Embedding a core competence curriculum in computing engineering

Edwards, Mónica; Caro, Edmundo; Sainz, O.S.

doi:10.1109/fie.2008.4720586

Cited by 8 publications

(5 citation statements)

References 7 publications

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“…Educators have heard the calls of employers and taken note of the skills surveys calling attention to this gap. Many studies in engineering education literature argue for the inclusion of soft or transferrable skills in undergraduate curricula across all fields of engineering education [20][21][22][23][24]. Yet, it is not just a matter of teaching such skills; recent studies have identified issues facilitating student motivation to learn such skills in practice.…”

Section: Teaching Employability-teaching Group Work?mentioning

confidence: 99%

Engineering Student Experiences of Group Work

et al. 2022

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Soft skills are a crucial component for success in today’s workplace as employers increasingly value work that is collaborative and encompasses diverse perspectives. Despite this, most engineering programs fail to explicitly teach students transferable skills, including the best practices of group work. This research sought to explore how undergraduate experiences of group work change over time. This research also investigated what reflecting on cooperative education (co-op) experiences tells us about teaching group work in academic settings. Despite frequently noting the influence of group work in developing their communication skills and brainstorming ideas over time, students become somewhat more frustrated over time with their experiences of group work, mainly due to conflicting personalities and ideas among team members and/or a “slacker” student. However, our findings also show that students become more confident working in teams over time, as upper-year students were more likely to assume a leadership role and self-reported higher past performance as a group member. This study offers insights into the changing group work experiences of undergraduate engineering students as they progress through coursework and engage in experiential learning and work-integrated learning opportunities, such as co-op placements. The findings of this study can inform educators on how to best incorporate methods for teaching transferable soft skills.

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Section: Teaching Employability-teaching Group Work?mentioning

confidence: 99%

Engineering Student Experiences of Group Work

et al. 2022

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“…Competences and learning outcomes are emerging as a new teaching/learning paradigm where approaches centered on the learner are increasingly important, playing a key role in the teaching and learning process [12].…”

Section: Competencesmentioning

confidence: 99%

Design of activities for CS1: A competences oriented approach (unpacking the Informed Design Teaching and Learning Matrix)

Adorjan

Kereki

2013

2013 XXXIX Latin American Computing Conference (CLEI)

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In Introductory Computer Science courses, especially Computer Science 1 (CS1), dropout rates are generally high and results are often disappointing. In order to motivate and engage students to achieve better results in CS1, our teaching strategy is based on designing several activities using a competences oriented approach. This paper describes the use of a framework proposed by Crismond and Adams in order to create pedagogical activities for the CS1 course. We propose to extend that framework with competences oriented activities. We present a detailed description of each activity. Hypothetically, we propose that including this kind of activities helps to obtain better results. An initial experimentation with low number of students was done in 2012. Results show that the inclusion of those activities seems to be helpful for students taking the course for the first time. However, for students that did not pass the course previously it showed no significant difference.

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Section: Competencesmentioning

confidence: 99%

Design and Experimentation of Activities for CS1: A Competences Oriented Approach (unpacking the Informed Design Teaching and Learning Matrix)

Adorjan

Kereki

2014

CLEIej

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In Introductory Computer Science courses, especially Computer Science 1 (CS1), dropout rates are generally high and results are often disappointing. In order to motivate and engage students to achieve better results in CS1, our teaching strategy is based on designing several activities using a competences oriented approach. This paper describes the use of a framework proposed by Crismond and Adams in order to create pedagogical activities for the CS1 course at Universidad ORT Uruguay. We propose to extend that framework with competences oriented activities. We present a detailed description of each activity. Our thesis is that including this kind of activities helps to obtain better results. Experimentation was done in 2012 and 2013. Teachers of the experimental group referred a high level of motivation of the students. Results show that the inclusion of those activities seems to be helpful for students and the proposed pedagogical design appears to produce better final results.

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Embedding a core competence curriculum in computing engineering

Cited by 8 publications

References 7 publications

Engineering Student Experiences of Group Work

Engineering Student Experiences of Group Work

Design of activities for CS1: A competences oriented approach (unpacking the Informed Design Teaching and Learning Matrix)

Design and Experimentation of Activities for CS1: A Competences Oriented Approach (unpacking the Informed Design Teaching and Learning Matrix)

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