Browsing by Author "Esteves, M. Teresa Sena"
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- Internship Assessment from Company Supervisor’s viewpoints: a five-year experiencePublication . Pereira, Isabel M. Brás; Silva, Paulo; Esteves, M. Teresa Sena; Ribeiro, Margarida M.; Guedes, Anabela; Leão, Celina P.; Soares, Filomena BaptistaIn this paper, the assessment of curricular internships performed by the chemical engineering students from the last year of first cycle graduation from Instituto Superior de Engenharia do Porto (ISEP) is analysed considering the company supervisor point of view. The objective of this study is to verify if the students are able to integrate the real working world and if they have the required skills to develop the proposed activities during the internship. The analysis is based in the results of a questionnaire fulfilled by the company supervisor where different types of characteristics and competencies are evaluated in a scale from 1 (very poor) to 6 (excellent) allowing the assessment of the student’s professional performance. A group of 102 students was considered distributed by five academic years (2009 to 2014) and 39 companies were involved. The results show that the assessment of the students’ performance is globally very positive. The items showing better results refer to punctuality, attendance, learning skills during the internship and students’ relationship with peers. The performance is not so good when considering sense of initiative, autonomy or scientific knowledge in specific areas. Overall performance is classified with a mean value very next to Very Good (5) grade and companies show a great availability to accept more internship students from ISEP. Considering the final academic grades obtained, the internship performance is very well classified by the companies’ supervisors (mean of 17.3/20) reflecting the very high commitment of the students in their internships.
- Interpreting students’ perceptions in fluid mechanics learning outcomesPublication . Soares, Filomena Baptista; Leão, Celina P.; Guedes, Anabela; Pereira, Isabel M. Brás; Morais, Cristina; Esteves, M. Teresa SenaThe objective of this study is to analyse the impact of introducing a practical work in the learning process of the Fluid Transport Systems course in Chemical Engineering degree. The students, in groups of two or three elements, were free to choose the application case in order to develop the practical work proposed by the responsible teachers. The students selected a centrifugal pump to supply water to houses or buildings and designed the piping system. The practical work was evaluated through the written report. The students’ perceptions were analysed through a questionnaire. The learning outcomes were also considered in order to understand how the fluid mechanics concepts were acquired. In the teachers’ point of view the teamwork should enable the development of students’ soft skills and competencies, promoting the ability to integrate and work in teams. The students changed their learning processing and perception becoming more reflective and less accommodative, forcing them to think critically and share opinions. Regarding the Fluid Mechanics assessment, the practical work increased, in average, the final grade at least one value.
- Is Students’ Satisfaction in Electrical Engineering Courses Influenced by Gender?Publication . Leão, Celina P.; Soares, Filomena Baptista; Guedes, Anabela; Esteves, M. Teresa Sena; Alves, Gustavo R.; Pereira, Isabel M. Brás; Hausmann, Romeu; Petry, Clovis AntónioElectrical/Electronic Engineering courses are often regarded as male courses. In this paper it is presented a study conducted in two Portuguese and two Brazilian high education institutions (six courses) where the goal was to analyze if gender affects students’ perceptions and satisfaction regarding Electrical/Electronic Engineering courses. The analysis was based on 654 questionnaires rating 44 items (among the six groups: Teacher Involvement Perception, Student Interest, Student-Teacher interaction, Course organization and functioning, Infrastructures, and Overall satisfaction). The investigation was performed by year, from the first to the third year (1st cycle) and considering the six programs. Based on students’ perceptions, some items showed differences that were significant, namely the ones regarding how teachers and students interact and how teachers challenge students.
- Portuguese and Brazilian Students Perceptions Regarding the Flow of Knowledge in their Courses: Two Different Realities?Publication . Leão, Celina P.; Soares, Filomena; Guedes, Anabela; Esteves, M. Teresa Sena; Alves, Gustavo R.; Pereira, Isabel M. Brás; Hausmann, Romeu; Petry, Clovis AntónioThe present study reports findings on students’ perceptions in Electrical/Electronic Engineering courses from four higher education institutions: two Portuguese and two Brazilian. This study was based on a questionnaire previously validated that contains two main parts: student characterization and a list of forty-four items, divided in six groups (Teacher Involvement Perception, Student Interest, Student-Teacher Interaction, Course Organization and Functioning, Infrastructures and Overall Satisfaction). Students classified each item in accordance with their level of agreement (1, Strongly Disagree, to 5, Strongly Agree). The main goal of the research was to look for the evolution of a set of these items along the first three curricular years and assess similarities and differences among courses and higher education institutions considered. The set of items was chosen in a way to achieve a better understanding of how the flow of knowledge in these courses is perceived in apparently different realities. The results show that, in general, students do not understand the flow of knowledge along the first three years of study. Despite the differences observed among the four higher education institutions, those differences do not lead to different realities between the two countries.
- “Sou caloiro de engenharia!”: estudo multicaso em engenharia eléctrica/eletrónica/electrotécnicaPublication . Leão, Celina P.; Soares, Filomena; Guedes, Anabela; Esteves, M. Teresa Sena; Alves, Gustavo R.; Pereira, Isabel M. Brás; Hausmann, Romeu; Petry, Clovis AntonioO presente estudo multicaso tem como objetivo analisar o grau de satisfação e as percepções dos alunos do primeiro ano de Engenharia Eléctrica/Eletrónica/Electrotécnica de quatro instituições de ensino superior: duas de Portugal (Instituto Superior de Engenharia do Porto, ISEP, e Universidade do Minho, UM) e duas do Brasil (Instituto Federal de Santa Catarina, IFSC, e Universidade Regional de Blumenau, FURB). Com os dados recolhidos, após a aplicação de um questionário (319 respondentes), previamente validado, pretende-se procurar semelhanças e diferenças em relação à organização do curso e respectivo funcionamento, ao interesse dos alunos no curso, à percepção dos alunos quanto ao envolvimento dos professores, interação pessoal e satisfação geral. Os resultados da avaliação dos alunos são positivos e a maioria das avaliações está entre 3 e 4 (3-posição neutra e 4-concordo). Dos 43 items analisados, cinco apresentam comportamentos semelhantes nas quatro instituições de ensino superior.