||||||||||||||||||||
4 | All | ASSESSMENT | Balloo et al. | 2018 | Transparency Isn't Spoon-feeding: How a Transformative Approach to the Use of Explicit Assessment Criteria Can Support Student Self-Regulation | If little care is taken when establishing clear assessment requirements, there is the potential for spoon-feeding. However, in this conceptual article we argue that transparency in assessment is essential to providing equality of opportunity and promoting students’ self-regulatory capacity. We begin by showing how a research-informed inclusive pedagogy, the EAT Framework, can be used to improve assessment practices to ensure that the purposes, processes, and requirements of assessment are clear and explicit to students. The EAT Framework foregrounds how students’ and teachers’ conceptions of learning (i.e., whether one has a transactional or transformative conception of learning within a specific context) impact assessment practices. In this article, we highlight the importance of being explicit in promoting access to learning, and in referencing the EAT Framework, the importance of developing transformative rather than transactional approaches to being explicit. Firstly, we discuss how transparency in the assessment process could lead to “criteria compliance” (Torrance, 2007, p. 282) and learner instrumentalism if a transactional approach to transparency, involving high external regulation, is used. Importantly, we highlight how explicit assessment criteria can hinder learner autonomy if paired with an overreliance on criteria-focused ‘coaching’ from teachers. We then address how ‘being explicit with assessment’ does not constitute spoon-feeding when used to promote understanding of assessment practices, and the application of deeper approaches to learning as an integral component of an inclusive learning environment. We then provide evidence on how explicit assessment criteria allow students to selfassess as part of self-regulation, noting that explicit criteria may be more effective when drawing on a transformative approach to transparency, which acknowledges the importance of transparent and mutual student-teacher communications about assessment requirements. We conclude by providing recommendations to teachers and students about how explicit assessment criteria can be used to improve students’ learning. Through an emphasis on transparency of process, clarity of roles, and explication of what constitutes quality within a specific discipline, underpinned by a transformative approach, students and teachers should be better equipped to selfmanage their own learning and teaching. | UK | Literature review | ||||||||||||||||||||||||||||||||||
5 | AllEngEd | ASSESSMENT | FIRST YEAR ENGINEERING | Blanco & Ginovart | 2012 | On How Moodle Quizzes Can Contribute to the Formative e-Assessment of First-Year Engineering Students in Mathematics Courses | Given the importance of formative assessment in the context of the European Higher Education Area,it is necessary to explore new tools to implement innovative strategies for the formative assessmentof students. Moodle’s quiz module represents an alternative to traditional tools, such as paper-andpenciltests. In 2008, we carried out a project subsidised by the Institute of Education Sciences at theUniversitat Politècnica de Catalunya - BarcelonaTech (UPC), the main aim of which was to elaboratea number of Moodle question pools and to design, implement and assess a series of quizzes fromthese pools. The project covered the compulsory undergraduate subjects in applied mathematicsincluded in the first- and second-year syllabuses for all branches of Engineering. From the students’results, it was then necessary to examine and revise the reliability of the quizzes as an assessmenttool of the teaching and learning process. The analysis of the psychometric coefficients providedby Moodle proved to be a useful tool for assessing whether the questions had an appropriate levelof difficulty and were suitable for discriminating between good and bad performers. Taking intoaccount the psychometric analysis of this first project, in 2009 we initiated a new project, in whichwe planned to revise thoroughly the quizzes created in the former project, to improve their suitabilityas an assessment tool. This paper shows: i) the students’ results in the quizzes performed in the twoacademic years in the courses Mathematics 1 and Mathematics 2 – both taught in the first year of thefour bachelor’s degree programmes in Biological Systems Engineering organised by the School ofAgricultural Engineering of Barcelona at the UPC, as well as the students’ attitudes towards activitiesof this kind; and ii) the revision and fine-tuning of the quizzes from the psychometric analysis toimprove their reliability. Finally, the analysis of the results reported leads to a discussion on theadvisability of using this tool for the formative assessment of students. | Spain | Formative assessment online | Case study | Scopus | 1 | 1 | 1 | 1 | ? | ||||||||||||||||||||||||||
6 | Electrical/ Electronic | ASSESSMENT | IDENTITY | Bull et al. | 2006 | Computer-based formative assessment to promote reflection and learner autonomy | This paper introduces a computer-based system primarily for formative assessment to help learners identify their knowledge, difficulties and misconceptions in a subject in order that they can focus their effortswhere most required. The system constructs a dynamic model of students’ understanding as they answer questions which is continually updated as they interact further. Students can view this individual ‘learner model’ which offers simple representations of their knowledge state. They can also compare their knowledge level with that of their peer group and with instructorexpectations for the current stage of the course. Instructors can set up their own questions to ensure that the environment is suitable for their specific courses. The aim is to help learners identify their knowledge, difficulties and misconceptions, engage in prompt reflection on their knowledge and learning and facilitate planning, thus encouraging learner autonomy. We presentthe results of use of the system in five university courses in Electronic, Electrical nd Compauter Engineering. | UK | Computer-based Formative | Case study | Google Scholar | 1 | 1 | L | ||||||||||||||||||||||||||||
7 | GenEd | ASSESSMENT | CURRICULUM | Comerford et al. | 2018 | Utilising database-driven interactive software to enhance independent home-study in a flipped classroom setting: going beyond visualising engineering concepts to ensuring formative assessment | The concept of formative assessment is considered by many to play animportant role in enhancing teaching in higher engineering education. Inthis paper, the concept of the flipped classroom as part of a blendedlearning curriculum is highlighted as an ideal medium through whichformative assessment practices arise. Whilst the advantages of greaterinteraction between students and lecturers in classes are numerous, thereare often clear disadvantages associated with the independent homestudycomponent that complements timetabled sessions in a flippedclassroom setting, specifically, the popular method of replacing traditionalclassroom teaching with video lectures. This leads to a clear lack ofassurances that the cited benefits of a flipped classroom approach areechoed in the home-study arena. Over the past three years, the authorshave sought to address identified deficiencies in this area of blendedlearning through the development of database-driven e-learning softwarewith the capability of introducing formative assessment practices toindependent home-study. This paper maps out aspects of two specificevolving practices at separate institutions, from which guiding principlesof incorporating formative assessment aspects into e-learning softwareare identified and highlighted in the context of independent home-studyas part of a flipped classroom approach. | UK, USA | Flipped classroo | Case study | Scopus | 1 | 1 | 1 | ? | |||||||||||||||||||||||||||
8 | AllEngEd | ASSESSMENT | LEARNING | Davis et al | 2005 | Assessment-driven learning of mathematics for engineering students | HELM (Helping Engineers Learn Mathematics) is a three-year curriculum developmentproject undertaken by a consortium of five universities (Loughborough, Hull, Reading, Sunderland and UMIST) which aims to enhance the mathematical education of engineering undergraduates by the provision of flexible learning resources. HELM makes extensive use of a computer aided assessment (CAA) regime, available in web- and CD-based versions, to drive student learning.This paper first describes the HELM learning resources and outlines the project’s assessmentphilosophy; the HELM assessment regime and how it can be successfully used for both formative and summative assessment are then described. Finally, the viability of the HELM assessment regime across the higher education sector is examined. | UK | Formative assessment | Literature review | Google Scholar | 1 | 1 | |||||||||||||||||||||||||||||
9 | GenEd | ASSESSMENT | LEARNING | Falchikov & Goldfinch | 2000 | Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks | Forty-eight quantitative peer assessment studies comparing peer andteacher marks were subjected to meta-analysis. Peer assessments were found to resemble more closely teacher assessments when global judgements based on well understood criteria are used rather than when marking involves assessing several individual dimensions. Similarly, peer assessments better resemble faculty assessments when academic products and processes, rather than professional practice, are being rated. Studies with high design quality appear to be associated with more valid peer assessments than those which have poor experimental design. Hypotheses concerning the greater validity of peer assessments in advanced rather than beginner courses and in science and engineering rather than in other discipline areas were not supported. In addition, multiple ratings were not found to be better than ratings by singletons. The study pointed to differences between self and peer assessments, which are explored briefly. Results are discussed and fruitful areas for further research in peer assessment are suggested. | UK | Peer assessment | Literature review | Google Scholar | 1 | 1 | 1 | ||||||||||||||||||||||||||||
10 | AllEngEd | ASSESSMENT | ENG PRACTICE | Fernandes et al. | 2012 | Students’ views of assessment in project-led engineering education: findings from a case study in Portugal | According to the demands of the Bologna process, new educational methods andstrategies are needed in order to enhance student-centred learning. Project work isone of those approaches. This paper aims to evaluate the impact of project-lededucation (PLE) on students’ learning processes and outcomes, within the contextof a first-year engineering programme. It explores students’ perceptions aboutassessment procedures and processes. Data collection was based on individualsurveys at the end and the beginning of each PLE edition and through focusgroups, after a period of six months. Findings are presented according to emergingthemes from the data analysis, focusing mainly on students’ perspectives oflearning and assessment, the role of formative and summative assessments in PLEand their impact on learning. Implications for improving assessment practices arediscussed. | Portugal | Project based learning Formative assessment Summative assessment | Case Study | Google Scholar | 1 | 1 | 1 | 1 | ? | ||||||||||||||||||||||||||
11 | AllEngEd | ASSESSMENT | FORMATIVE | Fhloinn & Carr | 2017 | Formative assessment in mathematics for engineering students | In this paper, we present a range of formative assessment types forengineering mathematics, including in-class exercises, homework, mockexamination questions, table quizzes, presentations, critical analyses ofstatistical papers, peer-to-peer teaching, online assessments andelectronic voting systems. We provide practical tips for theimplementation of such assessments, with a particular focus on time orresource constraints and large class sizes, as well as effective methods offeedback. In addition, we consider the benefits of such formativeassessments for students and staff. | Ireland | Formative assessment | Literature review | Scopus | 1 | 1 | 1 | ? | |||||||||||||||||||||||||||
12 | GenEd | ASSESSMENT | TECHNOLOGY | S | 2017 | SECURE E-EXAMINATION SYSTEMS COMPARED: CASE STUDIES FROM TWO COUNTRIES | Aim/Purpose Electronic examinations have some inherent problems. Students have expressednegative opinions about electronic examinations (e-examinations) due to a fearof, or unfamiliarity with, the technology of assessment, and a lack ofknowledge about the methods of e-examinations.Background Electronic examinations are now a viable alternative method of assessing studentlearning. They provide freedom of choice, in terms of the location of theexamination, and can provide immediate feedback; students and institutions canbe assured of the integrity of knowledge testing. This in turn motivates studentsto strive for deeper learning and better results, in a higher quality andmore rigorous educational process.Methodology This paper compares an e-examination system at FUT Minna Nigeria with onein Australia, at the University of Tasmania, using case study analysis. The functionssupported, or inhibited, by each of the two e-examination systems, withdifferent approaches to question types, cohort size, technology used, and securityfeatures, are compared.Contribution The researchers’ aim is to assist stakeholders (including lecturers, invigilators,candidates, computer instructors, and server operators) to identify ways of improvingthe process. The relative convenience for students, administrators, andlecturer/assessors and the reliability and security of the two systems are considered.Challenges in conducting e-examinations in both countries are revealed byjuxtaposing the systems. The authors propose ways of developing more effectivee-examination systems. | Tasmania vs Nigeria | None | Case study | Scopus | 1 | 1 | L | ||||||||||||||||||||||||||||
13 | Mechanical | ASSESSMENT | PROGRAMME ADMISSION / PREDICTING PERFORMANCE | Graham & Walker | 2015 | The relationship between NSC results and success in mechanical engineering at Durban University of Technology | This paper intends to determine if NSC results canbe used to predict success in the mechanicalengineering diploma offered at the Durban Universityof Technology, as well as to determine if the currententrance requirements are appropriate.A pilot study examined the correlation between alimited number of students’ scores for NSC English,NSC Mathematics, NSC Physics and Mechanics Iand Mathematics I and Engineering Materials andScience I. The results thereof informed a full study thatexamined the correlations between Mathematics Iand NSC Maths and NSC Physics as well as betweenMechanics I and NSC Maths and NSC Physics. This wasdone for all fi rst time students registered in 2009, 2010and the fi rst semester of 2011. The combination of theNSC subjects’ scores were also correlated against thesame diploma subjects to determine if together theyshowed a stronger correlation than in isolation. Further,the NSC marks were tabulated against the distributionof success rates in order to further explore the effectsof the NSC scores on success.A further study was undertaken to look at the longterm performance of the 2010 fi rst semester cohort. Anumber of variables were utilised to defi ne individualstudent success, namely; the number of semesterstaken to complete the programme, the number ofsubjects passed or failed per semester, as well as thenumber of students that either dropped out or wereexcluded from the programme.From both the full and further studies it was seen thatstudents with a combined NSC score of less than 120 forMaths and Physics performed especially poorly. Theirsuccess rates in the major fi rst semester subjects werefar below that of their peers and they had little chanceof success within the program with the majority eitherdropping out or being excluded academically. It isconcluded that the department’s entry requirementsshould be changed to include a minimum combinedscore of 120 for NSC Mathematics and Physic. Failingthis, interventions should be put into place to supportstudents with a score of less than 120. | Matric students Durban University of Technology | Predicting performance Programe admission | SASEE | ||||||||||||||||||||||||||||||||
14 | AllEngEd | LEARNING | ASSESSMENT | Hassan | 2011 | Learning theories and assessment methodologies – an engineering educational perspective | This paper attempts to critically review theories of learning from the perspective of engineering education in order to align relevant assessment methods with each respective learning theory, considering theoretical aspects and practical observations and reflections. The role of formative assessment, taxonomies, peer learning and educational policy as regards promoting the learning of engineering is discussed. It is suggested that an integrated learning method in which cognitive levels, social factors and teamwork and behaviouristic elements are integrated will optimise the learning process on an engineering course. Moreover, assessment of learning should not be isolated from views of teaching and the learning methods employed by the university teacher | Sweden | formative assessment; taxonomies; peer learning | Literature review | Google Scholar | 1 | 1 | 1 | ? | |||||||||||||||||||||||||||
15 | All | ASSESSMENT | PROGRAMME ADMISSION / PREDICTING PERFORMANCE | Hattingh | 2011 | Predicting Academic Performance in Engineering Studies | Most engineering faculties in South Africa use the National Senior Certificate (NSC) as a basis for selecting potential students. The predictive value of the NSC is a critical issue, and many institutions investigate alternative mechanisms in order to identify candidates that will be successful in their studies. The National Benchmark Tests (NBT), and the North West University engineering test (NWU-ET) are similar initiatives.The NWU engineering test battery is a set of computer tests developed by the academic staff of the faculty of engineering at NWU. The tests aim to identify learners with the skills needed for engineering studies, and have been developed over the last four years. The NWU_ET do not retest school subject material, but the ability of learners to apply higher cognitive skills using grade 11-subject material.This presentation will present NSC, NBT and the NWU engineering selection battery data, and show how they correlate with each other, as well as with student progress.Our results show that the NSC and the NBT correlate well with the results of the first academic year at university. The predictive value of NSC and the NBT decreases with subjects that require higher cognitive skills such as insight, logical reasoning, generalization and application skills. There is, however, a better correlation between the NWU-ET and these subjects.Most studies on the success rate of students at university focus only on the first year. The aim of the NWU-ET is to predict academic success of our students up to the final year. A second aim is to broaden access by identifying candidates for engineering studies from the pool of applicants with average and even lower than average school marks. | NWU | Programme admission | SASEE | ||||||||||||||||||||||||||||||||
16 | All | ASSESSMENT | CRIB NOTES | Hattingh et al. | 2017 | Crib sheets: Can we learn from them? | Students are often given the option to bring their own crib sheet into formal assessments suchas exams and tests. Students can become quite industrious at compiling these sheets, usingsmall writing and including volumes of material such as theory and worked examples.While there is debate amongst academics whether or not the crib sheet is a good tool topromote learning, we are interested in understanding what can be learnt from the informationthat students put on these sheets. | Wits | Crib notes | SASEE | 1 | ? | ||||||||||||||||||||||||||||||
17 | Chemical | ASSESSMENT | COMPUTER-BASED ASSESSMENT | Huberts | 2015 | ONLINE ASSESSMENT: HOW THIS CAN BE ACCOMPLISHED AND THE IMPLICATIONS FOR ENGINEERING EDUCATION IN THE FUTURE | UJ | Computer based | SASEE | 1 | ? | |||||||||||||||||||||||||||||||
18 | AllEngEd | ASSESSMENT | TECHNOLOGY | Kowalski & Kowalski | 2014 | Embedded Formative Assessment in the Undergraduate Engineering Classroom | This paper first provides an overview of thepedagogical role of formative assessment in the undergraduateengineering classroom. In the last decade, technology-facilitatedimplementation of the collection and analysis of studentresponses has reduced the clerical burden on educators, makingthe practice more widespread. We discuss some of the reasonswhy this practice may not have yet reached its full potential inundergraduate engineering classrooms, as well as some availablesolutions. | USA | sociocultural constructivist | Literature review | Scopus | ✓ | 1 | 1 | 1 | ? | ||||||||||||||||||||||||||
19 | Electrical/ Electronic | ASSESSMENT | CONTINUOUS AND FLEXIBLE | Lazanus | 2015 | Towards a 100% Throughput Rate While Improving Learning Standards,Using Flexible Assessment Dates, and Multiple Assessment Times. | Innovative methods of assessmentwill be discussed in a University of Technology (UoT)Environment. This is not a scholarly analysis of educationmethodology, but a report on methods that have beentried and tested in Electrical Engineering TechnologyUoT environments (University of Johannesburg, & CapePeninsula University of Technology), for the subjectsProject II, Design Project III, and industrial Project IV.This paper is the fi rst of a series which includes paperson, deep structure assessment techniques, studentmotivation, lecturer motivation, and the applicationof the above in normal theory subjects. | CPUT, UJ | Success rates Deep learning | SASEE | 1 | ? | ||||||||||||||||||||||||||||||
20 | AllEngEd | ASSESSMENT | GENERAL | Leydens et al. | 2004 | Qualitative Methods Used in the Assessment of Engineering Education | This article clarifies key concepts that undergird qualitative research, which is being used increasingly as engineering educators improve classrooms, programs, and institutions. The paper compares quantitative and qualitative research, describes some qualitative data collection strategies used in engineering education, addresses methods for establishing trustworthiness, and discusses strategies for analyzing qualitative data. Also included are illustrative examples of recent engineering education research that features qualitative data analysis and mixed-method (quantitative and qualitative) approaches. | USA | Unknown | Literature review | Google Scholar | 1 | 1 | 1 | 1 | ? | ||||||||||||||||||||||||||
21 | All | ASSESSMENT | COMPUTER-BASED ASSESSMENT | Loots et al. | 2017 | An evaluation of the challenges and benefits of e-assessment implementation in developing countries: a case study from the University of Pretoria | The large groups of inadequately prepared first year students make it very difficult to provideeducation of a sufficient standard and the subsequent subjects are also impacted. However, itwas believed that this problem could be addressed, at least to an extent, by providing studentswith opportunities to better their understanding of the fundamental concepts presented in firstyear level subjects. To this end, an e-assessment system was implemented as an interventionto aid in the continuous assessment of these large student groups (more than 2000 students areenrolled for the course during an academic year) using formative tests for a pilot study in 2016. | University of Pretoria | Computer based Continuous | SASEE | 1 | ? | ||||||||||||||||||||||||||||||
22 | All (vs. commerce) | ASSESSMENT | PROGRAMME ADMISSION / PREDICTING PERFORMANCE | Luckay & Collier-Reed | 2011 | Admitting Engineering Students with the Best Chance of Success: Technological Literacy and the Technological Profile Inventory (TPI) | In this article we describe the development and validation of an instrument – the Technological Profile Inventory (TPI). The instrument can be used to determine whether an applicant‘s level of technological literacy is suitable for admission to an engineering programme. It might be argued that students entering an engineering programme should demonstrate a level of technological literacy, not sought during the admission process at most universities in South Africa, which rely primarily on the National Benchmark Testing instrument and the National Senior Certificate examination results. The items used in the TPI were drawn from a previous study (Collier-Reed, 2006) and were based on a rigorous qualitative analysis of interview data which was in turn informed by categories that emerged from a phenomenographic analysis. Data were collected from 198 Engineering and 237 Commerce students and the items subjected to exploratory factor analysis and Cronbach alpha testing. The result of the analysis was a modified version of the TPI where the data were found to be reliable and valid. The significant factors that defined the ‗nature of technology‘ were found to be the view of technology as either an artefact or related to a process, while those constituting ‗interaction with technological artefacts‘ were direction and tinkering. A cohort analysis suggests that the anecdotal view of the possible difference in technological literacy between Commerce and Engineering students is supported by the data – Commerce students are statistically more likely to view technology as an artefact and interact with technological artefacts only when directed to do so, a less technologically literate position. Further work involves determining how to meaningfully combine the scores achieved by an individual completing the TPI to ultimately determine a score indicative of their applicable level of technological literacy. | SA | Programme admission | SASEE | ||||||||||||||||||||||||||||||||
23 | Electrical/ Electronic; Computer | ASSESSMENT | COMPUTER-BASED ASSESSMENT | Maqache & Markus | 2015 | Innovative use of Blackboard for Improving Laboratory Reporting in Electronics: Case Study in the Central University of Technology | Laboratory reporting skills are vital to the successfuldevelopment of engineering students for the industry.Students offering Electrical, Electronic and ComputerSystems Engineering at the Central University ofTechnology (CUT) are required to conduct laboratoryexperiments under the supervision and assistance ofstaff employed by the respective department. Thispaper presents how Blackboard was used to enhanceElectronics II students’ laboratory reporting skills. The“Assessment” functionality of this course managementsystem was used to create an online laboratory reportquestionnaire for each experiment. Students’ usedthis to capture data and results observed duringthe laboratory session using a number of attemptsallocated relative to the experiment. When preparingtheir detailed laboratory reports, the knowledgegained during the process is brought to bear whendiscussing, analysing and providing conclusionson the experiments. They will then be required tosubmit an electronic copy on Blackboard. Studentshave presented better reports and as a result earnbetter mark scores. Marks of paper-based reportsfrom semester two of 2014 and Blackboard-basedreports for semester one of 2015 were comparedand an improvement in students scoring between 80and 100 was observed. This can be translated to animprovement in knowledge of applying theoreticalconcepts in practice and in improved skills in the wholelaboratory reporting process. | Central University of Technology | Computer based Practicals | SASEE | 1 | ? | ||||||||||||||||||||||||||||||
24 | AllEngEd | ASSESSMENT | TECHNOLOGY | Moscinska & Rutkowski | 2010 | Rethinking e-assessment in a core engineering course | Since 2005 assessment in many core engineeringcourses at Silesian University of Technology, Gliwice, Poland, isperformed in the electronic manner. Every year the method ismodified, based on teachers’ experience and students’ feedback[1]. Recently, the approach to e-assessment has been thoroughlyrevised, based on Bloom’s taxonomy of students outcomes andKolb’s learning cycle [2,3]. In particular, the authors focused onthe proper balance and order of the questions, corresponding tothe lower level (knowledge, understanding) and the medium level(application, analysis) of Bloom’s taxonomy. A new category ofassessment, called “formative towards summative” (FTS) hasbeen designed and introduced in the 2011/2012 autumn semester. | Poland | Kolb’s learning cycle | Literature review | Scopus | 1 | 1 | 1 | 1 | ? | ||||||||||||||||||||||||||
25 | AllEngEd | ASSESSMENT | GENERAL | Moskal et al. | 2002 | Validity, Reliability and the Assessment of Engineering Education | Educational measurement represents a field of study that has been intensely researched and that provides a framework for designing assessment programs. The purpose of this paper is to clarify two key measurement concepts, validity and reliability, and to illustrate how these concepts can be used to improve assessment efforts in engineering education | USA | Unknown | Literature review | Summative/formative assessment | Google Scholar | ✓ | 1 | 1 | 1 | 1 | ? | ||||||||||||||||||||||||
26 | Chemical | ASSESSMENT | COMPUTER-BASED ASSESSMENT | Naidoo et al. | 2015 | The use of simulation software to assess ECSA ELO 2 & 5 in the Advanced Mass Transfer module at UKZN | Computer-based assessment methods for meeting thecriteria in the Engineering Council of South Africa’s exitlearning outcomes (ECSA ELOs) have been developedover the past four years in the fi nal year AdvancedMass Transfer module at the University of KwaZulu-Natal (UKZN). The assessment is accomplished usingASPEN Plus computer simulation methods to assessthe students’ knowledge, execution, application andevaluation of chemical engineering separation basedproblems. Positive feedback has been received fromthe reviewers on the module as well as by industrialpartners on the students’ abilities in the use of simulationtools and in tackling distillation design problems;this improvement is also evident in the students’performance in the fi nal year design project, wherepreviously an extraordinary amount of time was spentin trying to learn how to use the simulation package,and execute the simulated design correctly. Thelearners are able to refl ect on their performance andhence improve their competence and ultimately theirconfi dence in tackling design related problems in otherareas of engineering. | UKZN | Computer based | SASEE | ||||||||||||||||||||||||||||||||
27 | AllEngEd | ASSESSMENT | LEARNING | Olds et al. | 2005 | Assessment in Engineering Education: Evolution, Approaches and Future Collaborations | Examines current state of assessment, recent developments. | USA | effective tutorial system in engineering higher education | Unknown | Literature review | Google Scholar | 1 | 1 | 1 | 1 | ? | |||||||||||||||||||||||||
28 | All | ASSESSMENT | PROGRAMME ADMISSION / PREDICTING PERFORMANCE | Pocock | 2015 | The South African National Senior Certifi cate As An Indicator of Success In Engineering Degrees | In the past ten years, the South African HigherEducation system has undergone signifi cant changesto its structures, the curricula followed, and the highschool curricula used for entry to the various institutions.In 2008, the National Senior Certifi cate (NSC) replacedthe former matriculation examinations at high school,and tertiary institutions adapted their entry criteriafrom 2009 to accommodate the new qualifi cationsand ethos of the assessments. In 2011, the NationalBenchmarking Tests (NBT) were introduced as anadditional tool at some of the Universities in South Africato assist in placing students into extended programmeswhere they met the minimum entrance criteria (Yeld,2007). Since then, a number of Universities within thecountry have adopted the NBT for placement reasons(see for example (UCT, 2015)). | SA | Programme admission | SASEE | ||||||||||||||||||||||||||||||||
29 | All | ASSESSMENT | PROGRAMME ADMISSION / PREDICTING PERFORMANCE | Prince et al. | 2017 | School-leaving and university entrance assessments in explaining performance in Engineering studies | Only about 40% of South African first-time entering Engineering cohorts graduate within fiveyears. An argument has been made that selection mechanisms will be needed to identifystudents who have the prior knowledge and ability needed to succeed in regular programmesand that selection tools such as Grade 12 results and other nationally or locally designedplacement tests, such as the National Benchmark Tests (NBTs), be used for this purpose. TheNBTs are a set of optional standardised tests that assess whether first-time applicants to SouthAfrican universities are ready for the academic demands of tertiary education. Thecontribution of the NBTs to admission and placement has been investigated by a number ofauthors who have examined their effectiveness at forecasting success and for determining theneed for additional academic support. None of these studies have focussed on Engineering orused dominance analysis as a method. This study focusses on cohorts from the Engineeringand the Built Environment Faculty at a South African University. It uses linear regression anddominance analysis as well as categorical methods to investigate the contributions made bythe national assessments in explaining higher education performance to inform Engineeringadmission, especially placement, policies as well as curriculum practices. The value of thisinformation has significant potential to enhance retention and graduation if usedappropriately. If South African universities are to continue to provide access, redress andsuccess, particularly to students from socio-economically disadvantaged backgrounds, theyshould consider not only students’ school-leaving performance but also their strengths andweaknesses as diagnosed through the NBTs. | UCT | Programme admission Predicting performance | SASEE | ||||||||||||||||||||||||||||||||
30 | AllEngEd | ASSESSMENT | LEARNING | 2005 | A Framework for Formative Assessment: initiating quality learning conversations | This case study is based on a level 2 unit that forms part of the curriculum of a BEng (Hons) Engineering programme. The unit introduces a software engineering theme and draws on knowledge and skill areas that are different from those which form the focus of the other units on the course. A survey indicated that students perceived the unit as not being central to the speciic engineering discipline in which they were interested and judged the unit to be of less relevance to them than the other units studied. This was particularly the case for the parttime students who were already practitioners in speciic engineering roles. These students saw less need for the ‘broadening subjects’ that comprise the curriculum. Students had the tendency to ‘slow start’, not completing early formative tasks designed to aid completion of the summative assessments later in the unit. This resulted in a lack of understanding of the early material thus forming a poor foundation for later, much more complex, concepts. Conversations about the qualityand quantity of student learning in process were mainly initiated by the tutor answering questions that the students had not themselves even formulated. | UK | Formative | mexican hat approach | Case study; Survey | Google Scholar | 1 | 1 | 1 | 1 | 1 | ? | |||||||||||||||||||||||||
31 | AllEngEd | ASSESSMENT | LEARNING | Roselli & Brophy | 2006 | Experiences with Formative Assessment in Engineering Classrooms | Assessment in many engineering courses is mostly summative in nature. We have introduced an electronic Classroom Communication System (CCS) into undei^adiiate en^neering courses to provide students with formative assessment on a regular basis. Kxpcriences with the system are presented, including both student and instructor evaluations. Students like it because it is anonymous and lets them know in a timely manner when they have difficulty understanding new concepts. The system also helps iiifonn the instnictor about student comprehension of various concepts, well in advance of an examination, resulting in better retention of ftmdamental eoncepts. The system can help an instnictor adjust the pace of the course to match the aptitude of the students. Therefore, instnictors might reduce the variance in students" conceptual understanding of fi.indamental concepts early in the course, allowing for more uniform coverage of advanced topics later in the course. | USA | Formative Computer based | Formative Assessment Theory | Case Study; Classroom Communication System | Google Scholar | 1 | 1 | 1 | 1 | 1 | 1 | 1 | ? | ||||||||||||||||||||||
32 | Biomedical | ASSESSMENT | FORMATIVE | Roselli & Brophy | 2006 | Experiences with formative assessment in engineering classrooms | Assessment in many engineering courses is mostly summative in nature. We have introduced an electronic Classroom Communication System (CCS) into undergraduate engineering courses to provide students with formative assessment on a regular basis. Experiences with the system are presented, including both student and instructor evaluations. Students like it because it is anonymous and lets them know in a timely manner when they have difficulty understanding new concepts. The system also helps inform the instructor about student comprehension of various concepts, well in advance of an examination, resulting in better retention of fundamental concepts. The system can help an instructor adjust the pace of the course to match the aptitude of the students. Therefore, instructors might reduce the variance in students' conceptual understanding of fundamental concepts early in the course, allowing for more uniform coverage of advanced topics later in the course. | USA | Formative assessment | Roselli, Robert J., and Sean P. Brophy. "Experiences with formative assessment in engineering classrooms." Journal of Engineering Education 95, no. 4 (2006): 325-333. | Scopus | 1 | 1 | ? | ||||||||||||||||||||||||||||
33 | Dynamics | ASSESSMENT | FORMATIVE | Sandrock & Inglis | 2015 | A Randomised Control Trial to Assess the Effectiveness of a Tutorial | In response to our previous research (Inglis & Sandrock2014) which highlighted some of the difficultiesencountered by students in the second year courseDynamics, we have redesigned one of the tutorialactivities in the course. This paper presents the design ofthe randomised control trial that we use to determinethe effectiveness of the redesigned tutorial activity(“the intervention”).312 students consented to take part in the trial andthey were randomly assigned to groups which wouldcover combinations of extra time and receiving theintervention as well as control groups who would notreceive the intervention.By randomising the trial groups and doing the trialsystematically, statistical analysis could be used todetermine that the intervention had a statisticallysignificant effect on students’ understanding asmeasured by a subset of the Dynamics ConceptInventory (DCI). This result would not have beenobtained robustly by comparing year-on-yearperformance. | University of Pretoria | Tutorials | SASEE | 1 | 1 | L | |||||||||||||||||||||||||||||
34 | Mechanical/ Mechatronic | ASSESSMENT | SOFT SKILLS | Schreve | 2013 | Teaching and assessing team work in Machine Design | Demonstrating successful ability to do team work is one of the required ECSA (Engineering Council of South Africa) outcomes for engineering students. In this paper, some interventions taken at Stellenbosch University to motivate third year machine design students to perform better in their team tasks are presented. In the past students gave each other a confidential buddy rating. This was a single number that was supposed to capture all aspects of team work. Four interventions were applied to both improve the students’ performance in teams and also obtain a better assessment thereof. The objective of implementing this was that students will have a clear understanding of what behaviour is expected of them in the team and also that they will gain some basic tools to better function in a team. The interventions were: 1) presenting a lecture on basic aspects of team work, 2) teams were require to submit evidence of their team work, 3) a rubric was introduced to score each student’s performance and 4) using an A1 or A0 sized hand sketch of the concept to facilitate communication. The paper compares the aggregate results over the past four years. The results are encouraging, but not conclusive. | Stellenbosch University | Case study | SASEE | 1 | 1 | 1 | |||||||||||||||||||||||||||||
35 | All | ASSESSMENT | PROGRAMME ADMISSION / PREDICTING PERFORMANCE | Serfontein et al. | 2011 | Experimental Design for Analysis of the Discrepancy in Predicting the Academic Performance between First and Fourth Year Engineering Studies | Assessments to predict performance in later engineering years/struggling students | NWU | Predicting performance Support | SASEE | ||||||||||||||||||||||||||||||||
36 | Chemical | ASSESSMENT | GENERAL | Simate & Woollacott | 2017 | An investigation into the impact of changes in assessment practice in a mass transfer course | The study presented in this paper focuses on a third year course in chemical engineering on thetopic of mass transfer operations. Historically, the students taking this course have performedpoorly and pass rates have been unacceptably low – between 31 and 66% over the period 2012to 2014 (before the results of supplementary examinations are considered). A modification tothe assessment system first implemented in 2015 has resulted in a dramatic improvement inpass rates which has been sustained at over 80% since its introduction. The study investigatedthe reasons for the improvement and demonstrates the efficacy of a continuous assessmentstrategy and how a relatively simple research approach can provide appropriate evidence-basedinformation that can usefully inform the design, implementation and evaluation of coursedelivery and pedagogical interventions. | Wits 3rd year | Continuous Programme renewal | continuous assessment | Case study | SASEE | 1 | 1 | 1 | 1 | L | |||||||||||||||||||||||||
37 | Agricultural | ASSESSMENT | ECSA ELO | Smithers & Lagrange | 2011 | Assessing ECSA Outcomes Using a Portfolio Approach: Achievements and Lessons Learnt | The Engineering Council of South Africa (ECSA) and many international accrediting bodies of engineering programmes require that all graduates from accredited engineering degrees are competent at generic exit level outcomes. The accrediting bodies generally do not stipulate how to assess the outcomes and different approaches have been reported in the literature to assess the outcomes and the use of student portfolios is being increasingly used. Different approaches have been adopted in the assessment of the outcomes required by ECSA by the various engineering disciplines at the University of KwaZulu-Natal (UKZN). Frequently these are linked to selected module assessments. The Agricultural Engineering discipline at UKZN has for the past four years required students to compile a portfolio of evidence of their competence in the ten ECSA outcomes. This paper contains a brief review of the assessment of engineering outcomes to meet accreditation requirements and also provides some detail on the ECSA portfolio used in the Agricultural Engineering discipline at UKZN, including some discussion of what has worked and also the challenges which still remain. | UKZN | ECSA ELO Portfolio based | SASEE | 1 | |||||||||||||||||||||||||||||||
38 | Electrical/ Electronic | ASSESSMENT | ENG PRACTICE | Stocco et al. | 2016 | Improving project-based learning outcomes by formative assessment and strategic time optimization | The 3rd year Electrical Engineering Design Studio (EEDS)course is a project-based learning (PBL) course that givesstudents hands-on experience with putting electrical engineeringprinciples into practice. It is an electro-mechanical project whichprovides a particular challenge since electrical engineeringstudents often lack mechanical design skills. It is found here thatlearning outcomes are improved by a 2-stage formativeassessment and time optimization strategy that allows students toextract as much value as possible out of the limited time theyhave to devote to this exercise. It consists of an innovativeassessment strategy that includes formal, informal and selfassessments,and an innovative budgeting, lecture scheduling,parts distribution, and order queueing system. The impact onefficiency is shown through an end-of-term student survey and asubjective evaluation of their work, in comparison to the previousyear. | Canada | Project-Based-Learning | Controlled study; Case study | Scopus | 1 | 1 | 1 | L | |||||||||||||||||||||||||||
39 | Electrical/ Electronic | ASSESSMENT | GENERAL | Swart | 2010 | Evaluation of Final Examination Papers in Engineering: A Case Study Using Bloom’s Taxonomy | Questions are used to obtain information, stimulate thinking, and redirect reasoning. Academics in higher education use questions on a daily basis to stimulate thinking and reasoning in students. Final examination papers are used by academics to assess the retention and application skills of students. The assumption, however, exists that questions relating to application skills at universities of technology should start to dominate the higher academic levels in education, with a subsequent drop in questions regarding retention skills. These questions may be categorized as either higher order or lower order questions. This article attempts to distinguish between these two types of questions in light of Bloom’s taxonomy, with similar concepts such as deep and surface learning being examined. The literature review is applied to an electrical engineering module titled Electronics, which serves as the case study. The results of this study indicate that a high percentage of the final examination papers dealt with the objective “Application,” where students had to make use of numerous mathematical equations to solve various unknowns. The results also indicated that academics in electronics are using more lower order than higher order questions in their final examination papers. A balance is suggested between these two types of questions for various academic levels at universities of technology. | SA | alternatives to Bloom's taxonomy in engineering education | Bloom;s Taxonomy | Case study | Google Scholar | 1 | 1 | 1 | L | ||||||||||||||||||||||||||
40 | All | ASSESSMENT | PROGRAMME ADMISSION / PREDICTING PERFORMANCE | Walker & Graham | 2013 | Using NSC results for placement in programs: correlation between NSC Maths, Physics and the 1st year courses Mechanics I and Mathematics I results in Mechanical Engineering at Durban University of Technology. | This paper aims to explore the relationships between students’ National Senior Certificate (NSC) results and success in first semester of studies in Mechanical Engineering at Durban University of Technology and how these can be used to place students into mainstream or extended curriculum programs | Durban University of Technology | Programme admission | SASEE | ||||||||||||||||||||||||||||||||
41 | All | CURRICULUM | CURRICULUM DESIGN | Basson | 2017 | What should engineers be trained for in SA? | graduates to become professional engineers after a few years of practical experience. There are somany different roles that engineers play in practice, that it is not possible to tailor a curriculum foreach role. Curriculum design therefore inevitable entails many compromises. The research question inthis paper is, from a curriculum design perspective: what types of work do engineers in the followingengineering disciplines do in South Africa: chemical, civil, electrical & electronic, industrial,mechanical and mechatronic. The research method chosen was to survey a sample of StellenboschUniversity engineering graduates three to seven years after graduation. The paper summarises theresults from 128 responses in the survey. Firstly, the nature of the work, irrespective of theengineering discipline, is considered. These results show that the most common types of work are (inorder of decreasing prominence): project management; general management; consulting; developmentof systems, processes and products; and quality assurance. In the second section of the survey,respondents were asked how often their work involves each of a set of technical areas. The technicalareas presented to the respondents were different for the different engineering disciplines. This sectionshowed that civil, electrical & electronic and mechanical engineers work over wide respective rangesof technical areas and therefore broad programmes are appropriate in these disciplines. The results forchemical, industrial and mechatronic engineers were inconclusive, because of low response rates orbecause the survey omitted significant technical areas in these disciplines. Although the survey hassignificant limitations in its general applicability, the results in the paper provides a rare quantificationof the nature of engineering work in South Africa and therefore provide useful input to curriculumdesigners. | Stellenbosch University | Curriculum design Industrial applicability | SASEE | ||||||||||||||||||||||||||||||||
42 | Electrical/ Electronic | FIRST YEAR | CURRICULUM | Campbell & Smit | 2013 | Introduction to Engineering: An investigation into the first year experience in an electrical engineering course | An introductory electrical engineering course has unintentionally become a gate-keeper course for electrical engineering students at the University of Cape Town. A phenomenographic study using course evaluation data and focus group interviews with students explored students’ perceptions of structural features of the course (including work load, assessments, communication with students), students’ expectations of and motivation for the course, students’ approaches to studying this course, and how students experienced the pace and complexity of the content. The phenomenographical data yielded rich information about a variety of factors impacting on success in the target course. Three categories emerged: structure related factors, student related factors and disciplinary knowledge factors. This on-going study will contribute to the current re-curriculation discussion on the shape and direction of introductory engineering courses. | First year UCT | Overall review Group interviews | Course evaluation data; Group Interviews | SASEE | 1 | 1 | 1 | 1 | 1 | 1 | L | ||||||||||||||||||||||||
43 | All | CURRICULUM | EXTENDED DEGREE | Campbell et al. | 2015 | A new selection model for the academic development programme for engineering at UCT | The Academic Support Programme for Engineering atthe University of Cape Town (ASPECT) has operatedunder a slowly evolving model since its inception in1989. Different models of access and curriculum arefrequently under consideration and in 2014 we had theopportunity to put into practice a new model, involvingself-selection and delayed transition into ASPECT drivenby fi rst term assessment. In this paper we present ahistorical overview, refl ect on the 2014 experiencesof students and staff in light of relevant theory andconclude with an argument in favour of the delayedtransition model. | Originally for black students UCT | Extended degree Selection process Review sessions | SASEE | ||||||||||||||||||||||||||||||||
44 | Chemical | CURRICULUM | FIRST YEAR ENGINEERING | Case et al. | 2013 | Thinking and practising curriculum: A new first year course in chemical engineering at UCT | The engineering curriculum has been a subject of debate since the inception of engineering programmes at universities, with an ongoing and dynamic tension between industry and academic views on ‘what matters’. This paper focuses on the practicalities of the implementation of a new curriculum design that is located within contemporary global moves towards a more appropriate and relevant undergraduate curriculum. As part of a larger overall curriculum renewal process, the Department of Chemical Engineering at the University of Cape Town in 2013 launched a new first year course in chemical engineering. The new curriculum design is centred on two key objectives: to improve the quality of student learning in the programme and to bring the programme up to date with contemporary developments in the profession, including stressing the centrality of sustainable development. To achieve these ends a number of key changes are envisaged to the core curriculum. A ‘project-centred’ curriculum design has been adopted where there is a strand of project work running throughout the curriculum alongside theory, with explicit reinforcement of the theory by the project work. The core chemical engineering part of the curriculum comprises one full year course per year for the first three years of the programme. In order to accommodate a broad range of student backgrounds and facilitate academic success, vacation ‘bootcamps’ are introduced to allow for extra time on task for those who need it. Furthermore, sustainable development is introduced up front in the first year of the course. The new first year course is functioning as a trial of the viability of this new design. This paper outlines key design features of the course and provides preliminary evidence on their suitability and feasibility. Student feedback shows that students find this both an interesting and challenging course | First year | Curriculum design Project-centered learning Sustainable development Setting context | Project-centered curriculum; | None | SASEE | 1 | 1 | 1 | 1 | 1 | ? | ||||||||||||||||||||||||
45 | Industrial | CURRICULUM | CURRICULUM DESIGN | Chetty & Naicker | 2017 | The new engineering curriculum at the Durban University of Technology | The demand for engineering graduates is increasing as the global economy advances throughcontinuing technological advances. Graduates are required to possess human skills as well astechnical competence. They have to cope with technological, organisational and culturalchanges at work and in society within legal requirements and a changing global economy. InSouth Africa, the revision of the Higher Education Qualification Sub-Framework (HEQSF)brought about a curriculum review process wherein all Higher Education Institutions (HEIs)had to review and align their qualification offerings in accordance to the revised framework.For the engineering educational sector at the University of Technologies (UOTs) this processsaw the adoption of a new suite of engineering technology qualifications not only aligned tothe HEQSF but also to the requirements of the Engineering Council of South Africa (ECSA).ECSA in turn, guided by the requirements of the Sydney (professional engineeringtechnologist) and Dublin (professional engineering technician) Accords sought to align thetechnology qualifications according to the requirements of our international partners. Thisalignment process created a paradigm shift in teaching pedagogy for the UOT’s from thetraditional to that of outcomes based education (OBE). The Faculty of Engineering and theBuilt Environment at the Durban University of Technology (DUT) chose the option ofcurriculating for the 420 credit Bachelor of Engineering Technology qualification to satisfy theeducational base for registration as a professional engineering technologist. The engineeringstandard (E-02-PT) for this qualification provided the overarching structure for thequalification including the requirements for OBE in the form of Exit Level Outcomes (ELOs).This is a conceptual paper discussion on how the Department of Industrial Engineeringundertook to incorporate the ELOs into the curriculum structure of the degree. Subsequentdiscussions centralise on an understanding of the ELOs, the academic structure of thequalification, the proposed implementation of the ELOs and presents a strategy for theassessment of the ELOs. | Durban University of Technology | Curriculum design | SASEE | ||||||||||||||||||||||||||||||||
46 | Surveying | CURRICULUM | CURRICULUM DESIGN | Forbes & Landman | 2011 | Designing an Integrated Higher Education Programme for Engineering Surveying in South Africa | Engineering surveying | SA | Curriculum design | SASEE | ||||||||||||||||||||||||||||||||
47 | Chemical | CURRICULUM | CURRICULUM DESIGN | Fraser et al. | 2011 | Building a More Responsive Curriculum in Chemical Engineering at the University of Cape Town | This paper describes the re-structuring of the chemical engineering curriculum at the University of Cape Town, in order to respond both to a changing student population as well as the changing world of work. The basis for the changes proposed was an analysis of problems within the existing curriculum. The changes are based on educational research, particularly as it pertains to quality student learning, as well as models of curriculum innovation at other reputable institutions. Key features of the new curriculum are discussed. | UCT | Curriculum design | SASEE | 1 | L | ||||||||||||||||||||||||||||||
48 | All | CURRICULUM | EXTENDED DEGREE | Grayson | 2011 | Results of the First Year of the Engineering Augmented Degree Programme at the University of Pretoria | Beginning in 1994 the University of Pretoria offered a 5-year BEng programme in which the first two years were spread out over three years. However, only about one third of black students graduated after seven years. In 2010 the Engineering Augmented Degree programme (ENGAGE), a new five-year programme,was launched. Five principles guided the design of ENGAGE: (i) students should be supported in making the transition from high school to university; (ii) student workload (time students spend working) should be high throughout; (iii) the volume of work (amount of content covered) should be low initially and increase over time; (iv) support should be high initially and decrease over time; (v) students should encounter familiar subjects early in the program, less familiar subjects later on. ENGAGE comprises a reduced load of mainstream modules accompanied by developmental modules. Developmental modules address students‘ need for a range of academic, life and cognitive skills, conceptual understanding and background knowledge. They also help students develop behaviours needed for success, such as attending class and submitting weekly assignments. In 2010, of the 305 students that registered for ENGAGE, 58% passed at least 70% of their modules and could proceed, 53% of white students and 71% of black students. In the old 5-year programme, for the 2009 cohort 46% could proceed, 38% of white students and 50% of black students. This suggests that ENGAGE could become a useful tool for redress in increasing the pool of black engineers. The relatively poor performance of the white students could be due to a combination of attitude and aptitude. Further improvement in student success requires reliable tools for selecting and placing students in programmes according to their ability and level of preparation. Hopefully the National Benchmark Tests will help with this important task. | Racial background University of Pretoria | Extended degree Soft skills | SASEE | ||||||||||||||||||||||||||||||||
49 | Mining | CURRICULUM | CURRICULUM DESIGN | Grobler | 2015 | An integrated approach towards a new suite of qualifi cations within the Mine Surveying industry | In response to the Higher Education Qualifi cationFramework (HEQF) it was required to determine if atruly articulated qualifi cation model can be developedand implemented within the constraints of the HEQFfor the South African Mine Survey profession?. It wouldbe necessary for the developed model to includepersons within the Chamber of Mines framework ofindustrial qualifi cations. An interpretivist, constructivistEpistemology using Ethnography as a method was usedto address the research question (Baillie & Douglas,2014). Personal and participant observations of workpractice formalized through discussions at a numberof Industry liaison meetings were used to identify theresearch question and proposed solutions. The heuristicinterventions suggested have been developed withinthe unique context of the complexity of the SouthAfrican mining environment.The new suite of qualifi cations has been designed insuch a manner that all accommodates persons thathave obtained a Grade 12 will be able to register forrecognized qualifi cations leading up to a Bachelorsdegree and from there, up to a Doctor of Philosophydegree. In the old order of qualifi cations, surveyorscould register as candidates to the Chamber ofMines examinations and be awarded three levelsof certifi cates based on these examinations. Theseexaminations have no offi cial SAQA or NQF recognitionand therefore prevent “owners” of such qualifi cationsto use them as entrance into the traditional highereducation stream. The newly introduced suite ofqualifi cations aims to improve this shortcoming byintroducing certifi cates recognized by the HEQF thatcan articulate into main stream higher educationqualifi cations as well as providing for mine surveyorswith existing qualifi cations A new Bachelor degreeof Mine Surveying has been designed to replace thecurrent National diploma and an Honours degree willreplace the current professional qualifi cation of theBachelor of Technology degree. For post-graduatestudies, Master’s and PhD degree programmes arealready available. This paper will outline the historicalbackground of the current qualifi cations and discussthe advantages that a complete and articulated suiteof qualifi cations will provide all mine surveyors in future. | UJ | Curriculum design (specifically for mining surveying) | SASEE | ||||||||||||||||||||||||||||||||
50 | All | CURRICULUM | CURRICULUM DESIGN | Ilunga | 2015 | PRIORITISING ECSA EXIT LEVEL OUTCOMES FOR DESIGN AND DEVELOPMENT OF NEW ENGINEERING TECHNOLOGY QUALIFICATIONS | The purpose of this study is an attempt to establish such a ranking through a simple scoring technique of the ELOs within a qualification. Based on the scores, this study may guide the team involved in new engineering technology programme development to focus on critical areas of the curricula. | UNISA | Curriculum design | SASEE | ||||||||||||||||||||||||||||||||
51 | All | CURRICULUM | EXTENDED DEGREE | Jacobs et al. | 2017 | A micro analysis comparing outcomes between extended and core curriculum students in subjects across an engineering faculty | This study situates its research focus in the South African Higher Education context as outlined in the DHET’s New Directions report on the flexible curriculum ( Shay, et al.(2016), as part of the debate about the flexible curriculum and its intended impact on the retention and throughput of students. While our research is ongoing, to date our study attempts to answer one main question: How are the extended students performing against the mainstream (core) students, not only at the funded extended first year but also at the higher, core curriculum levels? | CPUT | Extended degree | SASEE | ||||||||||||||||||||||||||||||||
52 | All | CURRICULUM | CURRICULUM DESIGN | Jewell | 2015 | Analysis of the Higher Education Qualification Sub-Framework and the Engineering Council of South Africa Qualification Standards | The focus of thispaper is on the different pathways from NQF levels 5 to 8: an analysis is presented of the credits funded by DHET,those required by ECSA for the new qualifi cations and the effect of the number of credits required per moduleor course in a particular University or Engineering Faculty. This enables one to gain insight into the notional hoursrequired for a qualifi cation at a particular university, the cost carried by DHET and the shortfall carried by theUniversity. | UNISA | Curriculum design | SASEE | ||||||||||||||||||||||||||||||||
53 | Mining, Metallurgy and Chemical | CURRICULUM | COURSE/ CURRICULUM REVIEW | Joseph & Varachia | 2015 | Retaining students using RIFT programme in advanced foundry technology | Metal Casting Technology Station at the University of Johannesburg (MCTS-UJ) is an initiative of the Department ofScience and Technology (DST), managed through Technology Innovation Agency (TIA) and collaborates closelywith the School of Mining, Metallurgy and Chemical Engineering, UJ. The mandates of MCTS are technology transferand capacity building and this has been the case for many years. As part of the capacity building programme toaddress government’s localisation plan, the fi rst proposal for Research and Innovation in Foundry Technology (RIFT)programme was submitted by MCTS-UJ to DST in 2011 in response to Human Capital Development in advancedfoundry technology for SA foundry industry. As part of RIFT programme, MCTS-UJ and Technische UniversitätBergakademie Freiberg, Germany partnered to train and retain Masters students from South Africa. Four studentsparticipated in the programme and they have completed something equivalent to our Masters that is Dipl. Ing.We use case study method to explore why some students who enrolled for the programme decided to leaveand how MCTS-UJ was successful in retaining one of the Engineering students. We make recommendations onthe Engineering student retentions based on their experiences with RIFT programme and propose a model forstudent retention. | Masters students SA collaborating with Germany | Programme success Student success | SASEE | ||||||||||||||||||||||||||||||||
54 | All | CURRICULUM | CURRICULUM DESIGN | Kanyarusoke & Ngonda | 2017 | Decolonising engineering education in sub-Saharan Africa: Some perspectives | This paper presents different insights on tackling the problem. It describes efforts ofengineers-cum-educators to interrogate decolonisation. Practicing engineers work with whatis available to solve a problem on hand rather than wait for more resources or details if thewait could lead to aggravating the problem. As engineering educators, the imperative was todemonstrate to learners, one of the expectations of the profession they were studying to enter:prompt, well considered action. Thus, students’ understanding of ‘decolonisation’ of EE andhow to achieve it were to be sought by the study first. After analysis, the results would haveto be used to improve teaching and learning. | Sub-Saharan Africa | Decolonisation | SASEE | ||||||||||||||||||||||||||||||||
55 | AllEngEd | CURRICULUM | GENERAL | Koekemoer & Hattingh | 2017 | Aligning mathematics taught in the intermediate phase, with afterschool enrichment programs, to respond to a changing Engineering Education landscape | None | SA | Unknown | Case study | SASEE | 1 | 1 | 1 | ||||||||||||||||||||||||||||
56 | Chemical | CURRICULUM | COURSE/ CURRICULUM REVIEW | Kumar & Kiriamiti | 2011 | Chemical Engineering at Moi University: Curriculums from Past to Present and Challenges of the Future | Chemical engineering curriculum | Kenya | Curriculum design | SASEE | ||||||||||||||||||||||||||||||||
57 | Chemical | CURRICULUM | CURRICULUM DESIGN | Levecque | 2015 | The roll out of a new full year second year course: the next, complex step in the new Chemical Engineering undergraduate curriculum at the University of Cape Town | Nearly six years ago the academic staff of theDepartment of Chemical Engineering at UCT startedthe process towards the implementation of a newundergraduate curriculum that would not only addressthe rapidly changing engineering profession but wouldalso incorporate contemporary fi ndings on learningand teaching in the (South African) Higher Educationcontext. The new structure consist of one full yearcourse per year with strong horizontal (across oneyear) and vertical (across degree) integration. Thenew curriculum is being rolled out with implementationfrom the 2014 intake. | UCT | Curriculum design | SASEE | 1 | ? | ||||||||||||||||||||||||||||||
58 | All | CURRICULUM | CURRICULUM DESIGN | McGrath et al. | 2013 | Industrial Partners' stance on Work Integrated Learning (WIL) informing transformation towards New Engineering Curricula at NMMU | NMMU | Curriculum design | SASEE | |||||||||||||||||||||||||||||||||
59 | All | CURRICULUM | EXTENDED DEGREE | Müller | 2015 | Results of three cohorts after 5 years of the Engineering Augmented Degree Programme at the University of Pretoria. | In this paper I will present results for the ENGAGE 2010to 2012 cohorts, focusing on retention rates from Year1 to Year 2 and throughput until 2014. The potential ofthe ENGAGE programme as useful tool for redress inincreasing the pool of African engineers is explored | Racial context University of Pretoria | Extended degree | SASEE | ||||||||||||||||||||||||||||||||
60 | Chemical | CURRICULUM | CURRICULUM DESIGN | Njau & Kaunde | 2011 | Curricular Reform in Chemical Engineering Education at the University of Dar es Salaam, Tanzania | Chemical engineering curriculum | Tanzania | Curriculum design Programme renewal | SASEE | ||||||||||||||||||||||||||||||||
61 | Mechanical/ Mechatronic | CURRICULUM | COURSE/ CURRICULUM REVIEW | Paxton & Schoombie | 2011 | Knowledge Typologies and the Engineering Curriculum at the Nelson Mandela Metropolitan University | Using the explanatory conceptual framework developed as part of the South Africa Norway Tertiary Education Development (SANTED) Project, the Mechanical Engineering and Mechatronic qualifications at the Nelson Mandela Metropolitan University (NMMU) were analysed in order to distinguish between different forms of knowledge within the curricula and to ascertain how far the actual curricula of these specific degree and diploma programmes demonstrate appropriate differences in their curricular logics.Drawing on Gamble‘s conceptual distinction, a knowledge typology was devised which distinguishes between ‗conceptual knowledge‘ and ‗procedural (or contextual) knowledge‘, and for each of these types further distinctions between principled and procedural were made, thereby creating a five-part knowledge typology: conceptual knowledge; proceduralised conceptual knowledge with an overarching conceptual coherence; proceduralised conceptual knowledge with an overarching contextual coherence; procedural knowledge; and principled procedural knowledge. Therefore both conceptual and procedural (contextual) knowledge can be principled but with an important difference: in principled procedural knowledge the principles emerge from the procedures themselves; they emerge from the codification of practice. In proceduralised conceptual knowledge, the principles emerge from the conceptual domain; from the theory.From this knowledge typology the conceptual framework accounts for what happens when these different kinds of knowledge are drawn on as resources for curriculum, or re-contextualised into curriculum. Muller (2008) distinguishes between different curriculum logics, that is, curricula which have conceptual coherence and those that have contextual coherence.Further analyses, using Umalusi‘s taxonomy (adapted from Krathwohl 2002 in Gamble 2009) were undertaken to identify different levels of cognitive complexity. This analysis enables a distinction to be made between, for example, a conceptually oriented module which simply required recall (low complexity), explanation (medium complexity) or application of concepts (high complexity).The unit of analysis was the module, and for each programme module data was collected (for example, module outlines, assessment documentation and lecture notes). | NMMU | Knowledge typologies Curriculum review/design | SASEE | ? | |||||||||||||||||||||||||||||||
62 | All | CURRICULUM | EXTENDED DEGREE | Pocock et al. | 2011 | Barriers to Progression: An Exploratory Study of an Access Programme for Engineering | This article examines modules that act as barriers to progression for students who come into engineering through an access programme. These modules are examined using Bloom‘s taxonomy of the cognitive domain to ascertain the cognitive levels at which students face challenges. The findings indicate that while UNITE students perform better in modules that require recall of facts and understanding, they generally struggle with modules that require higher order thinking skills such as application, analysis, synthesis and evaluation. It is recommended that UNITE incorporate all levels of the taxonomy in its curriculum if it is to provide the opportunity to develop the cognitive skills that will enable its students to participate effectively in the mainstream engineering modules. | Disadvantaged background UCT | Extended degree | SASEE | ||||||||||||||||||||||||||||||||
63 | Mathematics | ENGINEERING KNOWLEDGE | MATHEMATICS | Craig | 2017 | The uneasy role of proof in teaching engineering mathematics | When teaching mathematics to engineering students, just how much proof should oneinclude? Include too little and you weaken the heart of mathematics, that of logical reasoningfrom axiomatic principles. Include too much and you take up time necessary for much neededpractical application and risk alienating students who see no need for such work. Anecdotalevidence suggests that each individual lecturer makes the decision of how much proof toinclude idiosyncratically. As lecturers of engineering mathematics, we need a soundtheoretical argument on this question, not simply personal opinion. In this paper I take a firststep on this journey and argue that the deciding factor for the inclusion or exclusion of anyproof in an engineering maths course should be whether the proof constitutes a warrant, thatis whether it truly secures knowledge and convinces the reader of mathematical truth. | SA | Mathematics (proof) | SASEE | ||||||||||||||||||||||||||||||||
64 | Mechanical | ENGINEERING KNOWLEDGE | LEARNING | Craig & Cloete | 2013 | Observations and conclusions of dynamics students’ mathematical fluency | The course Dynamics I in mechanical engineering is a challenging course for many reasons, one of them being its mathematical demands. A collaboration between the first author (a mathematics lecturer and mathematics education researcher) and the second author (a mechanical engineer and the Dynamics I lecturer) sought to answer the question “What specific and identifiable mathematical difficulties are experienced by the Dynamics I students?” The observational results of this, in essence, ethnographic case study suggest that there are two levels of mathematical challenge, namely specific symbolic and computational difficulties as well as the need for well-developed problem-solving processes. We discuss our observations and provide pedagogic advice for lecturers of mathematics to help ease the transition to Dynamics I | UCT; SA | Unknown | Case Study | SASEE | ✓ Teaching? | 1 | 1 | 1 | |||||||||||||||||||||||||||
65 | Mathematics | ENGINEERING KNOWLEDGE | THEORETICAL/ SUBJECT SPECIFIC | Craig et al. | 2015 | Vector preparation for Dynamics: What can we learn? | Vector assessment in dynamics course | UCT | Engineering science | SASEE | ||||||||||||||||||||||||||||||||
66 | All | ENGINEERING KNOWLEDGE | THEORETICAL/ SUBJECT SPECIFIC | Kloot | 2017 | The role of theory in engineering education research | This is a review paper that examines the role of theory in the global endeavour of engineeringeducation research | Global | Theory | SASEE | ||||||||||||||||||||||||||||||||
67 | Chemical | ENGINEERING KNOWLEDGE | THEORETICAL/ SUBJECT SPECIFIC | Narasigadu & Moodley | 2015 | Assessing the effect of student mathematics competence on the performance in the introductory chemical engineering thermodynamics module at the University of KwaZulu-Natal | In this paper the authors attempt to correlate theperformance of students in the ThermodynamicsI module, to the students’ grasp of mathematicconcepts in general. | UKZN | Engineering science | SASEE | ||||||||||||||||||||||||||||||||
68 | Chemical | ENGINEERING KNOWLEDGE | THEORETICAL/ SUBJECT SPECIFIC | Sibanda et al. | 2011 | Sustainable development as a threshold concept in engineering education | Sustainable development is an area of work with increasing focus and interest in engineering education. As the environmental challenges intensify, more people are realising that new approaches to development, economic activities, resource management and environmental protection are required. To face this environmental crisis, a new education is needed. Because engineering has a significant impact on the environment, it is therefore required that engineers play a crucial role in protecting the environment. In order to facilitate a better integration of sustainable development teaching within the engineering curriculum, it is essential to understand what students already know about sustainable development.This paper presents the preliminary findings from a research project that examines if the concept of sustainable development can be conceptualised as a ―threshold concept‖. Threshold concepts are defined in literature as ―core concepts‖ that act as building blocks that enable students to fully comprehend the subject. Threshold concepts are likely to be transformative, integrative, bounded, probably irreversible and potentially troublesome.Drawing on data collected in interviews and a survey with chemical engineering students, the paper offers an initial evaluation to establish if the concept of ―sustainability‖ fits the definition of a threshold concept. The preliminary analysis revealed evidence to suggest that the concept of sustainable development is indeed a threshold concept. The analysis also revealed that students‘ learning experiences vary but that the process of learning about sustainable development is a complex and transformative experience. | UCT | Sustainability | SASEE | ||||||||||||||||||||||||||||||||
69 | Construction management | ENGINEERING KNOWLEDGE | THEORETICAL/ SUBJECT SPECIFIC | Smallwood & Crafford | 2015 | Tertiary Structures Education: Construction Management Graduates’ Perceptions | The management of designdelivery obviously entails, inter alia, an understandingand appreciation of how structures work, and then, theintegration of design and construction is critical in termsof assuring quality in terms of the integrity of temporaryworks and permanent structures. Furthermore, inrecent years there have been a spate of collapses interms of buildings, slabs, and support work. Althoughnot necessarily linked to BSc (Honours) ConstructionManagement graduates, they are notable and amplifythe need for refl ection. | NMMU | Engineering science | SASEE | ||||||||||||||||||||||||||||||||
70 | Mechanics | ENGINEERING KNOWLEDGE | LEARNING | Smith | 2013 | An investigation into the link between first-and second-year Engineering Mechanics courses | An investigation into the link between first- and second-year engineering mechanics courses was carried out. Engineering mechanics is one of the most important first-year courses for engineering students. Second-year mechanics instructors often experience their students not possessing adequate understanding of mechanics fundamentals. An investigation was carried out to determine what mechanics topics were not adequately transferred from first- to secondyear. Areas of poor performance for the first-year were obtained by analyzing engineering mechanics exam results and by interviewing two first-year lecturers. For the second-year, areas of concern were obtained from interviewing five second-year lecturers. All in all, potential areas of poor performance were uncovered, reasons for the poor performance were discussed and also possible solutions were presented. The list of problematic topics was widespread but topics such as free body diagrams, equilibrium, moments and vectors were found for both years. A deeper analysis of the exam papers suggests that problems may lie in not being able to identify concepts when found in a different context. Furthermore, due to the immense workload in first-year, students do not have enough time to adequately absorb the material and that spreading out the first two years over three years might allow for more absorbing of the material. Students in first-year also tend to learn more skills than concepts due to the types of exams and tests administered and altering the types of questions found in tests and exams to test more conceptual understanding might provide a long term solution. It was concluded that for the exam analysis to be more reliable, perhaps three to four years’ data would need to be analyzed. | Wits | Mechanics | Interviews | SASEE | ✓ Curriculum? | 1 | 1 | 1 | 1 | ||||||||||||||||||||||||||
71 | (Materials Failure Analysis) | ENGINEERING KNOWLEDGE | THEORETICAL/ SUBJECT SPECIFIC | van der Merwe & Woollacott | 2017 | Showing phenomenography at work: A study of engineering students’ conceptions of the Mohr circle | This paper presents a phenomenographic study on how students typically relate to andexperience the topic of the Mohr Circle – an important technique for analysing the structuralintegrity of engineering materials subjected to stresses. The study was undertaken because thecoordinator of a course on the topic found, in line with the literature, that his students generallyfound the topic difficult to master. The study and its findings are presented in a way intendedto demonstrate the phenomenographic methodology and its ability to provide pedagogicallyuseful insights for understanding students’ difficulties and for making appropriatemodifications to the way the topic is taught. | Third year Wits | Engineering Science Phenomenographic study | SASEE | ||||||||||||||||||||||||||||||||
72 | Chemical | ENGINEERING PRACTICE | APPLICATION | Chetty | 2015 | Graduate attributes and readiness of chemical engineering technicians for the world of work | Durban University of Technology | Soft skills Connecting theory and practice | SASEE | |||||||||||||||||||||||||||||||||
73 | Mechanical | ENGINEERING PRACTICE | SETTING CONTEXT | Collier-Reed | 2017 | Constructive alignment in an introduction to engineering course: Walking the talk | Many students continue to enter mechanical engineering degree programmes having had little or no exposure to artefacts, systems, or processes typically associated with developing a tactile understanding of what the discipline entails. Furthermore, the transition from a school to university environment remains a difficult one for students – particularly those from under resourcedschooling and less privileged social backgrounds. Our experience suggests that students more than ever need focussed interventions to help ensure that they are successful in their undergraduate studies. Introductory courses in engineering have been found to play an increasingly important role in this regard. | UCT | Setting context Curriculum design | SASEE | ||||||||||||||||||||||||||||||||
74 | All | ENGINEERING PRACTICE | APPLICATION | Kloot | 2015 | The epistemology of engineering education and the problem of implementation | This paper explores the disjuncture between engineering education as an endeavour to optimise the undergraduate learning process and its ability to bring about systemic change. ‘Systemic change’ in this context may be understood as change at the level of curriculum, at the institutional level or in terms of the articulation between the academic and the professional engineering space. As such, this paper does not fit into any of the foci listed for the SASEE conference but is a discussion about the nature of engineering education knowledge and a reflection on the ability of the field to bring about the types of systemic change required in South Africa. | UCT | Soft skills | SASEE | ||||||||||||||||||||||||||||||||
75 | Architecture | ENGINEERING PRACTICE | CURRICULUM | Luckan | 2013 | The strategic position of the architecture programme within the Faculty of Engineering and the Built Environment at the Durban University of Technology (DUT): towards interdisciplinary engagement - bridging the gaps between theory and practice. | Architectural education, in the Faculty of Engineering and the Built Environment at the Durban University of Technology (DUT) occupies a strategic position which can be used to transform its curriculum in order to become more contextually responsive and bridge the gaps between theory and practice. This research paper examines the possibilities of interdisciplinary engagement within a constructivist educational paradigm that would ultimately produce relevant and meaningful architectural and built environment solutions. The intention is that education through collaborative engagement of the built environment and other relevant disciplines becomes the principle pedagogic approach of architectural education at DUT. This necessitates a review and re-conceptualisation of historical architectural curricula. The existing architectural curriculum at DUT is critically analysed against the theoretical framework of constructivism, critical theory and epistemological balance in order to conceptually develop a new integrated, interdisciplinary learning environment. Constructivist educational theory, which incorporates problem-based learning, will guide the concept of a new interdisciplinary learning environment for architecture and related disciplines. The paper concludes by proposing a conceptual structure to promote interdisciplinary learning for architectural education at DUT. | Durban University of Technology | Constructivism; Critical theory; Epistemological balance | Case study | Connecting theory and practice | SASEE | ✓ Identity | 1 | 1 | 1 | ||||||||||||||||||||||||||
76 | Computer Systems | ENGINEERING PRACTICE | APPLICATION | Malele et al. | 2017 | Lesson learned from exposing computer systems engineering students to entrepreneurship and innovation activities | This paper reports on lessons learned (from 2013 to 2016) on implementing entrepreneurialand innovation activities. Using action research and lesson learned techniques, Bachelor ofTechnology: Computer Systems Engineering students, were tasked to group themselves anduse their knowledge to explore ideas and suggest solutions that could address societalchallenges. Their ideas were assessed through interactions with the lecturer. It is this paper'srecommendation that concepts of entrepreneurship and innovation should be embedded toexisting curriculum as part of students training especially on project or assignment tasks. Theresults of this paper contributes to the ongoing discussion of bridging the entrepreneurial andinnovation chasm (using the existing engineering curriculum). | Tshwane University of Technology | Project based Industrial applicability Holistic development Projects | SASEE | ||||||||||||||||||||||||||||||||
77 | Industrial | ENGINEERING PRACTICE | PRACTICALS | Muyengwa et al. | 2017 | Improving employability skills of students through laboratory and practical work | The purpose of this paper is to discuss laboratory work and hands on training that will beoffered to students who will be studying a new curriculum, Bachelor of EngineeringTechnology Degree (BEngTech) in Industrial Engineering Technology at the University ofJohannesburg. The university has introduced a new 3 year curriculum, BEngTech, across itsTechnology based programmes. The new curriculum is going to be rolled out for the first timein 2017. The university is in a process of phasing out the National Diploma and Bachelor ofTechnology degrees. The new BEngTech curriculum does not have the traditional one yearWork Integrated Learning component that used to be part of the National Diploma, hence theneed to include new practical based laboratories. The practical work in the new BEngTechdegree has been designed to improve the employability of the BEngTech graduates.The new laboratory and practical work have been designed to include employability soft skillssuch as teamwork, communication, critical thinking, planning and problem solving. A desktopresearch was carried out in the Industrial Engineering Department at University ofJohannesburg. The research looked at how the new laboratories have been designed, how theywill be assessed and in particular how they will fulfill the expected employability skills. Theresults of the study showed that students will solve real industry based problems. In some ofthe laboratories students will have to develop a programme, simulate the programme and thendownload the programme to physical equipment. Some of the laboratories include “noise”factors that are random with systematic errors and students will be asked to remove these noisefactors. The impact of the new laboratories will only be evaluated when the BEngTech studentsgraduate and join industry. | UJ | Practicals Employability Soft skills Professional applicability | SASEE | ||||||||||||||||||||||||||||||||
78 | Chemical | ENGINEERING PRACTICE | SETTING CONTEXT | Ramsuroop | 2011 | Developing Engineering Conceptual Competencies in Chemical Engineering Students through Socially Relevant DIY Projects | A consistent complaint by chemical engineering lecturers about their students is the lack of physical appreciation and interpretation relating to some foundational concepts such as dimensions of pipes, tanks, flow-rates, different types of pipe fittings, etc. In general, academic programmes in chemical engineering have limited learning activities to develop this key engineering competence. Whilst there are design modules in the curriculum, there is little or no learning activity that requires chemical engineering students to translate their design into a working prototype. To address this deficiency, a second year chemical engineering design module was reviewed and revised to include several hands-on learning activities to develop these basic engineering competencies.Over the past three years, the chemical engineering design module in the national diploma has focused on developmental projects associated with sustainability, which emphasise hands-on learning. The primary objective was to adopt active learning methods that would: improve students‘ physical interpretation and understanding of real engineering systems, expose students to the notion that chemical engineering can provide solutions to many of the challenges facing our society, develop the engineering hand skills (especially since very few students engage in any DIY activities), improve motivational levels in students, provide a platform for students to show creativity and innovation, and giving students a sense of ownership of their learning.In the revised design module, students work in groups, with recent projects focusing on the design of modular potable water systems for rural applications. The key features of the module include: allowing students to take a design concept through to construction of an operational test rig, emphasising the hands-on and ‗realistic‘ aspects of engineering; using the built test rig to collect key performance data, and analysis of the collected data to propose the size of a full scale plant. The commercial and societal relevance of the project is emphasised, as well as the importance for team-work. In addition, the project topics chosen also exposed students to: the social issue of provision of drinking water for rural communities; the use of alternative energy resources of solar and wind; and financial aspects related to project implementation, hence developing a range of skills and attributes required by engineering students. The learning activities in this module facilitate the development of several of the exit level outcomes as specified in the engineering qualification standards. The student surveys conducted in the module has repeatedly confirmed that several of the teaching, learning and assessment objectives are being realised through this teaching approach.In this paper, a brief overview is presented on the development and implementation of this project at the Department of Chemical Engineering at the Durban University of Technology (DUT). It also discusses some of the challenges facing chemical engineering educators in: delivering a coherent academic programme that fulfils the required qualification standards, creating a learning environment that motivates students to engage in learning, and improving the societal relevance of the academic programme. | Durban University of Technology | Application Curriculum design Projects | SASEE | 1 | M | ||||||||||||||||||||||||||||||
79 | Civil | ENGINEERING PRACTICE | PRACTICALS | Simpson & Bester | 2015 | Cast in Concrete? Gender Perceptions in Civil Engineering Laboratory Practicals | The attraction and retention of women in engineering is a key issue for the profession. Given the continued need for qualified, skilled engineers, particularly within an emerging economy such as South Africa, it is necessary to attract and retain greater numbers of women within the engineering professions. This paper focuses specifically on civil engineering, and a first-year module on Concrete Technology. The paper presents analysis of the participation of male and female students as they complete a laboratory practical exercise. Two groups of four students were filmed as they undertook the described practical. Close analysis was undertaken on the footage obtained, which precluded largescale assessment. The footage was first time-coded according to broad categories of activity, where it was found that the female participants tended to spend more time than their male counterparts engaged ingroup discussion and less time physically engaged in the concrete mix proportioning process. Thereafter, the data was analysed using multimodal interaction analysis. This analysis reveals the fine patterns of participation that characterised the students’completion of this particular task. It was found that the female participants spent considerably less time handling objects that mediated physical engagement with the concrete, such as the spade and tamping rod. Rather, the female participants’ handling of objects indicated their relegation to the completion of support activities. It was also found that the female participants were largely responsible for custodianship of group documentation. These subtle manifestations of gender roles are shown to work against the pedagogic aims of such a practical exercise. For female participants,the inclusion of group-based practicals may reinforce stereotypes that prevent the enhancement of their sense of self-efficacy in preparation for entry into the workplace. This may impact on their ultimate retention in the field. | Gender based UJ | Practicals Gender roles Student identity | SASEE | ||||||||||||||||||||||||||||||||
80 | All | ENGINEERING PRACTICE | PRACTICALS | Swart et al. | 2015 | Student Perceptions of Practical Instruction offered at a University of Technology – A Case Study | The purpose of this paper is to present studentperceptions of practical instruction offered in anumber of different laboratories at a UoT. Theselaboratories include logic systems and solar energy(electrical engineering), applied strength of materials(mechanical engineering), construction technology(built environment) and transport engineering (civilengineering). | Central University of Technology | Practicals | SASEE | ||||||||||||||||||||||||||||||||
81 | Chemical | ENGINEERING PRACTICE | PRACTICALS | Vallabh & Ramsuroop | 2011 | Constructive Alignment of Laboratory Instruction in Chemical Engineering at the Durban University of Technology | Laboratory work is an integral part of an engineering curriculum. This is further emphasized in the new qualification standards for engineering programmes as a required competence, and as an important criterion in the accreditation of engineering programmes in South Africa. This suggests that a student who has completed his studies must be fully equipped with competencies associated with practical and laboratory work of the discipline. The challenge to achieving this is to firstly identify the various competencies associated with laboratory work, and ensuring that these are developed and assessed during the academic programme. In order to achieve constructive alignment in all its learning activities, the Department of Chemical Engineering undertook a review of the laboratory work associated with its learning programmes.During the review, the key question emerged was whether the laboratory work at the Durban University of Technology (DUT) in its entirety adequately equips first, second and final year students in accordance with the objectives that should be achieved. The review has shown some weaknesses in the current laboratory learning experience. These include: students do not engage actively in this mode of instruction; they are not strongly motivated; they do not fully prepare for the lab experiment; team spirit and responsibility in group work is lacking, and there is a variance in the quality of reports submitted.It is believed that the root cause for the above listed problems is the lack of clarity of the learning objectives and the subsequent poor design of the laboratory learning experience. During the review the following questions were answered: What are the learning objectives of a laboratory experience; are the current modes of delivery fulfilling the learning objectives; are the resources adequate to fulfil these objectives; are the assessment methods appropriate for the learning objectives; and is the type of laboratory experience appropriate to the level?In this paper, the details of the review, the strategies implemented to address the short-comings, and an assessment of implemented changes are presented. | Durban University of Technology | Practicals Lab work | SASEE | 1 | ? | ||||||||||||||||||||||||||||||
82 | Mechatronic | ENGINEERING PRACTICE | APPLICATION | Wolff | 2015 | Insights into conceptual and contextual engineering problem-solving practices in the 21st century: some implications for curriculum redesign | The poor throughput and retention rates in engineeringeducation are of global concern. Engineering hasbecome increasingly complex, particularly in the lightof rapid technological development. The researchpresented in this paper contends that the theory/practice relationship is not adequately understood.In order to enable engineering graduates to effectivelyapply their knowledge and solve complex 21stcentury problems, it is necessary to develop a betterunderstanding of what that problem-solving processentails. The research aim is to understand and map howdifferent engineering practitioners work with differentforms of disciplinary knowledge when solving industrialproblems.The research draws its theoretical framework fromthe field of the sociology of education, primarilythe work of Basil Bernstein and Karl Maton, and theconcepts of disciplinary knowledge structures and theirimpact on complex sociocultural practices. Using theLegitimation Code Theory (LCT) tool of Specialisation,the analytical focus is on the relationship between thesignifi cantly different forms of disciplinary knowledge inthe multidisciplinary fi eld of mechatronics engineering.Following a methodologically pluralist approach, datafrom 18 case studies in three types of industrial practicecontexts have been collected in the form of participanttexts, interviews and observations.This paper presents three examples of problem-solvingpatterns that emerge following the application of aparticular LCT instrument (the epistemic plane). Theinstrument enables a view of the problem-solvingcontext as well as a ‘map’ of the problem-solvingprocess. These ‘maps’ provide a useful frameworkagainst which to decipher disciplinary boundarycrossing and ‘code clashes’ which may impedethe problem-solving process. Understanding suchcode shifting and clashing may provide insights intothe diffi culties faced by engineering students andgraduates when solving problems in increasinglycomplex contexts. It is also hoped that the fi ndingswill contribute to a view of curriculum that addressesthe changing engineering practice landscape. | Industrial practice | Connecting theory and practice Industrial applicability programme renewal | SASEE | 1 | ? | ||||||||||||||||||||||||||||||
83 | All | ENGINEERING PRACTICE | APPLICATION | Wolff | 2017 | The manufacturing sector’s response to the lack of appropriate technical expertise in South Africa | An ongoing research project investigating engineering practices seeks to provide theoreticallyinformed,empirical insights into what it is that employed UoT engineering graduates actuallydo and are expected to do in the field. The intention of the research is to be able to respondmore effectively to the education-to-profession ‘articulation gap’. Based on 34 comprehensivecase studies to date, this paper presents three different approaches taken by the manufacturingsector in response to the ‘technical skill deficiencies’ crisis in the Western Cape region. | Western Cape | Industrial applicability Professional competency | SASEE | ||||||||||||||||||||||||||||||||
84 | Civil | ENGINEERING PRACTICE | DESIGN | Wolmarans | 2013 | Engineering Design, why is it so difficult to teach and to learn? | One of the challenges faced by education researchers, especially those of us working from fairly specialised educational or sociological theoretical frameworks, is to bring our research findings back to the practical realities of the curriculum and the classroom. The purpose of this paper is to take on that challenge, and to attempt to make the practical implications of theoretical research finding relevant to curriculum considerations. The theoretical background to this paper is a Bernsteinian analysis of knowledge progression through a sequence of engineering design projects. The discussion, focuses on the fundamental structural differences between organisation of knowledge in engineering sciences and in engineering design projects, and suggests a shift in organisation from that based on the conceptual rigour and norms of a particular disciplinary tradition, to coherence derived from the context of the design project requiring the integration of sometimes contradictory disciplinary traditions. The implications for learning to design (or more generally, to apply engineering sciences to open-ended, ill-defined project based problems) means a weakening of the boundaries around disciplinary knowledge in order that different 'knowledges' interact with one another in a way in which novel solutions can emerge from interaction between a problem context and the knowledge brought to bear on that context in the presence of other knowledge. There is also a requirement to specialise general abstract knowledge for application to a context. But perhaps most significantly, that this can only occur if the responsibility for selection of the relevant 'knowledges' required to solve a problem and the sequence in which they are applied to and integrated through the problem shifts from the lecturer to the student. This is one of the pedagogic challenges of sequencing design projects. What this paper attempts to offer is not a prescription for what to do, but rather a theoretical perspective on knowledge that allows lectures to make more informed decisions about one aspect of engineering design courses. | UCT | Connecting theory and practice Design project Knowledge typologies | Bernsteinian analysis of knowledge progression | Case Study | SASEE | ✓ Learning? | 1 | 1 | 1 | ||||||||||||||||||||||||||
85 | All | ENGINEERING PRACTICE | KNOWLEDGE | Wolmarans | 2017 | Flexible curricula: Addressing the transition from engineering science to engineering design | In 2013 the Council on Higher Education (CHE) presented a proposal to increase the duration ofuniversity degrees by a year in response to very poor completion rates. One of the arguments presentedfor the proposal is the need to intentionally bridge a number of 'transitions', for example the articulationgap between school and university. In engineering degrees one of the transitions identified is thetransition from ‘engineering sciences’ to ‘complex problems and design’. However there has been littlesystematic work on the nature of this transition. The argument that I make in this paper is that at theheart of the transition from engineering science to complex problem solving and design is theintroduction of contextual detail. While engineering educators are familiar with progression inconceptual complexity inherent in disciplinary specialisations, we tend to be less mindful of thecomplexity added by contextual detail, and the changing logic of reasoning that it introduces.Drawing on concepts developed in Legitimation Code Theory, specifically semantic gravity andsemantic density I discuss the insights these concepts provide for understanding the nature of thetransition from engineering science to engineering design. I show a change in the logic of the reasoning,from generalisable abstract thinking to reasoning that shifts between the specifics of concrete artefactsand the generalizability of abstract theory. I show how the introduction of contextual detail introducesa new form of complexity, requiring a different way of reasoning. I propose that thinking aboutengineering design projects in these ways offers insights that open up options for helping studentsthrough the transition from engineering science to engineering design more intentionally. | UCT | Critical thinking Connecting theory and practice | SASEE | ||||||||||||||||||||||||||||||||
86 | All | GENERAL | SUCCESS RATE | Atwaters et al. | 2017 | Understanding characteristics of leavers to sustain a diverse engineering talent pool in the United States: A case study | In the United States (U.S.), Hispanics and Blacks participate in engineering education wellbelow their representation in the population. This underrepresentation represents a criticalunderutilization of talent—especially as fewer U.S. citizens pursue engineering careers.Increasingly in the U.S., scholarly attention has shifted to redressing attrition in undergraduateengineering education as a viable mechanism to enhance a larger and more ethnically diversetalent pool. Attrition in undergraduate engineering education is a concern that spans acrossethnic groups (Slaughter, Tao and Pearson, 2015). According to the American Society ofEngineering Education (ASEE 2012), the undergraduate graduation rates are 59.7% for Whites,44.4% for Hispanics, and 38.3%, for Blacks. Zarske et al. (2012) argue that for the U.S. tomaintain its technological capability, the engineering profession will have to draw much moreheavily on groups currently underrepresented in the field. To enhance and increase diversity inthe engineering workforce, innovative ways must be implemented to cultivate a diverse, welltrainedand globally competitive talent pool (ASEE 2014).This exploratory study seeks to contribute to the engineering education literature on attritionby using a case study approach to examine institutional factors that may provide insight onethnic variations in attrition (“leavers”) from the engineering pathway of a large engineeringcollege in the U.S., Georgia Institute of Technology (Georgia Tech). | USA Diverse backgrounds | Student succcess Transformation | SASEE | ||||||||||||||||||||||||||||||||
87 | AllEngEd | GENERAL | ENGAGEMENT | Baillie & Fitzgerald | 2000 | Motivation and attrition in engineering students | In the engineering profession we need to re�ect continually on the students we are training, their suitability and ability to become the next generation of engineers, facing an ever-changing future.We need to face our responsibility in helping to develop the skills required for graduates of tomorrow and ensuring that we are not losing our best students to other professions.A survey has been conducted atImperial College highlighting problem areas of students at risk from demotivation within engineering courses. Forty students who had not completed their course at the college were surveyed and 10 students were interviewed.The issues they raised have been analysed and intervention strategies have been identified which are presently being developed at the college as part of the ongoing quality improvement of courses. It is hoped that the approaches discussed can be disseminated further within Imperial College and to other universities. | UK | effective tutorial system in engineering higher education | Unknown | Survey | Google Scholar | ✓ | 1 | 1 | 1 | ? | |||||||||||||||||||||||||
88 | AllEngEd | GENERAL | Brito et al. | 2002 | ENGINEERING EDUCATION IN SOUTH AMERICA: PERSPECTIVES FOR XXI CENTURY | This is a work, which intention is to show someaspects of engineering education in South America: theorigins, cooperation and education policies, the differencesand difficulties of engineering programs integration and theperspectives for the future. It is very important to discuss theMercosul that plays an important role in the fostering ofintegration between the four countries of the south cone thatare involved in the process, which are Brazil, Argentina,Paraguay and Uruguay; its history, its achievements, thedifficulties, the cultural differences and present status. Soimportant as Mercosul is the lately efforts of universitiesfrom Iberia Peninsula countries to promote cooperationprograms between them and universities from Latin Americacountries through the engineering organizations of what iscalled Iberian America. The last meeting of IberianAmericanAssociation of Engineering Education Institutions,the ASIBEI has generated the “Rio de Janeiro Declaration”as a first step for an integration of engineering programscurriculum between universities of both continents and theimprovement of projects development in joint venture. | South America | Unknown | Literature review | Google Scholar | 1 | 1 | ||||||||||||||||||||||||||||||
89 | All | GENERAL | ACADEMIC PATHWAY | Carrol | 2015 | The Right Programme: Academic pathways of engineering transfer students | In South Africa, the variety of engineering qualifi cationsavailable makes the task of appropriately placingstudents unusually problematic. Students who areunsuccessful in a particular engineering programmemay excel in another, and frequently students whoare excluded from a four-year Bachelors programmeare recommended to a three-year National Diplomaprogramme. However, these recommendations areoften made without understanding the expectedoutcome of such a transfer, and to the best ofknowledge there has not been an engineeringfocussedstudy of how transfer students perform.This study fills that gap, classifying and analysingthe performance of students who have transferredbetween engineering qualifi cations at the Universityof Johannesburg. The academic pathways followedby students are codifi ed in a manner similar to thatsuggested by Robinson (2004), adapted to showmore details relevant to South African engineeringprogrammes. The results provide insight into thepathways followed by students as they transferbetween programmes, and consider studentcharacteristics that can be used to evaluate policies ontransfer students. Notably, several common theories onwhich transfer students are successful are considered,though the results show that the indicators are notsignifi cant enough to form a basis of policy. Generally,a more comprehensive policy on transfer students mustinform decisions. | UJ | Programme transfer | SASEE | ||||||||||||||||||||||||||||||||
90 | All | GENERAL | SUCCESS RATE | Case et al. | 2017 | Investigating trends in the South African output of graduate engineers | This talk will present up to date data both on the production of engineering graduates as well as the size of the pool of eligible students (based on admission requirements), tracking data from the early 2000s into the present, and thus allowing for a comparison of nds since the introduction of the new National Senior Certificate. | SA | Success rates | SASEE | ||||||||||||||||||||||||||||||||
91 | All | GENERAL | SUCCESS RATE | Conradie & du Toit | 2011 | Engineering Student Retention and Success: An Investigation into Contributing Factors | Professional practice module | NWU | Curriculum design Success rate Setting context | SASEE | 1 | ? | ||||||||||||||||||||||||||||||
92 | Mathematics | GENERAL | STUDENT IDENTITY | Craig | 2011 | Student Identity and the Need to Make Classroom Mathematics Relevant to Engineering Practice | Cobb and Hodge‘s (2005) identity theoretical framework suggests that learning is facilitated if normative identity (realised and co-constructed in the classroom by lecturer and student) is reconciled with core identity (the trajectory of who the student is and where he feels he is going). The cohort of students involved in the study discussed in this article largely embodies trajectories of social mobility, with a great willingness to study engineering for its role in providing a way out of poverty rather than for the sake of the discipline itself. The pedagogic implication is that teaching must proceed sensitive to the reality of the students which is that they potentially have little idea what engineering entails other than a route out of a disadvantaged background. | Students from a disadvantaged background UCT | Connecting theory and practice student identity | SASEE | ||||||||||||||||||||||||||||||||
93 | AllENgEd | GENERAL | Dong & Liu | 2017 | A Review of Engineering Education in China: History, Present and Future | In this globalization and information era, the level of engineering technology represents acountry's core competitiveness. With the rapid development of China’s industrialization, thehigh requirement for engineering talents become increasingly urgent. Then, engineeringeducation is facing a great challenge. The history, current situation and problems ofengineering education in China are systematically summed up and analyzed in this paper. Thechallenges and opportunities have also been deeply studied, which constitute the theoreticalbasis of the sustainable development of engineering education in China. | China | Overview | Literature review | Pure literture study only | Google Scholar | |||||||||||||||||||||||||||||||
94 | All | GENERAL | SUCCESS RATE | Forsman et al. | 2011 | Using Complexity Theory to Develop a New Model of Student Retention | This paper proposes a new approach to the modeling of student retention in higher education, namely the use of Complexity Thinking, in conjunction with Exploratory Factor Analysis and Multidimensional Scaling. To illustrate our proposal we analyse a small data sample collected from undergraduate engineering students at a highly regarded traditional Swedish university. This analysis shows that issues affecting student retention should be viewed as nested, interconnected systems, in which certain components are more influential than others, rather than in linear terms. | Swedish university students | Success rate | SASEE | ||||||||||||||||||||||||||||||||
95 | Mechanical | GENERAL | SUCCESS RATE | Graham & Walker | 2011 | Analysis of Trends in National Diploma Student Success Rates in Mechanical Engineering at the Durban University of Technology | The Department of Mechanical Engineering at the Durban University of Technology wished to establish how changes made to the National Diploma in Mechanical Engineering, had affected success rates, as well as evaluate the effectiveness of the diploma‘s Work Integrated Learning (WIL) component. Success rates were calculated for a period of eight semesters, starting with the first semester 2007, in order to determine these effects. The Average time taken to complete WIL, the portion of the academic component undertaken before starting WIL and the percentage of students dropping out during WIL, for this period, was also established. The introduction of the new National Senior Certificate and the reduction of contact time were found to have little or no effect on success rates. The moving of Electrotechnology I from the first semester to the third semester and the introduction of supplementary exams both saw improvements in success rates. The elimination of electives saw a decrease in the success rates of certain fourth semester subjects. It was found that WIL was not meeting the intended academic outcomes, the average student does not complete WIL within the minimum time frame, and that a significant portion dropout during or after registering for WIL. | Durban University of Technology | Success rate Curriculum design | SASEE | 1 | M-L | ||||||||||||||||||||||||||||||
96 | All | GENERAL | ACADEMIC PATHWAY | Graham et al. | 2017 | Using epistemic justice as a framework for underpinning articulation between technical and vocational education and training colleges and higher education engineering programmes | This conceptual paper describes the theoretical framework that is being used to guide a researchproject, in which the articulation processes between Technical and Vocational Education andTraining (TVET) Colleges and Higher Education Institutions (HEIs) in the field of engineering,are being explored. The paper will briefly describe, challenges faced by the TVET Colleges,as well as some of the issues facing students wishing to articulate from TVETs to HEIs.Epistemic injustice will be described, along with how it will be used as a lens that, togetherwith other allied theories, will form the framework guiding the enquiry | Durban University of Technology | Academic pathway | SASEE | ||||||||||||||||||||||||||||||||
97 | STEM | GENERAL | STUDENT IDENTITY | Himunchul et al. | 2017 | An exploratory study on science and engineering student experiences at UCT | There are ongoing concerns about students’ access to and success in university level scienceand engineering studies. There has been a particular interest in exploring students’persistence in these degrees which are often considering challenging. A key issue is theinteraction between students’ agency and the challenges provided by the curriculum and thebroader context. These issues are of particular interest in post-apartheid South Africa, whereaccess to and success in the STEM area remains racially stratified.This study explores the student experiences of science and engineering students who begantheir undergraduate studies in 2009 at the University of Cape Town (UCT). The studentswere categorised into four trajectories: the smooth trajectory, the passionate few, thestruggling and the seeker of advice. Though the student narratives corresponded with many ofthe findings from prior survey data in this context, there were a few interestingcontradictions. Considering the dynamic and tumultuous climate within the higher educationsystem at present, this study calls for more detailed research into the perceptions, opinionsand experiences of students at institutions of higher learning; for the underlying causes thatthese findings might illuminate. | UCT | Student identity Academic pathway | SASEE | ||||||||||||||||||||||||||||||||
98 | AllEngEd | GENERAL | FIRST YEAR ENGINEERING | Jones et al. | 2010 | An Analysis of Motivation Constructs with First-Year Engineering Students:Relationships Among Expectancies, Values,Achievement, and Career Plans | BACKGROUNDResearchers have identified many factors affecting undergraduate engineer-ing students’ achievement and persistence. Yet, much of this researchfocuses on persistence within academia, with less attention to career plansafter graduation. Furthermore, the relative influence of expectancy-versusvalue-related beliefs on students’ achievement and career plans is not fullyunderstood.PURPOSE (HYPOTHESIS)To address these gaps, we examined the relationships among the followingmotivation constructs for female and male first-year engineering students: (a)expectancy-related constructs that included engineering self-efficacy (i.e., ajudgment of one’s ability to perform a task in engineering) and expectancy forsuccess in engineering (i.e., the belief in the possibility of success in engineer-ing); (b) value-related constructs that included identification with engineering(i.e., the extent to which one defines the self through a role or performance inengineering) and engineering values (i.e., beliefs related to engineeringinterest, importance, and usefulness); (c) engineering achievement; and (d)engineering career plans.DESIGN/METHODParticipants included 363 first-year engineering students at a large state uni-versity. The students completed an online survey instrument in the first andsecond semester of their first year.RESULTSStudents’ expectancy- and value-related beliefs decreased over the first year forboth men and women. Men reported higher levels for expectancy-relatedbeliefs than women. Expectancy-related constructs predicted achievementbetter than the value-related constructs, whereas value-related constructs pre-dicted career plans better for both men and women.CONCLUSIONSExpectancy- and value-related constructs predicted different outcomes. Thus,both types of constructs are needed to understand students’ achievement andcareer plans in engineering. | USA First year Male vs female | Motivation Constructs | Case study; Survey | Google Scholar | 1 | 1 | 1 | L? | |||||||||||||||||||||||||||
99 | All | GENERAL | COMMUNITY OUTREACH | Jordaan | 2011 | Community-Based Outreach as a Component for Engineering Education | The post- apartheids higher education sector in South African higher made higher education more assessable to all South African citizens. This has put a greater burden on higher education institutions to take be accountable for the community at large. By including a community-based learning module in the undergraduate engineering curriculum, the importance is placed on hands-on task-orientated projects that assist students to obtain and apply knowledge that is useful in understanding their immediate social context, build critical thinking capabilities that will contribute to essential questions about learning and society, and thereby develop a commitment and responsibility to both. Through community engagement programmes, students may be involved in undertakings that address local needs, while increasing their academic skills and commitment to their communities. Students also develop a sense of responsibility towards society and learn cultural tolerance. Higher education institutions are also beginning to move away from the concept of outreach and focus more on partnership models. Community engagement can be used to strengthen and expand on teaching and learning in higher education institutions. Linking discovery and learning to the real needs of a local and worldwide community stimulates the work of both faculty members and students. The paper reflects on the implementation of community outreach modules in higher educations and review the possible outcomes of the implementation of such a module via the feedback from students and a case study. | University of Pretoria | Soft skills Community based learning module | SASEE | ||||||||||||||||||||||||||||||||
100 | All | GENERAL | COMMUNITY OUTREACH | Jordaan & Jordaan | 2015 | Alumni and enrolled students’ perceived value of the compulsory community engagement module in the undergraduate curriculum of the Faculty of Engineering, Built Environment and Information Technology at the University of Pretoria | The Community-based Project (JCP) module, acompulsory module for all undergraduate studentsin the Faculty of Engineering, Built Environment andInformation Technology at the University of Pretoria, wasimplemented in 2005. This is the only compulsory serviceoutreach for students in the Faculty. The communityexperience consists of a short-term engagement of atleast 40 hours. The outcomes of the module include theability to understand social issues in a specifi c context,perform leadership functions and work effectively in amultidisciplinary environment.The enrolled students of 2014 were requested tocomplete a survey at the end of their academic year.Alumni who graduated between 2005 and 2010 (afterhaving experienced distance and emotional growth)completed a similar survey. The maturity of the alumnioffered a valuable perspective on the value of thisservice-learning endeavour. The respondents (alumni,as well as enrolled students) were of the opinion thatthere is a place for a service-learning module in theFaculty’s undergraduate curriculum and indicatedthe crucial role the module plays in raising students’awareness of their social responsibility.Overall, the enrolled students were more positivethan the alumni about the role of the service-learningendeavour in the curriculum. The enrolled students werealso more positive about the important role the moduleplays in raising awareness of their social responsibility.The alumni indicated that the module had infl uencedtheir decision to continue with community outreachprojects. A high percentage of the enrolled studentsindicated that they would continue with communityoutreach projects after completing the module. Theresults from both surveys validated the outcomes ofthe module. | University of Pretoria | Holistic development Community outreach | SASEE | ||||||||||||||||||||||||||||||||