Students’ Feedback About Their Experiences in EPICS Using Natural Language Processing
Students’ Feedback About Their Experiences in EPICS Using Natural Language Processing
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DOI：
10.1109/fie56618.2022.9962557
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发表时间：
2022-10
期刊：
影响因子：
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通讯作者：
Isil Anakok;J. Woods;Mark V. Huerta;Jared Schoepf;H. Murzi;Andrew Katz
中科院分区：
文献类型：
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作者：
Isil Anakok;J. Woods;Mark V. Huerta;Jared Schoepf;H. Murzi;Andrew Katz
本研究全文介绍了围绕社区服务工程项目（EPICS）计划的研究，该计划有两个主要目的：1）为工程专业的学生提供一种结构化的方法，以参与现实世界中基于服务的项目，2）提供技术支持和专业知识，这可能对当地和全球社区组织至关重要。因此，EPICS致力于提供一个促进工程专业学生和社区合作的平台。EPICS有助于培养本科生的专业技能，超越课堂上获得的理论知识。EPICS已经在工程教育超过15年的夹具，与课程和教学干预，以帮助学生获得专业技能的强烈关注。本文的目的是探讨在2019/2020和2020/2021学年期间参加美国大学EPICS的650多名学生的观点。我们使用自然语言处理（NLP）的主题分析学生的反应，在学期结束时管理的开放式调查参与EPICS计划。学生的反应反映了他们对设计过程，团队合作，现实世界的经验，以及他们在设计过程中面临的挑战与其他人和程序的观点。在我们的调查结果中，学生最不喜欢的部分是讲座和设计评论，而他们最喜欢的部分是团队合作和与社区合作伙伴的互动。了解数据中出现的主题可以帮助我们更好地实施基于社区的教育计划，并找到更好地让学生参与社区服务学习项目的方法。我们的研究为实践和研究提供了启示。
This research full paper presents research around the Engineering Projects in Community Service (EPICS) program that serves two key purposes to: 1) provide a structured approach for engineering students to engage in real-world, service-based projects and 2) provide technical support and expertise that may be critical to local and global community organizations. Hence, EPICS strives to offer a platform that fosters the collaboration of engineering students and communities. EPICS helps develop undergraduate students’ professional skills extending beyond the theoretical knowledge acquired in classrooms. EPICS has been a fixture in engineering education for over 15 years, with a strong focus on curricular and pedagogical interventions to help students gain professional skills. The purpose of this paper is to explore the perspectives of over 650 students who participated in EPICS at a U.S. university during the academic years of 2019/2020 and 2020/2021. We used natural language processing (NLP) to thematically analyze students’ responses to an open-ended survey administered at the end of their semester participating in the EPICS program. Students’ responses reflect their perspectives on the design process, teamwork, real-world experiences, and the challenges they face during the design process related to other people and the program. In our findings, students’ least favorite parts of EPICS were lectures and design reviews, while their favorite parts of EPICS were teamwork and engaging with community partners. Understanding the themes emerging from the data can help us better implement community-based educational initiatives and find ways to better engage students in community service-learning projects. Our research provides implications for practice and research.