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Teaching Electronics Engineering Technology Design Using Cases: A Student Perspective Abstract

For engineering educators, cases are excellent teaching tools which can be effectively used to provide high quality instruction for students with opportunities for exploration of real world situations. Previous research has primarily focused on educators’ evaluation of cases as a pedagogical tool. Evaluations have indicated that the tool positively affects student learning in a variety of ways and recommendations for the extensive use of cases have been made. An exploration of current research indicates very little indication of how engineering students feel about the impact of the case method on their learning. To fill this gap in research this paper presents the students’ perception of the use of cases as a teaching tool. The aim is to enhance engineering education coffers through inclusion of the students’ perspective on case teaching as additional support for the use of cases as an effective teaching tool in engineering education.

Introduction

All educators must be concerned about quality instruction. This fact is continually emphasized and applied to all fields of study as educators are encouraged to incorporate a variety of teaching- learning approaches to enhance student learning 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. The field of Engineering is impacted as much as all other fields of study. Tomorrow’s engineers must be able to first understand theoretical material but additionally apply the material to life’s situations as these occur. Engineering students, like all other students, must be able to analyze situations, critically examine situations and context, identify and implement strategies to solve problems, and evaluate the success of recommended strategies. To be able to successfully complete their educational assignment students must be trained and taught; exposed to real-life occurrences in the field of engineering where their abilities can be tried and tested. Many forums provide opportunities for these students to learn the essential skills. The classroom, Internships, and Co- operative employment are settings best suited for teaching students these essentials skills. The foundation for their training however, begins within the school environment. As a result it is increasingly important that within the school environment students are provided with a learning experience that prepares them, as much as possible, for the real world experiences in engineering and provides them with the tools and capability to effectively begin, maintain and succeed in chosen careers 11, 14. A variety of teaching methods are available for teaching effectively at the tertiary level; many of which have been tried and tested. Almost all methods on teaching presented by educators from various fields can be applied to Engineering education. The traditional lecture; interactive lecture; action memos; case analyses; varied forms of arts-based learning; e-learning tools; and direct design and implementation of curriculum and support technologies are all methods which can be used in ensuring quality teaching and learning takes place in the engineering classroom 2, 3, 4, 6, 7, 8, 9, 11, 14 .

There is strong support for the use of cases in the engineering classroom. For engineering educators, cases are excellent teaching tools which can be effectively used to provide high quality instruction for students with opportunities for exploration of real world situations.

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Thomas, G., & Thomas, E. (2008, June), Teaching Electronics Engineering Technology Design Using Cases: A Student Perspective Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. 10.18260/1-2--3999