scholarly journals The elephant in the room: constraints and consequences of a four-year undergraduate engineering degree

2015 ◽  
Vol 7 (2-3) ◽  
pp. 164-167 ◽  
Author(s):  
Susan S. Silbey
Keyword(s):  
Undergraduate Engineering ◽  
Engineering Degree

A Novel Model for Integrating Nanotechnology Track in Undergraduate Engineering Degree Programs

2013 ◽  
Vol 5 (2) ◽  
pp. 135-141 ◽  
Author(s):  
Mangilal Agarwal ◽  
Maher E. Rizkalla ◽  
Hazim El-Mounayri ◽  
Sudhir Shrestha ◽  
Jane A. Simpson ◽  
...  
Keyword(s):  
Degree Programs ◽  
Undergraduate Engineering ◽  
Engineering Degree ◽  
Novel Model

Missed Opportunity for Diversity in Engineering: Black Women and Undergraduate Engineering Degree Attainment

2021 ◽  
pp. 152102512098691
Author(s):  
Trina L. Fletcher ◽  
Jay P. Jefferson ◽  
Brittany N. Boyd ◽  
Kelly J. Cross
Keyword(s):  
Black Women ◽  
Degree Attainment ◽  
Department Of Education ◽  
Post Secondary ◽  
Women In Engineering ◽  
Undergraduate Engineering ◽  
Engineering Degree ◽  
Trend Data ◽  
The U.S ◽  
Missed Opportunity

Efforts dedicated towards broadening participation for Black and other underrepresented groups in engineering at post-secondary institutions has intensified in recent decades. However, Black women have not yet reached parity in undergraduate engineering degree attainment. To elucidate this trend, data from the U.S. Department of Education was analyzed to investigate postsecondary completion for Black women in engineering. Results indicate that the percentage of degrees awarded to Black women has slightly decreased during the last five years when compared to women of all races. However, the percentage of Black women obtaining engineering degrees has increased when compared to the general Black engineering population, with a larger percentage of Black women obtaining engineering degrees compared to their male counterparts than any other ethnicity. Thus, the purpose of this paper is to provide recommendations for research avenues that may strengthen knowledge around the enrollment and retention of Black women in engineering at post-secondary institutions.

scholarly journals Cognitive Biases and the Cultural Disconnect between Engineers and Decision-makers

2021 ◽  
Vol 17 ◽  
pp. 35-62
Author(s):  
Nigel Booker ◽  
Jeffrey D. Gates ◽  
Peter Knights
Keyword(s):  
Cognitive Biases ◽  
Continuing Professional Development ◽  
Codes Of Ethics ◽  
Early Career ◽  
Decision Makers ◽  
Structured Learning ◽  
Undergraduate Engineering ◽  
Engineering Degree ◽  
Average Person ◽  
Technical Discipline

Engineering culture is alien to the way the average person thinks and makes decisions. There is a dichotomy between the evidence-based analytical methodologies used by engineers and the intuitive or heuristic processes commonly used by the general public. Both can be appropriate in context, but wrong choices can lead to undesirable and sometimes dire consequences. For the recommendations from an engineering analysis to be accepted by non-technical decision-makers, the findings must be presented in a manner that takes account of human factors. Successful engineers are those who are proficient in translating the language of their technical discipline into that of broader society. A key skill is consequential reasoning, which is contained within engineering codes of ethics but is also critical to the persuasive power of analytical findings. Students and early-career engineers need structured learning in communication and in socio-cultural and emotional intelligence. They need exposure to cognitive psychology and epistemology, especially in relation to bias and false logic. If formal humanities courses cannot be accommodated in the undergraduate engineering degree, then post-graduate and continuing professional development opportunities should be offered.

scholarly journals EXPERIENCES WITH INTER-YEAR CAPSTONE DESIGN TEAMS

2011 ◽  
Author(s):  
D. D. Mann ◽  
D. S. Petkau ◽  
K. J. Dick ◽  
S. Ingram
Keyword(s):  
Group Dynamics ◽  
Engineering Students ◽  
Design Teams ◽  
Team Leaders ◽  
Undergraduate Engineering ◽  
Engineering Degree ◽  
Diverse Backgrounds ◽  
The University ◽  
University Setting ◽  
Capstone Design

Design teams in industry are composed of individuals with diverse backgrounds at various stages of their careers. A unique set of group dynamics will be created with one member, likely someone with sufficient experience, assuming the responsibility of being the team leader. Design teams formed in engineering classes within the university setting typically consist of individuals at the same stage of their academic training, thus students do not experience the same group dynamics as they will find in industry. In an attempt to give undergraduate engineering students this experience, inter-year design teams were formed from engineering students registered in courses representing different stages of completion of the engineering degree. Students registered in the final-year design course were expected to assume the roles of team leaders or coleaders. This paper will discuss a number of issues that were observed with inter-year capstone design teams. It has been concluded that the disadvantages of inter-year design teams outweigh the advantages.

Micro-Credentialing of Entrepreneurship Education in a Practice-Based Undergraduate Engineering Context

2019 ◽  
Vol 3 (4) ◽  
pp. 352-363
Author(s):  
Bronwyn Eager ◽  
Emily Cook
Keyword(s):  
Engineering Education ◽  
Assessment Framework ◽  
Education Students ◽  
Delivery Methods ◽  
Design Decisions ◽  
Face To Face ◽  
Undergraduate Engineering ◽  
Design Considerations ◽  
Engineering Degree ◽  
Competency Based

This article presents a case description of the design decisions, delivery methods, and assessment framework for an entrepreneurship micro-credential in a newly developed practice-based engineering degree, which was codesigned with industry partners who called for the integration of innovation, proactivity, and creativity (i.e., characteristics of entrepreneurship) into engineering education. Students undertake the micro-credential via online and face-to-face modules. Assessment is competency-based, requiring students to apply the theoretical knowledge provided in the micro-credential to an industry-based project. By participating in the micro-credential, it is expected that students will have a better understanding of how products and services can address customer needs, and how opportunities for product and service enhancement can create opportunities for growing the offerings of engineering. Several insights into the strengths, limitations, and design considerations for entrepreneurship micro-credentials in an engineering education context are outlined in addition to suggestions for improvement.

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