Literacy across the curriculum in the engineering sciences : a case study of a course in concrete technology
- Simpson, Zach, Bester, Jannes
- Authors: Simpson, Zach , Bester, Jannes
- Date: 2011
- Subjects: Concrete technology - Study and teaching - Evaluation , Engineering - Study and teaching - Evaluation , Engineering - Curricula , Concrete technology - Curricula
- Type: Article
- Identifier: uj:6065 , http://hdl.handle.net/10210/10665
- Description: Engagement with engineering professionals on the part of the authors has, at times, yielded dissatisfaction with the quality of engineering graduates, particularly with respect to verbal and written communication abilities. It is thus clear that engineering curricula must do more to develop these abilities more overtly within engineering degree and diploma programmes. To this end, the development of academic literacies (reading, writing, critical thinking and speaking) must be incorporated into engineering content modules. This requires the development of literacy across the curriculum. This paper analyses the literacies embedded in one particular module offered as part of the degree in Civil Engineering Science at the University of Johannesburg, namely Concrete Technology. The analysis is undertaken using a two-pronged methodology. First, a quantitative analysis of the stated outcomes and assessments given in the course is undertaken in terms of Biggs‘ SOLO taxonomy. Thereafter, a qualitative description of the module within the framework of nine central literacy practices required of engineering graduates in South Africa is given. The aim of this analysis is to understand the literacy practices currently embedded within the course so as to identify the areas in which the course can further develop students‘ academic literacies. Biggs‘ SOLO taxonomy is used as it provides an easy to use (and understand) means of measuring a) the extent to which higher order cognitive demands are being placed on students and b) the degree of alignment between the modules stated outcomes and the assessments given. This paper works from the assumption that a clear understanding of current practice within individual courses is necessary prior to the implementation of literacy across the curriculum.
- Full Text:
- Authors: Simpson, Zach , Bester, Jannes
- Date: 2011
- Subjects: Concrete technology - Study and teaching - Evaluation , Engineering - Study and teaching - Evaluation , Engineering - Curricula , Concrete technology - Curricula
- Type: Article
- Identifier: uj:6065 , http://hdl.handle.net/10210/10665
- Description: Engagement with engineering professionals on the part of the authors has, at times, yielded dissatisfaction with the quality of engineering graduates, particularly with respect to verbal and written communication abilities. It is thus clear that engineering curricula must do more to develop these abilities more overtly within engineering degree and diploma programmes. To this end, the development of academic literacies (reading, writing, critical thinking and speaking) must be incorporated into engineering content modules. This requires the development of literacy across the curriculum. This paper analyses the literacies embedded in one particular module offered as part of the degree in Civil Engineering Science at the University of Johannesburg, namely Concrete Technology. The analysis is undertaken using a two-pronged methodology. First, a quantitative analysis of the stated outcomes and assessments given in the course is undertaken in terms of Biggs‘ SOLO taxonomy. Thereafter, a qualitative description of the module within the framework of nine central literacy practices required of engineering graduates in South Africa is given. The aim of this analysis is to understand the literacy practices currently embedded within the course so as to identify the areas in which the course can further develop students‘ academic literacies. Biggs‘ SOLO taxonomy is used as it provides an easy to use (and understand) means of measuring a) the extent to which higher order cognitive demands are being placed on students and b) the degree of alignment between the modules stated outcomes and the assessments given. This paper works from the assumption that a clear understanding of current practice within individual courses is necessary prior to the implementation of literacy across the curriculum.
- Full Text:
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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Civil engineering work as social semiotic work : a theoretical view of teaching and learning
- Authors: Simpson, Zach
- Date: 2013
- Subjects: Civil engineering - Study and teaching , Social semiotics , Transduction
- Type: Article
- Identifier: uj:4979 , http://hdl.handle.net/10210/13080
- Description: This paper argues that pedagogy can be enhanced through the study of theory, and begins with the assumption that, for the benefit of the professionalization of the field, there is a need for engineering education researchers to engage in theorization of the specific events and practices that make up the myriad teaching and learning experiences within the context of the engineering sciences. The aim of this paper is to show how one particular theoretical approach, social semiotics, can shed light on various aspects of the teaching and learning of one particular engineering discipline, namely Civil Engineering. This is done in order to achieve the greater aim of demonstrating how and why engagement with theory such as social semiotics is of use in informing pedagogy. The paper draws specifically on the concept of transduction, the process of transforming meaning from one semiotic form to another. In so doing, four key implications from a social semiotic account of civil engineering work are drawn. First, differential access to meaning-making resources and technologies must be accommodated in the educational sphere. Second, students need to be encouraged to view the activities in which they are engaged in the engineering classroom as meaning-making practices and not routine procedures. Third, some transductions require greater abstraction of meaning than others and may therefore require mediation in the form of intermediate transductions. Fourth, it is only through pedagogic efforts aimed at enabling students to perceive meaning-making practices as functional within context, that students can potentially come to engage in the full articulation of their communicative and representational practices as meaningful work. Finally, the paper calls for further research into the social semiotics of engineering education as it appears this may offer useful pedagogical insight.
- Full Text:
- Authors: Simpson, Zach
- Date: 2013
- Subjects: Civil engineering - Study and teaching , Social semiotics , Transduction
- Type: Article
- Identifier: uj:4979 , http://hdl.handle.net/10210/13080
- Description: This paper argues that pedagogy can be enhanced through the study of theory, and begins with the assumption that, for the benefit of the professionalization of the field, there is a need for engineering education researchers to engage in theorization of the specific events and practices that make up the myriad teaching and learning experiences within the context of the engineering sciences. The aim of this paper is to show how one particular theoretical approach, social semiotics, can shed light on various aspects of the teaching and learning of one particular engineering discipline, namely Civil Engineering. This is done in order to achieve the greater aim of demonstrating how and why engagement with theory such as social semiotics is of use in informing pedagogy. The paper draws specifically on the concept of transduction, the process of transforming meaning from one semiotic form to another. In so doing, four key implications from a social semiotic account of civil engineering work are drawn. First, differential access to meaning-making resources and technologies must be accommodated in the educational sphere. Second, students need to be encouraged to view the activities in which they are engaged in the engineering classroom as meaning-making practices and not routine procedures. Third, some transductions require greater abstraction of meaning than others and may therefore require mediation in the form of intermediate transductions. Fourth, it is only through pedagogic efforts aimed at enabling students to perceive meaning-making practices as functional within context, that students can potentially come to engage in the full articulation of their communicative and representational practices as meaningful work. Finally, the paper calls for further research into the social semiotics of engineering education as it appears this may offer useful pedagogical insight.
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Establishing a benchmark for effective intervention : first-year engineering students’ writing and their perceptions thereof
- Evans-Tokaryk, Tyler, Bhamjee, Muaaz, Simpson, Zach
- Authors: Evans-Tokaryk, Tyler , Bhamjee, Muaaz , Simpson, Zach
- Date: 2015-06-04
- Subjects: Benchmarking , Engineering students , Academic writing
- Type: Article
- Identifier: uj:5164 , http://hdl.handle.net/10210/14345
- Description: Please refer to full text to view abstract
- Full Text:
- Authors: Evans-Tokaryk, Tyler , Bhamjee, Muaaz , Simpson, Zach
- Date: 2015-06-04
- Subjects: Benchmarking , Engineering students , Academic writing
- Type: Article
- Identifier: uj:5164 , http://hdl.handle.net/10210/14345
- Description: Please refer to full text to view abstract
- Full Text:
Quantitative literacy practices in civil engineering study: designs for teaching and learning
- Prince, Robert, Simpson, Zach
- Authors: Prince, Robert , Simpson, Zach
- Date: 2016
- Subjects: Quantitative literacy , Higher education studies , Multimodal social semiotics
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/90879 , uj:20035 , Citation: Prince, R. & Simpson, Z. 2016. Quantitative literacy practices in civil engineering study: designs for teaching and learning.
- Description: Abstract: Higher education needs to produce increasing numbers of good quality graduates. Included herein is the need for graduates that can engage in high level quantitative literacy practices, which requires designs for learning that understand how texts are constructed through language, images and mathematical notation, which together form the meaning-making repertoire of quantitative literacy. This paper applies a framework for quantitative literacy events in the analysis of a particular graphical procedure used during undergraduate civil engineering courses throughout South Africa. The framework draws on the New Literacies Studies’ view of literacy as social practice and examines the specific practices that students need to engage with during individual quantitative literacy events. Application of the framework demonstrates that such graphical procedures constitute quantitative literacy events in which students engage in various quantitative practices, the implications of which inform designs for learning in civil engineering in several key respects.
- Full Text:
- Authors: Prince, Robert , Simpson, Zach
- Date: 2016
- Subjects: Quantitative literacy , Higher education studies , Multimodal social semiotics
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/90879 , uj:20035 , Citation: Prince, R. & Simpson, Z. 2016. Quantitative literacy practices in civil engineering study: designs for teaching and learning.
- Description: Abstract: Higher education needs to produce increasing numbers of good quality graduates. Included herein is the need for graduates that can engage in high level quantitative literacy practices, which requires designs for learning that understand how texts are constructed through language, images and mathematical notation, which together form the meaning-making repertoire of quantitative literacy. This paper applies a framework for quantitative literacy events in the analysis of a particular graphical procedure used during undergraduate civil engineering courses throughout South Africa. The framework draws on the New Literacies Studies’ view of literacy as social practice and examines the specific practices that students need to engage with during individual quantitative literacy events. Application of the framework demonstrates that such graphical procedures constitute quantitative literacy events in which students engage in various quantitative practices, the implications of which inform designs for learning in civil engineering in several key respects.
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Cognitive demand across an engineering degree program
- Simpson, Zach, Bester, Johannes
- Authors: Simpson, Zach , Bester, Johannes
- Date: 2017
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/236167 , uj:24163 , Citation: Simpson, Z. & Bester, J. 2017. Cognitive demand across an engineering degree program.
- Description: Abstract: The modern engineering workplace requires graduates that are able to handle cognitively demanding tasks. However, evidence from the literature suggests that employers are often critical of graduates for lacking higher-order problem solving and critical thinking skills. This paper examines gains made on the part of first, second and fourth year students within an engineering degree program with respect to their ability to handle assessment tasks of varying cognitive demand. Assessment tasks were classified according to Biggs’ Structure of the Observed Learning Outcome (SOLO) taxonomy. The results indicate that while fourth year students displayed greater facility with calculation-type questions, they performed worse than their first and second year counterparts on questions that required higher-order thinking and reasoning.
- Full Text:
- Authors: Simpson, Zach , Bester, Johannes
- Date: 2017
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/236167 , uj:24163 , Citation: Simpson, Z. & Bester, J. 2017. Cognitive demand across an engineering degree program.
- Description: Abstract: The modern engineering workplace requires graduates that are able to handle cognitively demanding tasks. However, evidence from the literature suggests that employers are often critical of graduates for lacking higher-order problem solving and critical thinking skills. This paper examines gains made on the part of first, second and fourth year students within an engineering degree program with respect to their ability to handle assessment tasks of varying cognitive demand. Assessment tasks were classified according to Biggs’ Structure of the Observed Learning Outcome (SOLO) taxonomy. The results indicate that while fourth year students displayed greater facility with calculation-type questions, they performed worse than their first and second year counterparts on questions that required higher-order thinking and reasoning.
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Combining autoethnography and multimodal social semiotics : potentials for theory and method
- Simpson, Zach, Archer, Arlene
- Authors: Simpson, Zach , Archer, Arlene
- Date: 2017
- Subjects: Social semiotics , Multimodality , Autoethnography
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/241189 , uj:24825 , Citation: Simpson, Z. & Archer, A. 2017. Combining autoethnography and multimodal social semiotics : potentials for theory and method.
- Description: Abstract: Different methodological approaches allow varying access to the objects of inquiry and enable one to ask different kinds of questions. This paper explores the possibilities that emerge through the combination of multimodal social semiotics and autoethnography. We discuss the epistemological and methodological bases for each approach and show the potentials in combining them. Drawing on an autoethnographic study in civil engineering, we argue that three aspects of research inquiry are enhanced through the combination of these approaches. These three aspects include a greater understanding of social context and its impact on meaning-making; an awareness of the multimodal nature of meaning-making; and an understanding of the ways in which the ‘interest’ of the researcher (as participant) manifests in texts. Overall, we argue that these approaches augment each other in generative ways, and allow for an in-depth look at how texts are embedded in particular practices and communities.
- Full Text:
- Authors: Simpson, Zach , Archer, Arlene
- Date: 2017
- Subjects: Social semiotics , Multimodality , Autoethnography
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/241189 , uj:24825 , Citation: Simpson, Z. & Archer, A. 2017. Combining autoethnography and multimodal social semiotics : potentials for theory and method.
- Description: Abstract: Different methodological approaches allow varying access to the objects of inquiry and enable one to ask different kinds of questions. This paper explores the possibilities that emerge through the combination of multimodal social semiotics and autoethnography. We discuss the epistemological and methodological bases for each approach and show the potentials in combining them. Drawing on an autoethnographic study in civil engineering, we argue that three aspects of research inquiry are enhanced through the combination of these approaches. These three aspects include a greater understanding of social context and its impact on meaning-making; an awareness of the multimodal nature of meaning-making; and an understanding of the ways in which the ‘interest’ of the researcher (as participant) manifests in texts. Overall, we argue that these approaches augment each other in generative ways, and allow for an in-depth look at how texts are embedded in particular practices and communities.
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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.
- Full Text:
- 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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Spatial politics and infrastructure development : analysis of historical transportation data in Gauteng, South Africa (1975 – 2003)
- McKay, Tracey, Simpson, Zach, Patel, Naeem
- Authors: McKay, Tracey , Simpson, Zach , Patel, Naeem
- Date: 2017
- Subjects: Sustainable development - South Africa - Gauteng , Land use - South Africa - Gauteng - Planning , Transportation - Political aspects - South Africa - Gauteng , Transportation - South Africa - Gauteng - Planning
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/226837 , uj:22944 , Citation: McKay, T., Simpson, Z. & Patel, N. 2017. Spatial politics and infrastructure development : analysis of historical transportation data in Gauteng, South Africa (1975 – 2003).
- Description: Abstract: For an urbanised region to be ‘sustainable’, attention needs to be paid to building a transportation network that aligns with sustainable development principles. Such a transportation network should have a minimal ecological footprint, present limited financial burden, and actively promote social cohesion. This study analyses the long term, historical transportation trends of the Gauteng Province of South Africa by comparing four transport studies undertaken between the years 1975 and 2003. Overall, it is demonstrated that adherence to the ‘predict and provide’ transportation planning model has systematically resulted in the enhancement of road infrastructure at the expense of rail, and private transport over public transport. Effective, efficient and low-cost public transport has been systematically under provisioned. Reliance on private vehicles has thus become entrenched and systemic. Consequently, dependence on private vehicles, which was originally confined to the white population (due to apartheid, a racial segregationist policy enforced in South Africa prior to 1994), is now becoming the norm for all race groups. This paper shows how over a century of racial segregation, coupled with spatial apartheid and weak urban transport and land use planning, has resulted in entrenched low-density urban sprawl, a problem further exacerbated by limited mixed land use. Lastly, the study highlights a need for collection of comparable, longitudinal transportation data if long term trends and challenges are to be understood and if successes and failures of policies are to be monitored.
- Full Text:
- Authors: McKay, Tracey , Simpson, Zach , Patel, Naeem
- Date: 2017
- Subjects: Sustainable development - South Africa - Gauteng , Land use - South Africa - Gauteng - Planning , Transportation - Political aspects - South Africa - Gauteng , Transportation - South Africa - Gauteng - Planning
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/226837 , uj:22944 , Citation: McKay, T., Simpson, Z. & Patel, N. 2017. Spatial politics and infrastructure development : analysis of historical transportation data in Gauteng, South Africa (1975 – 2003).
- Description: Abstract: For an urbanised region to be ‘sustainable’, attention needs to be paid to building a transportation network that aligns with sustainable development principles. Such a transportation network should have a minimal ecological footprint, present limited financial burden, and actively promote social cohesion. This study analyses the long term, historical transportation trends of the Gauteng Province of South Africa by comparing four transport studies undertaken between the years 1975 and 2003. Overall, it is demonstrated that adherence to the ‘predict and provide’ transportation planning model has systematically resulted in the enhancement of road infrastructure at the expense of rail, and private transport over public transport. Effective, efficient and low-cost public transport has been systematically under provisioned. Reliance on private vehicles has thus become entrenched and systemic. Consequently, dependence on private vehicles, which was originally confined to the white population (due to apartheid, a racial segregationist policy enforced in South Africa prior to 1994), is now becoming the norm for all race groups. This paper shows how over a century of racial segregation, coupled with spatial apartheid and weak urban transport and land use planning, has resulted in entrenched low-density urban sprawl, a problem further exacerbated by limited mixed land use. Lastly, the study highlights a need for collection of comparable, longitudinal transportation data if long term trends and challenges are to be understood and if successes and failures of policies are to be monitored.
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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.
- Full Text:
- 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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Toward inductive learning of energy-related concepts
- Authors: Meyer, Johan , Simpson, Zach
- Date: 2018
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/270542 , uj:28759 , Citation: Meyer, J. & Simpson, Z. 2018. Toward inductive learning of energy-related concepts.
- Description: Abstract: Energy is an important topic in science and engineering. Yet, clear definitions of this concept are difficult to come by and, as a result, students often develop a limited understanding of energy and energy-related concepts. This is exacerbated by traditional, deductive means of teaching. In this paper, the authors report on an attempt at introducing an inductive approach to the teaching and learning of energy-related concepts, specifically conservation of energy. The approach was attempted among a select group of school students using inductive means, and was adapted from an article in the literature that addressed flight energy management training for pilots. The aim of the paper is to describe the intervention, which sought to foster a deeper understanding of energy flows within a system and place the school students in good stead for their subsequent design of an ultra-energy efficient hydrogen-powered vehicle. This is done in order to demonstrate how inductive learning can be enacted in an engineering curriculum. However, the intervention was implemented with a small sample of students and, as such, further attention needs to be given to how such an inductive learning approach can be incorporated into formal curricula at both school and university levels, with a diverse range of students, and with diverse topics.
- Full Text:
- Authors: Meyer, Johan , Simpson, Zach
- Date: 2018
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/270542 , uj:28759 , Citation: Meyer, J. & Simpson, Z. 2018. Toward inductive learning of energy-related concepts.
- Description: Abstract: Energy is an important topic in science and engineering. Yet, clear definitions of this concept are difficult to come by and, as a result, students often develop a limited understanding of energy and energy-related concepts. This is exacerbated by traditional, deductive means of teaching. In this paper, the authors report on an attempt at introducing an inductive approach to the teaching and learning of energy-related concepts, specifically conservation of energy. The approach was attempted among a select group of school students using inductive means, and was adapted from an article in the literature that addressed flight energy management training for pilots. The aim of the paper is to describe the intervention, which sought to foster a deeper understanding of energy flows within a system and place the school students in good stead for their subsequent design of an ultra-energy efficient hydrogen-powered vehicle. This is done in order to demonstrate how inductive learning can be enacted in an engineering curriculum. However, the intervention was implemented with a small sample of students and, as such, further attention needs to be given to how such an inductive learning approach can be incorporated into formal curricula at both school and university levels, with a diverse range of students, and with diverse topics.
- Full Text:
Display cases, catalogues and clock faces : multimodal social semiotic analysis of information graphics in civil engineering
- Authors: Simpson, Zach
- Date: 2019
- Subjects: Multimodal social semiotics , Information graphics , Engineering education
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/294554 , uj:32051 , Citation: Simpson, Z. 2019. Display cases, catalogues and clock faces : multimodal social semiotic analysis of information graphics in civil engineering.
- Description: Abstract: This paper investigates the social semiotic practices surrounding use of information graphics within the specialized discourse of civil engineering. It combines the theoretical considerations of multimodal social semiotics and New Literacy Studies, which offers a conceptualisation of meaning-making as social practice. Methodologically, the paper draws on data collected as part of a two-year ethnographic investigation into the meaning-making practices introduced to students in a civil engineering higher education program offered by a large, public university in Johannesburg, South Africa. Data was collected through observation and reflection on the part of the researcher, as well as through collection of documentary artefacts...
- Full Text:
- Authors: Simpson, Zach
- Date: 2019
- Subjects: Multimodal social semiotics , Information graphics , Engineering education
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/294554 , uj:32051 , Citation: Simpson, Z. 2019. Display cases, catalogues and clock faces : multimodal social semiotic analysis of information graphics in civil engineering.
- Description: Abstract: This paper investigates the social semiotic practices surrounding use of information graphics within the specialized discourse of civil engineering. It combines the theoretical considerations of multimodal social semiotics and New Literacy Studies, which offers a conceptualisation of meaning-making as social practice. Methodologically, the paper draws on data collected as part of a two-year ethnographic investigation into the meaning-making practices introduced to students in a civil engineering higher education program offered by a large, public university in Johannesburg, South Africa. Data was collected through observation and reflection on the part of the researcher, as well as through collection of documentary artefacts...
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Semiotic technologies : a case study of discipline-based practices and pedagogy
- Simpson, Zach, Archer, Arlene
- Authors: Simpson, Zach , Archer, Arlene
- Date: 2019
- Subjects: Multimodality , Social semiotics , Technology
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/399872 , uj:33347 , Citation: Simpson, Z. & Archer, A. 2019. Semiotic technologies : a case study of discipline-based practices and pedagogy.
- Description: Abstract: This paper examines semiotic technologies, both in terms of the resources they harness and the practices developed around their use. It draws on data collected as part of an ethnographic investigation into the meaning‐making practices deployed within civil engineering study. The data is used as a case study for examining semiotic technologies as socially‐situated resources for disciplinary practices. Using a multimodal social semiotic approach, we argue that technologies are not self‐evident, and that their use constitutes specific social practices that require development in the classroom. In order to deploy technologies in pedagogically effective ways, we need to understand the semiotic resources they draw on (including embodied resources). Awareness that technologies are not neutral or value free, but are socially situated and ideologically‐laden, may enable meta‐level understanding of the discipline, thus creating the possibility for improved pedagogical practices.
- Full Text:
- Authors: Simpson, Zach , Archer, Arlene
- Date: 2019
- Subjects: Multimodality , Social semiotics , Technology
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/399872 , uj:33347 , Citation: Simpson, Z. & Archer, A. 2019. Semiotic technologies : a case study of discipline-based practices and pedagogy.
- Description: Abstract: This paper examines semiotic technologies, both in terms of the resources they harness and the practices developed around their use. It draws on data collected as part of an ethnographic investigation into the meaning‐making practices deployed within civil engineering study. The data is used as a case study for examining semiotic technologies as socially‐situated resources for disciplinary practices. Using a multimodal social semiotic approach, we argue that technologies are not self‐evident, and that their use constitutes specific social practices that require development in the classroom. In order to deploy technologies in pedagogically effective ways, we need to understand the semiotic resources they draw on (including embodied resources). Awareness that technologies are not neutral or value free, but are socially situated and ideologically‐laden, may enable meta‐level understanding of the discipline, thus creating the possibility for improved pedagogical practices.
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Teaching geotechnical engineering for practice-readiness : an action research project
- Ferentinou, Maria, Simpson, Zach
- Authors: Ferentinou, Maria , Simpson, Zach
- Date: 2019
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/399879 , uj:33348 , Citation: Ferentinou, M. & Simpson, Z. 2019. Teaching geotechnical engineering for practice-readiness : an action research project.
- Description: Abstract: Innovative pedagogical approaches are necessary to equip students with the engineering judgment and critical thinking necessary for the design of geotechnical engineering structures. This paper investigates the effectiveness of a suite of pedagogical strategies aimed at better preparing students for the challenges of engineering practice using an action research design. The interventions implemented included a mini-design project, a guest lecture, use of specific geotechnical software, and a term paper on a significant geotechnical problem encountered in practice. Data was collected in the form of a student survey that sought to understand students’ perceptions of their own preparedness for practice, as well as a reflective journal kept by the lecturer. According to the results, the interventions were well received. Students perceive themselves as having medium to high levels of readiness for the demands of practice. Overall, it was clear that active learning strategies are more effective than traditional instruction methods.
- Full Text:
- Authors: Ferentinou, Maria , Simpson, Zach
- Date: 2019
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/399879 , uj:33348 , Citation: Ferentinou, M. & Simpson, Z. 2019. Teaching geotechnical engineering for practice-readiness : an action research project.
- Description: Abstract: Innovative pedagogical approaches are necessary to equip students with the engineering judgment and critical thinking necessary for the design of geotechnical engineering structures. This paper investigates the effectiveness of a suite of pedagogical strategies aimed at better preparing students for the challenges of engineering practice using an action research design. The interventions implemented included a mini-design project, a guest lecture, use of specific geotechnical software, and a term paper on a significant geotechnical problem encountered in practice. Data was collected in the form of a student survey that sought to understand students’ perceptions of their own preparedness for practice, as well as a reflective journal kept by the lecturer. According to the results, the interventions were well received. Students perceive themselves as having medium to high levels of readiness for the demands of practice. Overall, it was clear that active learning strategies are more effective than traditional instruction methods.
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Reframing resources in engineering teaching and learning
- Simpson, Zach, Inglis, Helen, Sandrock, Carl
- Authors: Simpson, Zach , Inglis, Helen , Sandrock, Carl
- Date: 2020
- Subjects: Engineering education , Higher education studies , Teaching and learning
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/412164 , uj:34670 , Citation: Simpson, Z., Inglis, H. & Sandrock, C. 2020. Reframing resources in engineering teaching and learning.
- Description: Abstract: The notion of ‘resources’ is often framed in an economic sense: money, time, equipment and the like. We reconceptualise this notion, situating resources as embedded in curricular frameworks, teacher practice and student experience. This leads us to define resources as the potential to participate in socio-cultural action. We illustrate this through a series of reflections on the part of the authors, all within the context of engineering education. First, we demonstrate that curriculum can be productively thought of as a route marker for the development of resources that students need in order to enact their role as professional engineers. Thereafter, we show that lecturers bring tacit resources of trust, care, creativity and credibility to the teaching and learning space, and that these are necessary to overcome the inertia that often resists the transformation of teaching and learning practice. Finally, we reflect on how students’ prior learning experiences can be harnessed as a resource for teaching and learning. In so doing, we present resources as tied to sociocultural practices and personal and institutional histories, and encourage others to take up these ideas so as to consider how resources, viewed in our sense, are valued within (engineering) education.
- Full Text:
- Authors: Simpson, Zach , Inglis, Helen , Sandrock, Carl
- Date: 2020
- Subjects: Engineering education , Higher education studies , Teaching and learning
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/412164 , uj:34670 , Citation: Simpson, Z., Inglis, H. & Sandrock, C. 2020. Reframing resources in engineering teaching and learning.
- Description: Abstract: The notion of ‘resources’ is often framed in an economic sense: money, time, equipment and the like. We reconceptualise this notion, situating resources as embedded in curricular frameworks, teacher practice and student experience. This leads us to define resources as the potential to participate in socio-cultural action. We illustrate this through a series of reflections on the part of the authors, all within the context of engineering education. First, we demonstrate that curriculum can be productively thought of as a route marker for the development of resources that students need in order to enact their role as professional engineers. Thereafter, we show that lecturers bring tacit resources of trust, care, creativity and credibility to the teaching and learning space, and that these are necessary to overcome the inertia that often resists the transformation of teaching and learning practice. Finally, we reflect on how students’ prior learning experiences can be harnessed as a resource for teaching and learning. In so doing, we present resources as tied to sociocultural practices and personal and institutional histories, and encourage others to take up these ideas so as to consider how resources, viewed in our sense, are valued within (engineering) education.
- Full Text:
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