Tom Adawi

Goldstone tensor modes

In the context of brane solutions of supergravity, we discuss a general method to introduce collective modes of any spin by exploiting a particular way of breaking symmetries. The method is applied to the D3, M2 and M5 branes and we derive explicit expressions for how the zero-modes enter the target space fields, verify normalisability in the transverse directions and derive the corresponding field equations on the brane. In particular, the method provides a clear understanding of scalar, spinor, and rank r tensorial Goldstone modes, chiral as well as non-chiral, and how they arise from the gravity, Rarita-Schwinger, and rank r+1 Kalb-Ramond tensor gauge fields, respectively. Some additional observations concerning the chiral tensor modes on the M5 brane are discussed.

Superembeddings, nonlinear supersymmetry and five-branes

We examine general properties of superembeddings, i.e., embeddings of supermanifolds into supermanifolds. The connection between an embedding procedure and the method of non-linearly realised supersymmetry is clarified, and we demonstrate how the latter arises as a special case of the former. As an illustration, the super-5-brane in 7 dimensions, containing a self-dual 3-form world-volume field strength, is formulated in both languages, and provides an example of a model where the embedding condition does not suffice to put the theory on-shell.

Linking teaching and research in an undergraduate course and exploring student learning experiences

ABSTRACT In this case study, we first describe how teaching and research are linked in a master’s course on tissue engineering. A central component of the course is an authentic research project that the students carry out in smaller groups and in collaboration with faculty. We then explore how the students experience learning in this kind of discovery-oriented environment. Data were collected through a survey, reflective writing, and interviews. Using a general inductive approach for qualitative analysis, we identified three themes related to the students’ learning experiences: learning to navigate the field, learning to do real research, and learning to work with others. Overall, the students strongly valued learning in a discovery-oriented environment and three aspects of the course contributed to much of its success: taking a holistic approach to linking teaching and research, engaging students in the whole inquiry process, and situating authentic problems in an authentic physical and social context.

How authors did it – a methodological analysis of recent engineering education research papers in the European Journal of Engineering Education

ABSTRACT We investigated research processes applied in recent publications in the European Journal of Engineering Education (EJEE), exploring how papers link to theoretical work and how research processes have been designed and reported. We analysed all 155 papers published in EJEE in 2009, 2010 and 2013, classifying the papers using a taxonomy of research processes in engineering education research (EER) (Malmi et al. 2012). The majority of the papers presented either empirical work (59%) or were case reports (27%). Our main findings are as follows: (1) EJEE papers build moderately on a wide selection of theoretical work; (2) a great majority of papers have a clear research strategy, but data analysis methods are mostly simple descriptive statistics or simple/undocumented qualitative research methods; and (3) there are significant shortcomings in reporting research questions, methodology and limitations of studies. Our findings are consistent with and extend analyses of EER papers in other publishing venues; they help to build a clearer picture of the research currently published in EJEE and allow us to make recommendations for consideration by the editorial team of the journal. Our employed procedure also provides a framework that can be applied to monitor future global evolution of this and other EER journals.

Investigating and Developing Engineering Students' Mathematical Modelling and Problem-Solving Skills.

How do engineering students approach mathematical modelling problems and how can they learn to deal with such problems? In the context of a course in mathematical modelling and problem solving, and using a qualitative case study approach, we found that the students had little prior experience of mathematical modelling. They were also inexperienced problem solvers, unaware of the importance of understanding the problem and exploring alternatives, and impeded by inappropriate beliefs, attitudes and expectations. Important impacts of the course belong to the metacognitive domain. The nature of the problems, the supervision and the follow-up lectures were emphasised as contributing to the impacts of the course, where students show major development. We discuss these empirical results in relation to a framework for mathematical thinking and the notion of cognitive apprenticeship. Based on the results, we argue that this kind of teaching should be considered in the education of all engineers.

Entry points when undergraduate research mentors reflect on their role: a qualitative case study

Abstract Graduate students and postdoctoral researchers are increasingly taking on mentoring roles in undergraduate research (UR). There is, however, a paucity of research focusing on how they conceptualize their mentoring role. In this qualitative interview study, we identified three entry points that mentors reflect on to define their role: (1) What are the goals of UR? (2) What do the students expect from me? and (3) How should I use my expert knowledge? We discuss how academic developers can use these entry points together with a set of reflective lenses to stimulate critical reflection on the mentoring role and help the mentors to define their role and help the mentors to define their role.

The reflective diary as a method for the formative assessment of self-regulated learning

ABSTRACT An increasingly desired outcome of engineering education is the ability to engage in self-regulated learning (SRL). One promising method for the formative assessment of SRL is the reflective diary. There is, however, a paucity of research on the use of reflective diaries in engineering education. To mitigate this gap, we report on a case study where reflective diaries were implemented in a master’s course on tissue engineering. The objective of this paper is to explore the potential of reflective diaries for the formative assessment of three central aspects of SRL: conceptions of knowledge, conceptions of learning, and strategies for monitoring and regulating learning. Based on a theoretical thematic analysis of the diary entries, we show that reflective diaries can be used to assess these three aspects of SRL. We discuss ways of providing feedback to students, with a focus on dialogic feedback.

Scaffolding strategies in a rubric-based intervention to promote engineering students’ ability to address wicked problems

ABSTRACT In recent years, there has been increasing interest within the engineering education research community to prepare engineering students to address wicked problems (WPs) such as climate change, resource scarcity and violent conflict. Previous research suggests that engineering students are able to address WPs if they are given adequate support, but there is a lack of research on what kinds of support are needed. This paper aims to reduce this gap by reporting on students’ performance in, and approaches to, addressing WPs when different scaffolding strategies were used in different parts of a rubric-based intervention. The intervention aimed to provide undergraduate engineering students with an understanding of the nature of WPs and with a structured way of addressing them. For each part of the intervention, we discuss affordances for learning provided by the different scaffolding strategies. The results suggest that strong cognitive scaffolding can support students’ understanding of the nature of WPs and students’ performance in written responses to WPs, but possibly also limits deep engagement with WPs and transfer of learning to other contexts.

Measuring g using a rotating liquid mirror: enhancing laboratory learning

We describe a low-cost yet experimentally challenging method to measure the acceleration of gravity, g, using a liquid in a rotating bowl and a laser pointer. The idea underpinning this novel method is that the rotating liquid surface will form a parabolic reflector which will focus light into a unique focal point. By measuring the height of the focal point, g could be determined to m s-2. We discuss the pedagogical merits of this method compared to more traditional methods for measuring g, and how it can be implemented as an experimental problem at different educational levels.

Mastering model-driven engineering

The challenge of transforming the understanding of a problem into a validated solution is not a trivial task. Using the conceptual framework of cognitive apprenticeship we show two ways to guide novices towards becoming masters in model-driven engineering.