ABSTRACT
In 2020, the COVID-19 epidemic broke out and since then civil engineering systems all over the world have been deeply influenced. The epidemic prevention policies directly made most of conventional works not feasible and new ways of working for civil system are needed like telecommuting and other remote technologies. In this paper, the approaches of system engineering are used to divide normal civil engineering system into many phases from the perspective of civil system development and list impact of the COVID-19 epidemic on each phase. The system analysis make us have a more comprehensive understanding of the problem in civil system and make it possible to optimize a specific phase in more targeted way. Moreover, in this way, we can not only comprehend the characteristics of every phase, but also clarify the relationships between them. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
ABSTRACT
In 2020, the COVID-19 epidemic broke out and since then civil engineering systems all over the world have been deeply influenced. The epidemic prevention policies directly made most of conventional works not feasible and new ways of working for civil system are needed like telecommuting and other remote technologies. In this paper, the approaches of system engineering are used to divide normal civil engineering system into many phases from the perspective of civil system development and list impact of the COVID-19 epidemic on each phase. The system analysis make us have a more comprehensive understanding of the problem in civil system and make it possible to optimize a specific phase in more targeted way. Moreover, in this way, we can not only comprehend the characteristics of every phase, but also clarify the relationships between them. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
ABSTRACT
Teaching is a common responsibility among many subject librarians [1], as is supporting faculty in their own teaching pursuits [2]. However, what this support looks like can vary greatly depending on the academic area, the course, or the specific faculty member. This study aimed to understand the needs of engineering faculty members, especially those who had not worked directly with the engineering librarian for library resource instruction. The study was modeled after a similar multi-site study conceived and organized by Ithaka S+R, a not-for-profit organization that provides guidance and support for academic and cultural communities, that explored the teaching needs of business faculty members [3]. Interviews were conducted with faculty members from the departments of Mechanical & Aerospace Engineering and Industrial & Systems Engineering in the summer of 2020. This paper examines the main teaching themes that emanated from the analysis of the interview transcripts: course materials needed and created by engineering faculty, how library research skills are introduced to engineering students, and how COVID-19 impacted the way engineering faculty approached course preparation for the fall 2020 semester. Recommendations for additional research and future faculty outreach are also prescribed. © American Society for Engineering Education, 2021
ABSTRACT
An introduction to design for first year engineering students contains many facets. Students are expected to learn and demonstrate their knowledge of design processes, drawing, and computer-aided-design. In a new interdisciplinary design unit, students were given an ongoing individual design project which assessed their understanding of design, as well as competencies and skills in using their drawing, computer-aided design (CAD) and programming skills - they were also introduced to design through a design challenge that enhanced their individual and collective learning run in partnership with Engineers without Borders. This paper discusses the challenges of not only delivering such an ambitious model to first year engineering students from multiple disciplines-but the online and face-to-face teaching delivery that had to be implemented under Covid-19 restrictions. This paper documents a challenging year for all design educators, with significant uncertainty and rapidly changing circumstances. The conclusions of the paper are that Problem-Based Learning alone may not be suitable for engineering teaching in the first year of study, and with students who are getting to grips with blended learning and self-directed study. A hybrid model of problem and project-based learning may be more adaptable to different learning styles. If Problem-Based Learning is solely to be used it should place more emphasis on team work rather than individual competencies. Further work is to be explored in hybrid or hyflex online and in-class teaching to make the most out of activities linked with Project and Problem-Based Learning. © PDE 2021.