Toward a Global Engineering Curriculum

2015 ◽  
pp. 265-279 ◽  
Author(s):  
Eugene Moriarty
Keyword(s):  
Engineering Curriculum ◽  
Global Engineering

scholarly journals FACULTY BUY-IN AND THE BOTTOM-UP APPROACH: ACASE STUDY IN INTEGRATED ENGINEERING CURRICULUM REFORM ADVOCACY AND EWB'S GLOBAL ENGINEERING PROGRAM

2012 ◽  
Author(s):  
Sal Alajek
Keyword(s):  
North America ◽  
Curriculum Reform ◽  
Engineering Students ◽  
Engineering Curriculum ◽  
Bottom Up ◽  
Post Secondary ◽  
Engineering Program ◽  
Faculty Relationships ◽  
Global Engineering ◽  
Primary Obstacle

A recent Perdue University study identified faculty buy-in as the primary obstacle for engineering curriculum reform in North America. Delegates at the recent 2012 Engineers Without Borders (EWB) Global Engineering Symposium agreed, indicating it is one of the major challenges facing Canadian engineering education institutions today. For over 8 years, EWB Canada has been advocating for Global Engineer-focused education, successfully collaborating with faculty at over 20 Canadian, post-secondary institutions to promote these concepts skills and attitudes to thousands of engineering students. This paper describes the evolution of EWB’s approach to curriculum reform advocacy, which now focuses on building faculty relationships, student driven innovation, and incentivizing cooperation. This bottom-up strategy appropriately addresses the challenges of faculty buyin by promoting integrated curricular and extra-curricular education, which conforms to, but is not limited by, the CEAB attributes.

scholarly journals CHEM ENG 3S03: FUNDAMENTAL AND SYSTEMIC APPROACH TO SUSTAINABLE CHEMICAL ENGINEERING

2011 ◽  
Author(s):  
Matt Wright
Keyword(s):  
Engineering Education ◽  
Chemical Engineering ◽  
Undergraduate Curriculum ◽  
Systemic Approach ◽  
Curriculum Mapping ◽  
Engineering Curriculum ◽  
Reading Material ◽  
Global Engineering ◽  
Engineering Department ◽  
Mcmaster University

Examination of the current Chemical Engineering curriculum at McMaster University reveals areas that can be adapted to teach sustainability tool and concepts without removing technical and fundamental knowledge. Creation of a conceptual sustainability-driven course entitled, CHEM ENG 3S03 – Fundamental and Systemic Approach to Sustainable Chemical Engineering addresses many of these concepts as a stand-alone technical elective option. The course is separated into ten modules that concurrently exist as individual courses within the Chemical Engineering department, with adapted reading material and systemic approaches to sustainability. It is proposed that a pedagogical strategy should be adopted to produce sustainabilityspecific learning outcomes. Metrics from the design of CHEM ENG 3S03 can be utilized to modify other Engineering courses to meet the needs of accreditation and integrate sustainability into Engineering education at McMaster.The concept of integrating sustainability into the Chemical Engineering curriculum is inspired by work completed by the Taskforce for Sustainability in Engineering Education. The Taskforce is a product of McMaster University’s Dean of Engineering, David Wilkinson, and the Strategic Plan 2009-2014. Within the report, it is an objective of the McMaster University Engineering Faculty “to examine the global engineering concept and determine how it can be best integrated into the undergraduate curriculum.” Aligning with this goal, the taskforce completed significant work in curriculum mapping and setting of sustainability attributes for undergraduates. The work of this taskforce led to the ideology of course development within each Engineering discipline with an emphasis on graduating Engineers that are proficient in competencies and hold specific desirable attributes.

University As A Social Entreprise:Modelling Enterprise 3.0 Application In Engineering Curriculum

2014 ◽  
Vol 1 (1) ◽  
pp. 393-398
Author(s):  
Andreas Ahrens ◽  
Olaf Bassus ◽  
Jeļena Zaščerinska
Keyword(s):  
Social Enterprise ◽  
Primary Data ◽  
Engineering Curriculum ◽  
Positive Direction ◽  
Social Agent ◽  
Primary Data Analysis ◽  
The Social ◽  
Technical Expert ◽  
Knowledge And Attitude ◽  
Broad Understanding

AbstractUniversity as a social enterprise has become the dominant response to the challenge of bringing up an engineer as a first-rate technical expert who acts as a social agent, rather than just a technician, with a “broad understanding of the social and philosophical context in which he will work” [3]. Aim of the research is to analyze student engineers' Enterprise 3.0 application in engineering curriculum. The meaning of the key concepts of university as a social enterprise, engineering curriculum and Enterprise 3.0 is studied. Explorative research has been used. The empirical study was conducted at Riga Technical University, Riga, Latvia, in 2011. Descriptive statistics was implemented for primary data analysis. The findings of the research allow drawing the conclusions on the favourable context of Enterprise 3.0 application in engineering curriculum as the student engineers' knowledge and attitude towards Enterprise 3.0 application are positive. Direction of further research are proposed.

Engineering for good: A case of community driven engineering innovation

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Chinweike Eseonu ◽  
Martin A Cortes
Keyword(s):  
Engineering Students ◽  
Technology Innovation ◽  
Local Communities ◽  
First Year ◽  
Engineering Curriculum ◽  
Engineering Design Process ◽  
The World ◽  
The University ◽  
Social Consideration

There is a culture of disengagement from social consideration in engineering disciplines. This means that first year engineering students, who arrive planning to change the world through engineering, lose this passion as they progress through the engineering curriculum. The community driven technology innovation and investment program described in this paper is an attempt to reverse this trend by fusing community engagement with the normal engineering design process. This approach differs from existing project or trip based approaches – outreach – because the focus is on local communities with which the university team forms a long-term partnership through weekly in-person meetings and community driven problem statements – engagement.

scholarly journals Affecting HEK293 Cell Growth and Production Performance by Modifying the Expression of Specific Genes

Cells ◽  
2021 ◽  
Vol 10 (7) ◽  
pp. 1667
Author(s):  
Laura Abaandou ◽  
David Quan ◽  
Joseph Shiloach
Keyword(s):  
Cell Line ◽  
Cell Lines ◽  
Hek293 Cell ◽  
Chinese Hamster ◽  
Production Performance ◽  
Cellular Processes ◽  
Hek293 Cell Line ◽  
Global Engineering ◽  
Genomic Tools ◽  
Serum Free Suspension

The HEK293 cell line has earned its place as a producer of biotherapeutics. In addition to its ease of growth in serum-free suspension culture and its amenability to transfection, this cell line’s most important attribute is its human origin, which makes it suitable to produce biologics intended for human use. At the present time, the growth and production properties of the HEK293 cell line are inferior to those of non-human cell lines, such as the Chinese hamster ovary (CHO) and the murine myeloma NSO cell lines. However, the modification of genes involved in cellular processes, such as cell proliferation, apoptosis, metabolism, glycosylation, secretion, and protein folding, in addition to bioprocess, media, and vector optimization, have greatly improved the performance of this cell line. This review provides a comprehensive summary of important achievements in HEK293 cell line engineering and on the global engineering approaches and functional genomic tools that have been employed to identify relevant genes for targeted engineering.

Process Safety Across the Chemical Engineering Curriculum

2021 ◽  
Author(s):  
H. Scott Fogler ◽  
Laura J. Hirshfield
Keyword(s):  
Chemical Engineering ◽  
Process Safety ◽  
Engineering Curriculum
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