Work in Progress - Intervening to Improve the Dissertation of Final Year Engineering Research Projects
Paper
Paper/Presentation Title | Work in Progress - Intervening to Improve the Dissertation of Final Year Engineering Research Projects |
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Presentation Type | Paper |
Authors | Goh, Steven and Ku, Harry |
Journal or Proceedings Title | Proceedings of the 41st ASEE/IEEE Frontiers in Education Conference (FIE 2011) |
Number of Pages | 6 |
Year | 2011 |
Place of Publication | United States |
Digital Object Identifier (DOI) | https://doi.org/10.1109/FIE.2011.6142897 |
Web Address (URL) of Paper | https://ieeexplore.ieee.org/abstract/document/6142897 |
Web Address (URL) of Conference Proceedings | https://ieeexplore.ieee.org/xpl/conhome/6129459/proceeding |
Conference/Event | 41st ASEE/IEEE Frontiers in Education Conference (FIE 2011): Celebrating 41 Years of Monumental Innovations from around the World |
Event Details | 41st ASEE/IEEE Frontiers in Education Conference (FIE 2011): Celebrating 41 Years of Monumental Innovations from around the World Parent ASEE/IEEE Frontiers in Education Conference Event Date 12 to end of 15 Oct 2011 Event Location Rapid City, United States |
Abstract | This paper presents preliminary results of an investigative study into the final-year engineering research project. Final year students completing engineering research projects were surveyed pre- and post-intervention regarding their perception and ability to undertake a literature review in their research project. The pre-intervention survey provided an insight into the students' initial disorientation in starting the projects but also acted as an awareness mechanism for the student participants to consolidate or improve their literature review skills. A series of intervention workshops were devised based on the pre-intervention survey. A post-intervention survey was then conducted along with a focus group. The paper discusses the results of these two surveys and then compares them with the ‘actual’ literature review skills demonstrated in progress reports (contain the literature review section). From the pre and post intervention surveys, it can be seen that the intervention workshops were successful in increasing awareness and understanding of the literature reviews. However, the intervention was regarded as not so successful if the knowledge of literature reviews was based on the progress report artifacts. This is somewhat a contradiction. The literature review skills demonstrated in their final dissertations were compared with those in their progress reports. It was evidenced that their literature review skills have improved significantly in their final dissertations but were not displayed in the progress report artifacts submitted earlier in the project. |
Keywords | Literature review; capstone project; final year project; undergraduate research |
ANZSRC Field of Research 2020 | 401002. Engineering education |
Public Notes | Files associated with this item cannot be displayed due to copyright restrictions. |
Byline Affiliations | University of Southern Queensland |
https://research.usq.edu.au/item/xx111/work-in-progress-intervening-to-improve-the-dissertation-of-final-year-engineering-research-projects
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