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    Experiences and Perceptions of Engineering Students towards a Cross-Disciplinary Course Using Sentiment Analysis

    Source: Journal of Civil Engineering Education:;2024:;Volume ( 150 ):;issue: 003::page 04024001-1
    Author:
    Kakan Dey
    ,
    Md Tawhidur Rahman
    ,
    Abhik Roy
    ,
    V. Dimitra Pyrialakou
    ,
    David Martinelli
    ,
    Julia Daisy Fraustino
    ,
    John Deskins
    ,
    Karen E. Rambo-Hernandez
    ,
    L. Christopher Plein
    DOI: 10.1061/JCEECD.EIENG-1976
    Publisher: ASCE
    Abstract: Engineering students require nontechnical skill sets to combat the 21st century’s complex engineering challenges in addition to possessing technical skills. To provide multidisciplinary experience to undergraduate engineering students and to study the formation of engineers, a research team at West Virginia University offered a multidisciplinary course in two academic semesters. In this course, engineering students collaborated with students from social science disciplines to solve a complex, open-ended transportation engineering problem. Focus group sessions were conducted among the participating engineering students at the end of both semesters to document their experiences and perceptions of the cross-disciplinary course. This study applied unsupervised machine learning–based text mining approaches to extract students’ relevant experiences and perceptions from the focus group text data. From the analysis, four clusters were identified, where engineering students highlighted their awareness/understanding of the cross-disciplinary majors, appreciation of the cross-disciplinary majors, and communication and collaboration issues in the group presentation and report writing tasks. Engineering students initially perceived challenges in working with cross-disciplinary majors that eased as the semester progressed. Students acknowledged their lack of nontechnical skills as engineers. They appreciated the ideas the social science students provided, which helped them improve their problem-solving skills and become more productive. Students also highlighted several improvements for the future offerings of the course (e.g., more focused and concise communication among professors and peers) and suggested possible approaches to resolve the concerns. The findings of this research provide an in-depth understanding of the potential of multidisciplinary courses in the engineering curriculum and ways to enhance the experiences of participating engineering students in such offerings in the future.
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      Experiences and Perceptions of Engineering Students towards a Cross-Disciplinary Course Using Sentiment Analysis

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    http://yetl.yabesh.ir/yetl1/handle/yetl/4297387
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    contributor authorKakan Dey
    contributor authorMd Tawhidur Rahman
    contributor authorAbhik Roy
    contributor authorV. Dimitra Pyrialakou
    contributor authorDavid Martinelli
    contributor authorJulia Daisy Fraustino
    contributor authorJohn Deskins
    contributor authorKaren E. Rambo-Hernandez
    contributor authorL. Christopher Plein
    date accessioned2024-04-27T22:44:33Z
    date available2024-04-27T22:44:33Z
    date issued2024/07/01
    identifier other10.1061-JCEECD.EIENG-1976.pdf
    identifier urihttp://yetl.yabesh.ir/yetl1/handle/yetl/4297387
    description abstractEngineering students require nontechnical skill sets to combat the 21st century’s complex engineering challenges in addition to possessing technical skills. To provide multidisciplinary experience to undergraduate engineering students and to study the formation of engineers, a research team at West Virginia University offered a multidisciplinary course in two academic semesters. In this course, engineering students collaborated with students from social science disciplines to solve a complex, open-ended transportation engineering problem. Focus group sessions were conducted among the participating engineering students at the end of both semesters to document their experiences and perceptions of the cross-disciplinary course. This study applied unsupervised machine learning–based text mining approaches to extract students’ relevant experiences and perceptions from the focus group text data. From the analysis, four clusters were identified, where engineering students highlighted their awareness/understanding of the cross-disciplinary majors, appreciation of the cross-disciplinary majors, and communication and collaboration issues in the group presentation and report writing tasks. Engineering students initially perceived challenges in working with cross-disciplinary majors that eased as the semester progressed. Students acknowledged their lack of nontechnical skills as engineers. They appreciated the ideas the social science students provided, which helped them improve their problem-solving skills and become more productive. Students also highlighted several improvements for the future offerings of the course (e.g., more focused and concise communication among professors and peers) and suggested possible approaches to resolve the concerns. The findings of this research provide an in-depth understanding of the potential of multidisciplinary courses in the engineering curriculum and ways to enhance the experiences of participating engineering students in such offerings in the future.
    publisherASCE
    titleExperiences and Perceptions of Engineering Students towards a Cross-Disciplinary Course Using Sentiment Analysis
    typeJournal Article
    journal volume150
    journal issue3
    journal titleJournal of Civil Engineering Education
    identifier doi10.1061/JCEECD.EIENG-1976
    journal fristpage04024001-1
    journal lastpage04024001-16
    page16
    treeJournal of Civil Engineering Education:;2024:;Volume ( 150 ):;issue: 003
    contenttypeFulltext
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