Enhancing Engineering Education through Transfer of Learning, Authentic Assessment, and Engineering Simulations

Alfred C. H. Tan; Christian Della; Jamil Jasin; Li Hong Idris Lim; Victor Wang; Chee Ming Ong; Yun Mei Elisa Ang; Arturo Molina-Cristobal

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: June 26, 2024
Conference Session: Educational Research and Methods Division (ERM) Technical Session 18
Tagged Division: Educational Research and Methods Division (ERM)
Tagged Topic: Diversity
Page Count: 9
DOI: 10.18260/1-2--47305
Permanent URL: https://peer.asee.org/47305
Download Count: 58

Paper Authors

biography

Alfred C. H. Tan Singapore Institute of Technology

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Alfred's research background can be broadly categorized into the field of electro-mechanical tap water hydraulic systems, active control of sound and vibration, and parametric array loudspeaker (PAL). But it was at MIT that this accumulated experience allowed me to design and construct a novel ultrasonic micropropulsive underwater robot, and also inspired a mosquito vector control collaborative project. Having a multidisciplinary interest in mechanical and electronics systems, I have also very recently ventured into building several circuit designs for energy harvesting technologies.
Having now built up a solid background in my field of multidisciplinary sensor technology for mechanical systems, I feel the time is right to assume a more central role in the academia by being a faculty member.

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Christian Della University of Glasgow orcid.org/0000-0002-2366-4884

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Christian Della is currently an assistant professor at the University of Glasgow Singapore (UGS). He obtained his BSc in Mechanical Engineering from Saint Louis University, Philippines, MSc Mechanical Engineering from the University of the Philippines, and PhD from the School of Mechanical and Aerospace Engineering, Nanyang Technological University, Singapore.

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Jamil Jasin Singapore Institute of Technology

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Li Hong Idris Lim National University of Singapore

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Dr Lim Li Hong Idris is an Associate Professor at the Engineering Design Innovation Centre, College of Design and Engineering. Before joining the National University of Singapore (NUS), she worked as an Associate Professor at the University of Glasgow. For the past 11 years, she has worked in university educational development roles across disciplines, including developing and leading ECUK accredited undergraduate degree programmes in Aerospace and Mechanical Engineering and a Learning, Teaching and Scholarship (LTS) Taskforce in Singapore. She founded the LTS Taskforce, which drives cross-faculty collaboration and excellence in learning and teaching. Prior to working in the academia, Dr Lim worked at Vestas Technology R&D on wind energy for 5 years. She received her BEng and PhD in Electrical Engineering from NUS in 2004 and 2010 respectively.

Dr Lim’s teaching philosophy focuses on active learning ranging from problem-based learning, project-based learning, to multidisciplinary collaborative learning, with an emphasis on education for sustainable development. She is an IEEE senior member and Fellow of the Higher Education Academy.

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Abstract

There is often a mismatch of expectations between the engineering industry and the ability of undergraduate students as they embark on their professional journeys. Students are expected to have a fundamental understanding of the knowledge and skills that are essential for an engineering career. However, not all students graduate with the same level of competence in transferring what they have learned. In this research study, we integrate three approaches: transfer of learning, authentic assessment, and engineering simulations, to raise the quality and relevance of engineering education.

Transfer of learning serves as a core aspect of this research. It focuses on the ability to apply knowledge and skills acquired in one context to solve problems in different, often real-world, situations. Retaining learned content is key as there may be extended periods of time before students complete their education and find employment. Meanwhile, authentic assessments are practical tasks or projects that mirror the complexities of engineering practice. This complements the transfer of learning by evaluating students' knowledge and develop their ability to apply it effectively beyond their textbooks. We use engineering simulation software to provide students opportunities to explore, experiment, and test their ideas in a safe, controlled but realistic setting.

This study monitors the progress of a cohort comprising of more than 120 students in the Mechanical Engineering program jointly offered by the Singapore Institute of Technology and the University of Glasgow. The design of the module adheres to Ashford-Rowe et al.'s “Critical Elements of Authentic Assessment” and includes the following components: (I) Students receive a comprehensive briefing on the assessment activity that centres around real-world engineering problems, (ii) Students demonstrating metacognition through a reflection of the transfer of their learning, (iii) Students are actively encouraged to participate in discussions, collaborate with peers, and seek consultations with subject matter experts, (iv) Fidelity to real-world scenarios is maintained using high-resolution simulations. This approach allows the students to be exposed to a range of unique and innovative authentic assessments ensuring their preparedness to tackle real-world challenges. Furthermore, students are explicitly encouraged to recognize the importance of connecting various modules together to actively internalize the transfer of their learning.

Open-ended survey data both before and after each selected module are collected to gather insights into various aspects, including students' attitudes toward the transfer of learning, and perceptions of enablers and barriers in transferring learned content and skills. In line with Kirkpatrick's Model of Evaluation, the results from modules with varying degrees of knowledge transfer are analysed to evaluate the effectiveness of the learning process and whether the training has influenced the students’ behaviour. This approach allows us to uncover factors that influence students' educational needs and expectations, and their views on learning retention stemming from authentic assessments. Furthermore, we will discuss the overall impact on student learning outcomes and its broader implications for the design of engineering education and training.

Citation
Format

Tan, A. C. H., & Della, C., & Jasin, J., & Lim, L. H. I., & Wang, V., & Ong, C. M., & Ang, Y. M. E., & Molina-Cristobal, A. (2024, June), Enhancing Engineering Education through Transfer of Learning, Authentic Assessment, and Engineering Simulations Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--47305

TY - CPAPER
AB - There is often a mismatch of expectations between the engineering industry and the ability of undergraduate students as they embark on their professional journeys. Students are expected to have a fundamental understanding of the knowledge and skills that are essential for an engineering career. However, not all students graduate with the same level of competence in transferring what they have learned. In this research study, we integrate three approaches: transfer of learning, authentic assessment, and engineering simulations, to raise the quality and relevance of engineering education.

Transfer of learning serves as a core aspect of this research. It focuses on the ability to apply knowledge and skills acquired in one context to solve problems in different, often real-world, situations. Retaining learned content is key as there may be extended periods of time before students complete their education and find employment. Meanwhile, authentic assessments are practical tasks or projects that mirror the complexities of engineering practice. This complements the transfer of learning by evaluating students&#39; knowledge and develop their ability to apply it effectively beyond their textbooks. We use engineering simulation software to provide students opportunities to explore, experiment, and test their ideas in a safe, controlled but realistic setting.

This study monitors the progress of a cohort comprising of more than 120 students in the Mechanical Engineering program jointly offered by the Singapore Institute of Technology and the University of Glasgow. The design of the module adheres to Ashford-Rowe et al.&#39;s “Critical Elements of Authentic Assessment” and includes the following components:
(I) Students receive a comprehensive briefing on the assessment activity that centres around real-world engineering problems,
(ii) Students demonstrating metacognition through a reflection of the transfer of their learning,
(iii) Students are actively encouraged to participate in discussions, collaborate with peers, and seek consultations with subject matter experts,
(iv) Fidelity to real-world scenarios is maintained using high-resolution simulations.
This approach allows the students to be exposed to a range of unique and innovative authentic assessments ensuring their preparedness to tackle real-world challenges. Furthermore, students are explicitly encouraged to recognize the importance of connecting various modules together to actively internalize the transfer of their learning.

Open-ended survey data both before and after each selected module are collected to gather insights into various aspects, including students&#39; attitudes toward the transfer of learning, and perceptions of enablers and barriers in transferring learned content and skills. In line with Kirkpatrick&#39;s Model of Evaluation, the results from modules with varying degrees of knowledge transfer are analysed to evaluate the effectiveness of the learning process and whether the training has influenced the students’ behaviour. This approach allows us to uncover factors that influence students&#39; educational needs and expectations, and their views on learning retention stemming from authentic assessments. Furthermore, we will discuss the overall impact on student learning outcomes and its broader implications for the design of engineering education and training.
AU - Alfred C. H. Tan
AU - Christian Della
AU - Jamil Jasin
AU - Li Hong Idris Lim
AU - Victor Wang
AU - Chee Ming Ong
AU - Yun Mei Elisa Ang
AU - Arturo Molina-Cristobal
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Enhancing Engineering Education through Transfer of Learning, Authentic Assessment, and Engineering Simulations
UR - https://peer.asee.org/47305
DO - 10.18260/1-2--47305
ER -