Over the past decade, there has been a shift in science, technology, engineering and math education, especially in engineering, towards a competency‐based pedagogy. Competency‐based learning (CBL) is an outcome‐based, student‐centered form of instruction where students progress to more advanced work upon mastering the necessary prerequisite content and skills. Many articles have been published on the implementation of CBL in engineering higher education; however, the literature lacks a systematic review that summarizes prior work to inform both future research and practice.

A Review of Competency-Based Learning: Tools, Assessments, and Recommendations

Modern engineering curricula have started to emphasize design, mostly in the form of design-build experiences. Apart from instilling important problem-solving skills, such pedagogical frameworks address the critical social skill aspects of engineering education due to their team-based, project-based nature. However, it is required of the twenty-first century engineer to be not only technically competent and socially and culturally aware, but also innovative and entrepreneurial. This paper discusses a reformulated first-year engineering course at the University of Pretoria, which was adopted 6 years ago to better address the required innovation skills of engineering students. This design-build-innovate course employs a unique creative problem-solving strategy in designing and building solutions to set technological problems. The students further investigate the provisional patenting of their design concepts. Mini business plans are developed and the students participate in a university- and in a national innovation competition. This introductory engineering course has been successful as measured by overwhelmingly positive student feedback, several provisional patents, and a number of small start-up companies that emanated from the students’ work.

Integrating innovation skills in an introductory engineering design-build course

This work proposes and applies an approach to evaluate perceptions about the effects of Professional Master's Degree in Engineering over the professional performance of their alumni. The proposal is based on a trichotomous outranking multicriteria method, called ELECTRE TRI (Mousseau et al., 2000). An application of the proposal has been made, catching the perceptions from students and professors of a Brazilian course of a Professional Master in Production Engineering, also from chiefs these students and coordinators of courses of Professional Masters of a similar range. The set of criteria was based on literature review and refined by opinions from specialists. The participants of the research were asked about their perceptions on importance degree of criteria and level of influence of the course upon the alumni' skills, from each criterion considered in the survey. The results obtained from each group were compared. Additionally a sensibility analysis was carried on the results.

/pdf/analyzing-perceptions-about-the-influence-of-a-master-course-1d1pamrcyp.pdf

Analyzing perceptions about the influence of a master course over the professional skills of its alumni: a multicriteria approach

Shifting from traditional engineering education towards competency-based approach: The most recommended approach-review

This paper describes the results of establishment of European Higher Education Area for Telecommunication Technologies Engineering Degree at University of Sevilla aimed at carrying out a comparative analysis between the applications of the European Credit Transfer and Accumulations System and the traditional teaching and learning system to first-year students, in order to improve their performance in the subject Fundamentals of Programming

Establishment EHEA for telecommunication technologies engineering degree

Analysis of the results of the application of a student-centered learning system (SCLS) aimed at achieving the objectives of the subject Analysis of Circuits I in the Escuela Universitaria de Ingenieria Tecnica de Telecomunicacion (EUITT) at the Universidad Politecnica de Madrid (UPM). The SCLS was based on the European Credit Transfer and Accumulation System and the educational experiment was carried out in the first semester of the academic year 2007±2008; a comparative analysis between the SCLS and the traditional teaching and learning system (TTLS) in the EUITT-UPM can be seen below. To conduct the statistical analysis of the data collected in the experiment and make the right decisions, both treatment and control groups were formed and several tests of the hypothesis were performed. The outcomes of the experiment were satisfactory and showed that the differences between the SCLS and the TTLS are not always significant.

Analysis of results of application of a student-centered learning system to improve performance of first-year students

In this paper, the results of four years of a research aimed at carrying out a comparative analysis between the application of the European Credit Transfer and Accumulation System (ECTS) and the traditional teaching and learning system (TTLS) to first-year students, in order to improve their performance in the subject Analysis of Circuits I (AC-I) are presented The ECTS is a student-centered system based on the student workload required to achieve the objectives of a program, and the outcomes of its application have been quite positive In order to conduct the statistical analysis of the data collected in the educational experiment and make the right decisions, at the beginning of the experiment, during the first years, both treatment and control groups were formed and several tests of hypothesis were conducted in the groups that participated in the educational experiment Neither all the students who took the above-mentioned subjects nor all the professors who taught them participated in the experiment However, during the last year of the experiment all the students and almost all professors participated in the experiment Since the beginning of the experiment, satisfactory partial results have been gradually achieved, and when we managed to involve all the students and almost all professors in the last year of the experiment, the overall results where not only satisfactory but also significantly better than the ones achieved in the previous years The students satisfaction and confidence have increased gradually, and, in general, the students under the ECTS passed more exams and with better Grades than the students under the TTLS Also, the teaching-learning methodology strategies, tutor sessions, assessment methods, use of the virtual learning environment (VLE), student teamwork, and collaborative work among professors performed better under the ECTS than under the TTLS

Analysis of the results of four years of research and application of a student-centered system based on the ECTS to first-year students in order to improve their performance in the subject AC-I

In this paper, a statistical analysis of the performance of telecommunication engineering students who were majoring in electronicsystems in the subject Analysis of Circuit I is conducted. Here, the marks of the students before and after four years of being subject toa student-centered teaching and learning approach, implemented as part of the changeover to the Bologna model, are compared. In thisresearch, the statistical population (i.e., marks of the students in 2005 and 2009) were analyzed in detail in order to identify thespecific changes after four years of ‘Bologna’. Mann–Whitney and proportion tests were used to analyze the effects of theimplementation of the Bologna process, which resulted in an improvement in the academic results of the students. In addition, modelsfor the marks of the years 2005 and 2009 were constructed. These models were very different from each other. A mixture of Gaussianswas used to model the 2005 marks, and the 2009 marks followed a Gaussian distribution. Thus, before the start of the educationalexperiment, in the year 2005, the statistical population was heterogeneous, consisting of two subpopulations, and at the end of it thedata resulted in being homogeneous. Therefore, the Bologna process has represented a passing from an unsatisfactory model for the2005 marks to a more ‘reasonable’ model for the 2009 marks.

Statistical analysis of academic results before and after four years of bologna

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Analysis of results of application of a student-centered learning system to improve performance of first-year students

Analysis of the results of four years of research and application of a student-centered system based on the ECTS to first-year students in order to improve their performance in the subject AC-I

Statistical analysis of academic results before and after four years of bologna