The Holes in the cheese : improving engineering students' generic communicative competencies
- Simpson, Zach, Janse van Rensburg, Nickey, Farron, Esther, Menachemson, Diana, Van Ryneveld, Mark
- Authors: Simpson, Zach , Janse van Rensburg, Nickey , Farron, Esther , Menachemson, Diana , Van Ryneveld, Mark
- Date: 2011
- Subjects: Engineering - Study and teaching - South Africa
- Type: Article
- Identifier: uj:6075 , http://hdl.handle.net/10210/10679
- Description: Engineers spend considerable time communicating technical details to various audiences. This requires communicative competence which is linked to the underlying knowledge and skills in the engineering disciplines. The metaphor 'holes in the cheese‘ is used to describe a particular group of reading and writing competencies which are not yet adequately developed in students, but which are expected to be in place at their educational level, and which are further characterised as follows: (a) while it is reasonable to include limited revision of prior topics or competencies in a mainstream programme, substantive interventions to address them must be extra-curricular; (b) a significant proportion of students require development in this regard; (c) they are seldom explicitly taught; (d) most engineering academics are not explicitly trained to identify or address them; (e) identifying and addressing them through traditional assessment of written work ('red ink‘) is time-consuming for academics; (f) moreover, addressing them through traditional assessment is seldom successful: while the document may have been corrected, an improvement in competence is seldom established by this method. By way of evidence, this paper attempts to name, explain and illustrate these 'holes in the cheese‘ in terms that are sufficiently explicit and concrete so that fellow engineering academics can readily understand and relate to them. This evidence is illustrative and anecdotal, serving as a point of discussion rather than a conclusion of fact. With regard to reading fluency and comprehension, the reading speeds of students on intake to supplementary interventions, over a three year period, have typically been below the reading speeds regarded as a lower threshold for university students when reading fiction and non-technical materials. With regard to writing, typical challenges include grammatical errors as well as structure, organisation, logic, and integration / synthesis of information from multiple sources.
- Full Text:
- Authors: Simpson, Zach , Janse van Rensburg, Nickey , Farron, Esther , Menachemson, Diana , Van Ryneveld, Mark
- Date: 2011
- Subjects: Engineering - Study and teaching - South Africa
- Type: Article
- Identifier: uj:6075 , http://hdl.handle.net/10210/10679
- Description: Engineers spend considerable time communicating technical details to various audiences. This requires communicative competence which is linked to the underlying knowledge and skills in the engineering disciplines. The metaphor 'holes in the cheese‘ is used to describe a particular group of reading and writing competencies which are not yet adequately developed in students, but which are expected to be in place at their educational level, and which are further characterised as follows: (a) while it is reasonable to include limited revision of prior topics or competencies in a mainstream programme, substantive interventions to address them must be extra-curricular; (b) a significant proportion of students require development in this regard; (c) they are seldom explicitly taught; (d) most engineering academics are not explicitly trained to identify or address them; (e) identifying and addressing them through traditional assessment of written work ('red ink‘) is time-consuming for academics; (f) moreover, addressing them through traditional assessment is seldom successful: while the document may have been corrected, an improvement in competence is seldom established by this method. By way of evidence, this paper attempts to name, explain and illustrate these 'holes in the cheese‘ in terms that are sufficiently explicit and concrete so that fellow engineering academics can readily understand and relate to them. This evidence is illustrative and anecdotal, serving as a point of discussion rather than a conclusion of fact. With regard to reading fluency and comprehension, the reading speeds of students on intake to supplementary interventions, over a three year period, have typically been below the reading speeds regarded as a lower threshold for university students when reading fiction and non-technical materials. With regard to writing, typical challenges include grammatical errors as well as structure, organisation, logic, and integration / synthesis of information from multiple sources.
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Analysing a design and technology development framework through the implementation of a prototype composite vehicle suspension system
- Hurter, Warren, Janse van Rensburg, Nickey, Madyira, Daniel, Turner, Cameron, Fukuda, Shuichi
- Authors: Hurter, Warren , Janse van Rensburg, Nickey , Madyira, Daniel , Turner, Cameron , Fukuda, Shuichi
- Date: 2016
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/124115 , uj:20876 , Citation: Hurter, W. 2016. Analysing a design and technology development framework through the implementation of a prototype composite vehicle suspension system.
- Description: Abstract: A uniquely configured vehicle suspension system, manufactured primarily of lightweight composite materials, is required for the University of Johannesburg’s Solar Powered race vehicle. For this design to reach successful completion, an assessment framework is needed that would scrutinise and analyse every phase of the development. Therefore, the focus is on the design and development of a prototype composite vehicle suspension system and the framework implemented to control the research and development process. The National Aeronautics and Space Administration (NASA), as well as Departments of Defence and Energy in the United States of America, have established a technology assessment model known as a “Technology Readiness Assessment” (TRA). The purpose of this assessment model is to identify those elements and processes of technology development that are considered critical to ensuring the intended operation of the system is reached, and ultimately that the project is a success. The Technology Readiness Assessment (TRA) can be viewed as an expansion on the scientific method, with an hypothesis tested and communicated results then taken further to be implemented on a demonstration platform and final system [10]. The TRA assessment comprises of various technology readiness levels (TRL), which are an indication of the progress level or maturity of a technology element, with the TRL scale ranging from 1 (basic principles observed) through to 9 (the total system has been used successfully in project operations). Beginning with the lowest level of technology readiness (TRL 1), the problem background will be summarised, and design requirements as well as parameters formulated based on both design goals and competitive platform safety regulations for a new vehicle suspension design. This is followed by a literature review focusing on suspension, steering and braking design theory as well as advanced composites. Once the relevant theory and summarised design requirements are in place, the design concepts can be generated and finalised based on these requirements, which will allow for the eventual complete computer aided design (CAD) model of the system to be created. This constitutes a TRL 2 level assessment, with the primary deliverable being a complete CAD model and the identification of critical technology elements or “at risk” design elements that require further investigation and validation prior to their respective inclusion in the final system. These “at risk” elements will then form the basis of the experimental programme. For the various composite components required in the lightweight suspension system, the TRL 3 assessment has been modified to incorporate the development of manufacturing processes. In primarily making use of a resin infusion composite processing technique, an accurate and repeatable procedure is needed for component development and in order to create samples required for laboratory scale and relevant environmental testing. Laboratory scale testing (TRL 4) comprises of three experiments based on known ISO and ASTM standards, while relevant environmental (inservice application) experiments (TRL 5) comprises of four designed static load tests for component validation. Once the “at risk” components have been validated, they are integrated into the final assembly, in preparation for static system evaluation (TRL 6). Low speed (TRL 7) and high speed (TRL 8) testing of the vehicle as a systemcommissioning phase. For final system operation, the suspension assembly will be assessed when implemented into a solar powered vehicle, to compete in the 2014 Sasol Solar Challenge. This is an international crosscountry competitive endurance event spanning the length and breadth of South Africa (over 2000 km). Additionally the vehicle will be the main showpiece in the 2015 African Solar Drive. A 4000 km event spanning parts of South Africa, Namibia and Botswana. Finally, the Technology Readiness Assessment framework will be analysed and reformulated as needed to better suit future technology development requirements for a composite suspension system.
- Full Text:
- Authors: Hurter, Warren , Janse van Rensburg, Nickey , Madyira, Daniel , Turner, Cameron , Fukuda, Shuichi
- Date: 2016
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/124115 , uj:20876 , Citation: Hurter, W. 2016. Analysing a design and technology development framework through the implementation of a prototype composite vehicle suspension system.
- Description: Abstract: A uniquely configured vehicle suspension system, manufactured primarily of lightweight composite materials, is required for the University of Johannesburg’s Solar Powered race vehicle. For this design to reach successful completion, an assessment framework is needed that would scrutinise and analyse every phase of the development. Therefore, the focus is on the design and development of a prototype composite vehicle suspension system and the framework implemented to control the research and development process. The National Aeronautics and Space Administration (NASA), as well as Departments of Defence and Energy in the United States of America, have established a technology assessment model known as a “Technology Readiness Assessment” (TRA). The purpose of this assessment model is to identify those elements and processes of technology development that are considered critical to ensuring the intended operation of the system is reached, and ultimately that the project is a success. The Technology Readiness Assessment (TRA) can be viewed as an expansion on the scientific method, with an hypothesis tested and communicated results then taken further to be implemented on a demonstration platform and final system [10]. The TRA assessment comprises of various technology readiness levels (TRL), which are an indication of the progress level or maturity of a technology element, with the TRL scale ranging from 1 (basic principles observed) through to 9 (the total system has been used successfully in project operations). Beginning with the lowest level of technology readiness (TRL 1), the problem background will be summarised, and design requirements as well as parameters formulated based on both design goals and competitive platform safety regulations for a new vehicle suspension design. This is followed by a literature review focusing on suspension, steering and braking design theory as well as advanced composites. Once the relevant theory and summarised design requirements are in place, the design concepts can be generated and finalised based on these requirements, which will allow for the eventual complete computer aided design (CAD) model of the system to be created. This constitutes a TRL 2 level assessment, with the primary deliverable being a complete CAD model and the identification of critical technology elements or “at risk” design elements that require further investigation and validation prior to their respective inclusion in the final system. These “at risk” elements will then form the basis of the experimental programme. For the various composite components required in the lightweight suspension system, the TRL 3 assessment has been modified to incorporate the development of manufacturing processes. In primarily making use of a resin infusion composite processing technique, an accurate and repeatable procedure is needed for component development and in order to create samples required for laboratory scale and relevant environmental testing. Laboratory scale testing (TRL 4) comprises of three experiments based on known ISO and ASTM standards, while relevant environmental (inservice application) experiments (TRL 5) comprises of four designed static load tests for component validation. Once the “at risk” components have been validated, they are integrated into the final assembly, in preparation for static system evaluation (TRL 6). Low speed (TRL 7) and high speed (TRL 8) testing of the vehicle as a systemcommissioning phase. For final system operation, the suspension assembly will be assessed when implemented into a solar powered vehicle, to compete in the 2014 Sasol Solar Challenge. This is an international crosscountry competitive endurance event spanning the length and breadth of South Africa (over 2000 km). Additionally the vehicle will be the main showpiece in the 2015 African Solar Drive. A 4000 km event spanning parts of South Africa, Namibia and Botswana. Finally, the Technology Readiness Assessment framework will be analysed and reformulated as needed to better suit future technology development requirements for a composite suspension system.
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Experimental and numerical analysis of load transfer over a steel composite bonded joint
- Hluyo, Munyaradzi, Madyira, Daniel M., Janse van Rensburg, Nickey, Hurter, Warren
- Authors: Hluyo, Munyaradzi , Madyira, Daniel M. , Janse van Rensburg, Nickey , Hurter, Warren
- Date: 2016
- Subjects: Carbon fibre composites , Adhesive bonded joint , Load transfer
- Language: English
- Type: Conference proceeding
- Identifier: http://hdl.handle.net/10210/92090 , uj:20185 , Citation: Hluyo, M. et al. 2016. Experimental and numerical analysis of load transfer over a steel composite bonded joint.
- Description: Abstract: The current quest for low weight structures has led to a significant increase in the use of adhesive bonded joints more so for applications involving fibre reinforced composite materials. Adhesive bonded joints have major advantages over conventional joining methods such as riveting and bolting; and the nature of composite materials precludes use of other conventional methods such as welding, brazing and soldering. These advantages include lower structural weight due to lower density of the adhesive compared to traditional structural joining materials, lower fabrication costs, resistance to environmental degradation, better aesthetic appeal, lower stress concentrations, noise and vibration isolation capabilities and relative ease of use. Incorporating adhesive bonded joints into mechanical component design requires a higher level of understanding of adhesive joint behaviour. In particular it is important to understand the load transfer and joint failure mechanisms operative in the adhesive bonded joints. A lot of design information is available on conventional joining methods while information on design of bonded joints remains restricted to specialised applications such as automotive and aerospace . The aim of this paper is to investigate the effect of bond thickness on the load transfer between a steel insert and tubular glass fibre reinforced composite component under axial loading. A finite element analysis model is developed to analyse the behaviour of the joint . The model is validated using experimentally measured tensile response data for a selected insert length and adhesive layer thickness . The obtained results show the close relationship between the load transfer distances with adhesive elastic modulus. Furthermore the stress distribution along the adhesive bond layer was found to be independent of adhesive layer thickness. Adhesive layer thickness also has insignificant contribution to stress levels and load transfer distance.
- Full Text: false
- Authors: Hluyo, Munyaradzi , Madyira, Daniel M. , Janse van Rensburg, Nickey , Hurter, Warren
- Date: 2016
- Subjects: Carbon fibre composites , Adhesive bonded joint , Load transfer
- Language: English
- Type: Conference proceeding
- Identifier: http://hdl.handle.net/10210/92090 , uj:20185 , Citation: Hluyo, M. et al. 2016. Experimental and numerical analysis of load transfer over a steel composite bonded joint.
- Description: Abstract: The current quest for low weight structures has led to a significant increase in the use of adhesive bonded joints more so for applications involving fibre reinforced composite materials. Adhesive bonded joints have major advantages over conventional joining methods such as riveting and bolting; and the nature of composite materials precludes use of other conventional methods such as welding, brazing and soldering. These advantages include lower structural weight due to lower density of the adhesive compared to traditional structural joining materials, lower fabrication costs, resistance to environmental degradation, better aesthetic appeal, lower stress concentrations, noise and vibration isolation capabilities and relative ease of use. Incorporating adhesive bonded joints into mechanical component design requires a higher level of understanding of adhesive joint behaviour. In particular it is important to understand the load transfer and joint failure mechanisms operative in the adhesive bonded joints. A lot of design information is available on conventional joining methods while information on design of bonded joints remains restricted to specialised applications such as automotive and aerospace . The aim of this paper is to investigate the effect of bond thickness on the load transfer between a steel insert and tubular glass fibre reinforced composite component under axial loading. A finite element analysis model is developed to analyse the behaviour of the joint . The model is validated using experimentally measured tensile response data for a selected insert length and adhesive layer thickness . The obtained results show the close relationship between the load transfer distances with adhesive elastic modulus. Furthermore the stress distribution along the adhesive bond layer was found to be independent of adhesive layer thickness. Adhesive layer thickness also has insignificant contribution to stress levels and load transfer distance.
- Full Text: false
Systems engineering education in an accredited undergraduate engineering program
- Meyer, Johan, Nel, Hannelie, Janse van Rensburg, Nickey
- Authors: Meyer, Johan , Nel, Hannelie , Janse van Rensburg, Nickey
- Date: 2016
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/124097 , uj:20873 , Meyer, J., Nel, H & Janse van Rensburg, N. 2016. Systems engineering education in an accredited undergraduate engineering program.
- Description: Abstract: Developing countries are mostly reliant on external technologies and this augments the need for systems engineering capability in these economies. It is therefore imperative that systems engineering as theory and practice is included in undergraduate engineering curricula to strengthen the internal technological capability of a country’s developing engineers. In South Africa, the quality of undergraduate engineering programs is governed by the Engineering Council of South Africa (affiliated under the Washington Accord); and the exit level outcomes of the programs are predetermined explicitly per module. Systems engineering was introduced to an undergraduate electrical engineering program offered in the Faculty of Engineering and the Built Environment at the University of Johannesburg; and a framework developed to ensure that the program still meets the requisite ECSA exit level outcomes and therefore international standards. This paper presents the design and implementation of the framework, as well as the challenges that students are exposed to when faced with real-world systems engineering practice. Students were grouped into independent product development teams using a software support tool which promotes diversity and skill-level targets for each team. The independent team structure required the use and application of the systems engineering process and supported the development of management and communication skills. Furthermore, the framework allowed assessment of the performance of each product development team towards achieving the overall project objectives. One of the accreditation requirements of undergraduate engineering programs is peer assessment and this was achieved by the process. The paper closes by presenting the results of the stated framework implementation in an undergraduate electrical engineering program offered in the Faculty of Engineering and the Built Environment at the University of Johannesburg.
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- Authors: Meyer, Johan , Nel, Hannelie , Janse van Rensburg, Nickey
- Date: 2016
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/124097 , uj:20873 , Meyer, J., Nel, H & Janse van Rensburg, N. 2016. Systems engineering education in an accredited undergraduate engineering program.
- Description: Abstract: Developing countries are mostly reliant on external technologies and this augments the need for systems engineering capability in these economies. It is therefore imperative that systems engineering as theory and practice is included in undergraduate engineering curricula to strengthen the internal technological capability of a country’s developing engineers. In South Africa, the quality of undergraduate engineering programs is governed by the Engineering Council of South Africa (affiliated under the Washington Accord); and the exit level outcomes of the programs are predetermined explicitly per module. Systems engineering was introduced to an undergraduate electrical engineering program offered in the Faculty of Engineering and the Built Environment at the University of Johannesburg; and a framework developed to ensure that the program still meets the requisite ECSA exit level outcomes and therefore international standards. This paper presents the design and implementation of the framework, as well as the challenges that students are exposed to when faced with real-world systems engineering practice. Students were grouped into independent product development teams using a software support tool which promotes diversity and skill-level targets for each team. The independent team structure required the use and application of the systems engineering process and supported the development of management and communication skills. Furthermore, the framework allowed assessment of the performance of each product development team towards achieving the overall project objectives. One of the accreditation requirements of undergraduate engineering programs is peer assessment and this was achieved by the process. The paper closes by presenting the results of the stated framework implementation in an undergraduate electrical engineering program offered in the Faculty of Engineering and the Built Environment at the University of Johannesburg.
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Understanding the impact of engineering through appropriate technology development
- Janse van Rensburg, Nickey, Simpson, Z., Malan, N.
- Authors: Janse van Rensburg, Nickey , Simpson, Z. , Malan, N.
- Date: 2016
- Subjects: Engineering education , SOLO taxonomy , Project-based learning
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/124081 , uj:20871 , Citation: Janse van Rensburg, N., Simpson, Z & Malan, N. 2016. Understanding the impact of engineering through appropriate technology development.
- Description: Abstract: This research describes a pilot project which aimed to introduce CDIO-type (Conceive-Design-Implement-Operate), project-based learning through a community-based project in a third year Material Science module. The project formed part of an agriculture research initiative, and relied on interdisciplinary research collaboration between engineering, social sciences, management, entrepreneurship, and industrial arts. The initiative seeks to develop an agribusiness solution that will create an open-market, growth-oriented food economy. As part of the initiative, engineering students, participating in teams, worked alongside a community of urban farmers, most of whom are working poor, so as to develop appropriate, intermediate technology/ies that could support the farmers. This was informed by the need to have students demonstrate high level understanding of disciplinary content, but also to engage in human-centered design thinking and practice.
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- Authors: Janse van Rensburg, Nickey , Simpson, Z. , Malan, N.
- Date: 2016
- Subjects: Engineering education , SOLO taxonomy , Project-based learning
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/124081 , uj:20871 , Citation: Janse van Rensburg, N., Simpson, Z & Malan, N. 2016. Understanding the impact of engineering through appropriate technology development.
- Description: Abstract: This research describes a pilot project which aimed to introduce CDIO-type (Conceive-Design-Implement-Operate), project-based learning through a community-based project in a third year Material Science module. The project formed part of an agriculture research initiative, and relied on interdisciplinary research collaboration between engineering, social sciences, management, entrepreneurship, and industrial arts. The initiative seeks to develop an agribusiness solution that will create an open-market, growth-oriented food economy. As part of the initiative, engineering students, participating in teams, worked alongside a community of urban farmers, most of whom are working poor, so as to develop appropriate, intermediate technology/ies that could support the farmers. This was informed by the need to have students demonstrate high level understanding of disciplinary content, but also to engage in human-centered design thinking and practice.
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Engineering students’ visual metaphors for mentorship : implications for the candidacy period
- Simpson, Zach, Janse van Rensburg, Nickey, Benecke, Dalien René
- Authors: Simpson, Zach , Janse van Rensburg, Nickey , Benecke, Dalien René
- Date: 2017
- Subjects: Engineering education , Mentoring , Mentoring in the professions , Engineers - Employment , Engineers - Training of
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/226828 , uj:22943 , Citation: Simpson, Z., Janse van Rensburg, N. & Benecke, D.R. 2017. Engineering students’ visual metaphors for mentorship : implications for the candidacy period.
- Description: Abstract: Mentorship is important to engineering activity. Yet, little attention is paid to this process within the engineering domain. This paper seeks to remedy this by analyzing the metaphors for mentorship produced by engineering students employed to work as mentors to young adults tasked with training residents in their communities regarding specific digital skills. Metaphors are used because they provide unique insight into the underlying conceptions that individuals hold about a topic or issue. The paper shows not only that metaphors are useful in garnering understanding as to how students conceive of the mentor-mentee relationship, but also that there is scope for using these understandings to provide more focused mentoring during their future candidacy period.
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- Authors: Simpson, Zach , Janse van Rensburg, Nickey , Benecke, Dalien René
- Date: 2017
- Subjects: Engineering education , Mentoring , Mentoring in the professions , Engineers - Employment , Engineers - Training of
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/226828 , uj:22943 , Citation: Simpson, Z., Janse van Rensburg, N. & Benecke, D.R. 2017. Engineering students’ visual metaphors for mentorship : implications for the candidacy period.
- Description: Abstract: Mentorship is important to engineering activity. Yet, little attention is paid to this process within the engineering domain. This paper seeks to remedy this by analyzing the metaphors for mentorship produced by engineering students employed to work as mentors to young adults tasked with training residents in their communities regarding specific digital skills. Metaphors are used because they provide unique insight into the underlying conceptions that individuals hold about a topic or issue. The paper shows not only that metaphors are useful in garnering understanding as to how students conceive of the mentor-mentee relationship, but also that there is scope for using these understandings to provide more focused mentoring during their future candidacy period.
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Capstone design : a vehicle to explore landscapes of practice in engineering education
- Simpson, Zach, Janse van Rensburg, Nickey
- Authors: Simpson, Zach , Janse van Rensburg, Nickey
- Date: 2018
- Subjects: Engineering education , Landscapes of practice , Communities of practice
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/267586 , uj:28390 , Citation: Simpson, Z. & Janse van Rensburg, N. 2018. Capstone design : a vehicle to explore landscapes of practice in engineering education.
- Description: Abstract: Engineering design as capstone course creates an opportunity for practitioners to demonstrate their familiarity with the particular landscape of practice of their chosen field. This research follows a team of seven final-year Mechanical Engineering students as they complete a capstone design project to design and build an energy efficient vehicle to be entered into an international race. A qualitative, ethnographic study was conducted, collecting data through observation, reflection, and interviews with each of the student-participants and their academic supervisor. Landscapes of practice are defined through patterns of interaction within and between the various communities occupying the landscape. How we design the landscape of practice determines the opportunities we create for student development. The research demonstrates how the institutional and technological backdrop of capstone design introduces pressures that can both hinder student learning and create space and opportunity for deep learning to occur. It is concluded that the engineering curricula should include a series of design projects which allows for conceptualization to operation of the final product, challenging students learning both with respect to technical and social skills.
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- Authors: Simpson, Zach , Janse van Rensburg, Nickey
- Date: 2018
- Subjects: Engineering education , Landscapes of practice , Communities of practice
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/267586 , uj:28390 , Citation: Simpson, Z. & Janse van Rensburg, N. 2018. Capstone design : a vehicle to explore landscapes of practice in engineering education.
- Description: Abstract: Engineering design as capstone course creates an opportunity for practitioners to demonstrate their familiarity with the particular landscape of practice of their chosen field. This research follows a team of seven final-year Mechanical Engineering students as they complete a capstone design project to design and build an energy efficient vehicle to be entered into an international race. A qualitative, ethnographic study was conducted, collecting data through observation, reflection, and interviews with each of the student-participants and their academic supervisor. Landscapes of practice are defined through patterns of interaction within and between the various communities occupying the landscape. How we design the landscape of practice determines the opportunities we create for student development. The research demonstrates how the institutional and technological backdrop of capstone design introduces pressures that can both hinder student learning and create space and opportunity for deep learning to occur. It is concluded that the engineering curricula should include a series of design projects which allows for conceptualization to operation of the final product, challenging students learning both with respect to technical and social skills.
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Development of ‘soft skills’ through extra- curricular project work : The case of the Jozi digital ambassadors project in Johannesburg, South Africa
- Simpson, Zach, Janse van Rensburg, Nickey, Benecke, Dalien René
- Authors: Simpson, Zach , Janse van Rensburg, Nickey , Benecke, Dalien René
- Date: 2018
- Subjects: Engineering education , Project-based learning , Curriculum
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/267590 , uj:28391 , Citation: Simpson, Z., Janse van Rensburg, N. & Benecke, D.R. 2018. Development of ‘soft skills’ through extra- curricular project work : The case of the Jozi digital ambassadors project in Johannesburg, South Africa.
- Description: Abstract: The primary focus of engineering curricula is technical competence. However, literature suggests that a common shortcoming of engineering graduates pertains to so-called ‘softer’ skills such as leadership, team work, time management and communication. Although not core to engineering activity, these competencies are important in the workplace and included in the exit level outcomes of accredited degrees. Development of these competencies can occur by giving engineering students the opportunity of involvement in extra-curricular projects that develop such complementary competencies. This paper discusses the Jozi Digital Ambassadors Project as one such opportunity. The project was launched by the City of Johannesburg, and aimed to roll-out free Wi-Fi to 700 000 Johannesburg residents who previously had no access to free public internet. A further aim was to provide training to these residents regarding how to access the free Wi-Fi and the online services offered by the City. ‘Digital Ambassadors’, unemployed young people who reside in the areas concerned, were appointed to undertake this training on behalf of the City. The University of Johannesburg, tasked with providing mentorship to these ambassadors, identified engineering students who were appointed as mentors. Structured interviews with the mentors were conducted at different stages of the project. The focus of the interviews was on the students’ motivation to participate in the project and their skills development. The development of complementary competencies was one of the factors that motivated the students to join the project and their involvement in the Digital Ambassadors project gave them opportunities to develop leadership and communication skills in a way that the formal university curriculum did not.
- Full Text:
- Authors: Simpson, Zach , Janse van Rensburg, Nickey , Benecke, Dalien René
- Date: 2018
- Subjects: Engineering education , Project-based learning , Curriculum
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/267590 , uj:28391 , Citation: Simpson, Z., Janse van Rensburg, N. & Benecke, D.R. 2018. Development of ‘soft skills’ through extra- curricular project work : The case of the Jozi digital ambassadors project in Johannesburg, South Africa.
- Description: Abstract: The primary focus of engineering curricula is technical competence. However, literature suggests that a common shortcoming of engineering graduates pertains to so-called ‘softer’ skills such as leadership, team work, time management and communication. Although not core to engineering activity, these competencies are important in the workplace and included in the exit level outcomes of accredited degrees. Development of these competencies can occur by giving engineering students the opportunity of involvement in extra-curricular projects that develop such complementary competencies. This paper discusses the Jozi Digital Ambassadors Project as one such opportunity. The project was launched by the City of Johannesburg, and aimed to roll-out free Wi-Fi to 700 000 Johannesburg residents who previously had no access to free public internet. A further aim was to provide training to these residents regarding how to access the free Wi-Fi and the online services offered by the City. ‘Digital Ambassadors’, unemployed young people who reside in the areas concerned, were appointed to undertake this training on behalf of the City. The University of Johannesburg, tasked with providing mentorship to these ambassadors, identified engineering students who were appointed as mentors. Structured interviews with the mentors were conducted at different stages of the project. The focus of the interviews was on the students’ motivation to participate in the project and their skills development. The development of complementary competencies was one of the factors that motivated the students to join the project and their involvement in the Digital Ambassadors project gave them opportunities to develop leadership and communication skills in a way that the formal university curriculum did not.
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Bridging the digital divide in an African smart city
- Janse van Rensburg, Nickey, Matheri, Anthony Njuguna, Meyer, Johan
- Authors: Janse van Rensburg, Nickey , Matheri, Anthony Njuguna , Meyer, Johan
- Date: 2019
- Subjects: Community , Infrastructure , Smart City
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/402155 , uj:33642 , Citation: Janse van Rensburg, N., Matheri, A.N. & Meyer, J. 2019. Bridging the digital divide in an African smart city.
- Description: Abstract: Sustainable transformation of cities is only possible when conducted in a smart way. This research assessed the impact of rolling out free Wi-Fi networks and online services in Johannesburg, South Africa as it relates to the sustainable development of vulnerable communities. Informed by the early adopters of a free Wi-Fi network provided by the City of Johannesburg, participating in the Johannesburg digital ambassadors training programme, the research evaluated smart city enablement in the City of Johannesburg. The case study reviewed relevant smart city metrics and compared to the standard for sustainable development of communities (BS ISO 37120:2014), evaluate indicators for city services and quality of life to identify design criteria for future developments. The results from this study contribute to the enablement of smart city infrastructure development geared toward capacitating vulnerable and previously digitally disadvantaged communities.
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- Authors: Janse van Rensburg, Nickey , Matheri, Anthony Njuguna , Meyer, Johan
- Date: 2019
- Subjects: Community , Infrastructure , Smart City
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/402155 , uj:33642 , Citation: Janse van Rensburg, N., Matheri, A.N. & Meyer, J. 2019. Bridging the digital divide in an African smart city.
- Description: Abstract: Sustainable transformation of cities is only possible when conducted in a smart way. This research assessed the impact of rolling out free Wi-Fi networks and online services in Johannesburg, South Africa as it relates to the sustainable development of vulnerable communities. Informed by the early adopters of a free Wi-Fi network provided by the City of Johannesburg, participating in the Johannesburg digital ambassadors training programme, the research evaluated smart city enablement in the City of Johannesburg. The case study reviewed relevant smart city metrics and compared to the standard for sustainable development of communities (BS ISO 37120:2014), evaluate indicators for city services and quality of life to identify design criteria for future developments. The results from this study contribute to the enablement of smart city infrastructure development geared toward capacitating vulnerable and previously digitally disadvantaged communities.
- Full Text:
Reviving Decommissioned Ventilators: How a Circular Economy Approach Can Assist in Tackling the South African Shortage of Ventilators during Covid-19
- Gihring, Katharina, Janse van Rensburg, Nickey
- Authors: Gihring, Katharina , Janse van Rensburg, Nickey
- Date: 2020
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/434342 , uj:37595
- Description: Abstract: Please refer to full text to view abstract
- Full Text:
- Authors: Gihring, Katharina , Janse van Rensburg, Nickey
- Date: 2020
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/434342 , uj:37595
- Description: Abstract: Please refer to full text to view abstract
- Full Text:
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