Design and implementation of multi-campus,modular master classes in biochemical engineering     

Niek Wuyts  Dorine Bruneel  Myriam Meyers  Etienne Van Hoof  Leander De Vos  Greet Langie 《European Journal of Engineering Education》2015,40(4):400-409

The Master of Science in engineering technology: biochemical engineering is organised in KU Leuven at four geographically dispersed campuses. To sustain the Master's programmes at all campuses, it is clear that a unique education profile at each campus is crucial. In addition, a rationalisation is required by increased cooperation, increased exchange of lecturers, and increased student mobility. To achieve this, a multicampus education system for the M.Sc. in engineering technology: biochemical engineering was developed by offering modules that are also available for students of other campuses. Such a module is primarily based on the research expertise present at the campus. In the development, special attention has been given to the optimal organisation of the modules, evaluation, required modifications of the current curricula, and the practical consequences for students following the module at another campus. Even in the first year of implementation, around 30% of the students followed a multicampus module, which indicates the potential success of the multicampus concept described here.  相似文献   

At-risk at the gate: prediction of study success of first-year science and engineering students in an open-admission university in Flanders—any incremental validity of study strategies?     

Pinxten  Maarten  Van Soom  Carolien  Peeters  Christine  De Laet  Tinne  Langie  Greet 《European Journal of Psychology of Education - EJPE》2019,34(1):45-66

European Journal of Psychology of Education - Against the background of the increasing need for skilled scientists and engineers, the heterogeneous inflow of incoming students in science and...  相似文献   

Comparison between bridging students and traditional first-year students in engineering technology     

L. Van den Broeck  T. De Laet  M. Lacante  M. Pinxten  C. Van Soom  G. Langie 《European Journal of Engineering Education》2018,43(5):741-756

To stimulate a flexible lifelong learning system students can enter university via lateral entry. Unlike traditional first-year students, lateral entrance students are not well-studied. Therefore this study focuses on comparing first-year students with a specific group of lateral entrants, namely bridging students at the Faculty of Engineering Technology, KU Leuven. Using Astin’s Input-Environment-Outcome model resulted in (1) Input variables, namely prior education and initial learning and study strategies, (2) Environmental influence, measured with a questionnaire focussing on perceived transition to university, and (3) Outcome variables, namely dropout and academic achievement. Analyses resulted in similarities for the outcome variables, but differences in terms of secondary education. Regarding the input (LASSI) and environmental questionnaires, for only two of the 13 scales a moderate effect was found (perceived preparedness and test strategies). Consequently, research findings of first-year engineering students can be compared, taking into account their specific differences, to the context of bridging students.  相似文献