Managing Dilemmas Embodied in 21st Century Engineering

2012 ◽  
Author(s):  
Salman Ahmed ◽  
Minting Xiao ◽  
Jitesh H. Panchal ◽  
Janet K. Allen ◽  
Farrokh Mistree
Keyword(s):  
21St Century ◽  
Engineering Students ◽  
Policy Design ◽  
Core Competencies ◽  
Collaborative Group ◽  
Group Setting ◽  
The Core ◽  
Development Of Competencies ◽  
Personal Competencies ◽  
Core Characteristics

In this session we describe in four parts the pedagogy and out-comes of a course Designing for Open Innovation designed to empower 21st century engineering students to develop competencies associated with innovating in an inter-connected technologically flat world: 1. Competencies for Innovating in the 21st Century, [1]. 2. Developing Competencies In The 21st Century Engineer, [2]. 3. Identifying Dilemmas Embodied in 21st Century Engineering, [3]. 4. Managing Dilemmas Embodied in 21st Century Engineering - this paper. In the first paper we describe the core characteristics of the engineering in an interconnected world and identify the key competencies and meta-competencies that 21st century engineers will need to innovate and negotiate solutions to issues associated with the realization of systems. In the second paper, we describe our approach to fostering learning and the development of competencies by an individual in a group setting. We focus on empowering the students to learn how to learn as individuals in a geographically distanced, collaborative group setting. We assert that two of the core competencies required for success in the dynamically changing workplace are the competencies to first identify and then to manage dilemmas. In the third paper, we illustrate how students have gone about identifying dilemmas and in the fourth paper how they have attempted to manage dilemmas. In papers three and four students have briefly described the challenges that they faced and their takeaways in the form of team learning and individual learning. In this the last of four papers in this session, we focus on how students learned to manage dilemmas associated with the realization of complex, sustainable, socio-techno-eco systems, namely, energy policy design. The example involves the identification of a bridging fuel that balances environmental, economic and socio-cultural concerns. The principal outcome is clearly not the result attained but a student’s ability to learn how to learn as illustrated through the development of personal competencies in a collaborative learning framework and environment.

Identifying Dilemmas Embodied in 21st Century Engineering

2012 ◽  
Author(s):  
Christon Bertus ◽  
Amirhossein Khosrojerdi ◽  
Jitesh H. Panchal ◽  
Janet K. Allen ◽  
Farrokh Mistree
Keyword(s):  
21St Century ◽  
Engineering Students ◽  
Policy Design ◽  
Core Competencies ◽  
Collaborative Group ◽  
Group Setting ◽  
Acceptable Solution ◽  
The Core ◽  
Development Of Competencies ◽  
Personal Competencies

The pedagogy and outcomes of a course Designing for Open Innovation designed to empower 21st century engineering students to develop competencies associated with innovating in an inter-connected technologically flat world are described in four parts: 1. Competencies for Innovating in the 21st Century, [1]. 2. Developing Competencies in the 21st Century Engineer, [2]. 3. Identifying Dilemmas Embodied in 21st Century Engineering - this paper. 4. Managing Dilemmas Embodied in 21st Century Engineering, [3]. In the first paper we describe the core characteristics of the engineering in an interconnected world and identify the key competencies and meta-competencies that 21st century engineers will need to innovate and negotiate solutions to issues associated with the realization of systems. In the second paper, we describe our approach to fostering learning and the development of competencies by an individual in a group setting. We focus on empowering the students to learn how to learn as individuals in a geographically distanced, collaborative group setting. We assert that two of the core competencies required for success in the dynamically changing workplace are the competencies to first identify and then to manage dilemmas. In this paper, we illustrate how students have gone about identifying dilemmas and in the fourth paper how they have attempted to manage dilemmas. In papers three and four students briefly describe the challenges that they faced and their takeaways in the form of team learning and individual learning. We suggest that dilemmas associated with innovation cannot be solved they can only be managed. We assert that 20th century problem solving paradigms are ineffective for addressing 21st century dilemmas in which there are multiple and diverse stakeholders who are called on to find an acceptable solution to the competing interests such as profit, environment and socio-cultural. In this paper, we focus on how the students learned to identify dilemmas associated with the realization of complex, sustainable, socio-techno-eco systems, namely, energy policy design. The principal outcome is clearly not the result attained but a student’s ability to learn how to learn as illustrated through the development of personal competencies of two students (Bertus and Khosrojerdi) in a collaborative learning framework and environment.

Competencies for Innovating in the 21st Century

2012 ◽  
Author(s):  
Zahed Siddique ◽  
Jitesh Panchal ◽  
Dirk Schaefer ◽  
Sammy Haroon ◽  
Janet K. Allen ◽  
...  
Keyword(s):  
21St Century ◽  
Engineering Students ◽  
Policy Design ◽  
Core Competencies ◽  
Deep Understanding ◽  
Transfer Task ◽  
Specific Task ◽  
Group Setting ◽  
Skill Sets ◽  
Development Of Competencies

This is the first paper in a four-part series focused on a competency-based approach for personalized education in a group setting. In this paper, we focus on identifying the competencies and meta-competencies required for the 21st century engineers. These competencies are the ability to be able perform a specific task, action or function successfully. In the second paper, we provide an overview of an approach to developing competencies needed for the fast changing world and allowing the students to be in charge of their own learning. The approach fosters “learning how to learn” in a collaborative environment. We believe that two of the core competencies required for success in the dynamically changing workplace are the abilities to identify and manage dilemmas. In the third paper, we discuss our approach for helping students learn how to identify dilemmas in the context of an energy policy design problem. The fourth paper is focused on approaches to developing the competency to manage dilemmas associated with the realization of complex, sustainable, socio-techno-eco systems. A deep understanding of innovation-related competencies will be required if we are to meet the needs of our graduates in preparing them for the challenges of the 21st century. In recent years development of competencies for innovation, especially in engineering, has received signification attention. The nature of innovation and its components needs to be identified and analyzed to determine proper ways to nurture and develop them in engineering students. There are two levels of competencies in any professional field, field-specific task competencies, and generalized skill sets, or meta-competencies. The task-specific competencies are benchmarks for graduates in a given field. Their level of attainment defines how well graduates are prepared to meet job demands and excel in the future. The general (meta) competencies are skill sets that enable them to function more globally, such as to work with others, function in organizations and meet organizational demands, and transfer task-specific skills to new challenges they have not encountered before.

Developing Competencies for the 21st Century Engineer

2012 ◽  
Author(s):  
Bryant Hawthorne ◽  
Zhenghui Sha ◽  
Jitesh H. Panchal ◽  
Farrokh Mistree
Keyword(s):  
Energy Policy ◽  
21St Century ◽  
Policy Design ◽  
Core Competencies ◽  
Shared Vision ◽  
Group Setting ◽  
Washington State University ◽  
University Of Oklahoma ◽  
Competency Based

This is the second paper in a four-part series focused on a competency-based approach for personalized education in a group setting. In the first paper, we focus on identifying the competencies and meta-competencies required for the 21st century engineers. In this paper, we provide an overview of an approach to developing competencies needed for the fast changing world and allowing the students to be in charge of their own learning. The approach fosters “learning how to learn” in a collaborative environment. We believe that two of the core competencies required for success in the dynamically changing workplace are the abilities to identify and manage dilemmas. In the third paper, we discuss our approach for helping students learn how to identify dilemmas in the context of an energy policy design problem. The fourth paper is focused on approaches to developing the competency to manage dilemmas associated with the realization of complex, sustainable, socio-techno-eco systems. The approach is presented in the context of a graduate-level course jointly offered at University of Oklahoma, Norman and Washington State University, Pullman during Fall 2011. The students were asked to identify the competencies needed to be successful at creating value in a culturally diverse, distributed engineering world at the beginning of the semester. The students developed these competencies by completing various assignments designed to collaboratively answer a Question for Semester (Q4S). The Q4S was focused on identifying and managing dilemmas associated with energy policy and the next generation bridging fuels. A unique aspect of this course is the collaborative structure in which students completed these assignments individually, in university groups and in collaborative university teams. The group and team structures were developed to ultimately aid individual learning. The details of the answer to the Q4S are elaborated in the other three papers which address identifying and managing dilemmas, specifically related to Feed-In-Tariff (FIT) policy and bridging fuels. The fundamental principles of our approach include a shift in the role of the instructor to orchestrators of learning, shift in the role of students to active learners, providing opportunities to learn, shift in focus from lower levels to upper levels of learning, creation of learning communities, embedding flexibility in courses, leveraging diversity, making students aware of the learning process, and scaffolding. Building on our experience in the course, we discuss specific ways to foster the development of learning organizations within classroom settings. Additionally, we present techniques for scaffolding the learning activities in a distributed classroom based on systems thinking, personal mastery, mental models, a shared vision, and team learning. The approach enables personalized learning of individuals in a group setting.

scholarly journals Telaah Kompetensi Guru di Era Digital dalam Memenuhi Tuntutan Pendidikan Abad Ke-21

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Siti Khodijah
Keyword(s):  
21St Century ◽  
Digital Technology ◽  
Core Competencies ◽  
Point Of View ◽  
Teacher Competence ◽  
The Core ◽  
Knowledge Based ◽  
Digital Era ◽  
Education Levels ◽  
Teacher Readiness

Abstaract., The 21st century is echoed as a century of knowledge-based society. Teachers as future human resource cadres are required to be total in carrying out their professional duties. Entering the era of digital technology revolution where experiencing various forms of change and shifting point of view, teacher competencies need to be questioned, first, are the core competencies of teachers outlined in competencies based on education levels and based on these subjects already representing the direction of education in the 21st century ?, second, how teacher readiness to welcome learning in this digital era? This literature review shows that teacher competence can be said to have represented the direction of education in the 21st century but still needs encouragement and stabilization of direction, while teacher readiness can be said to need further research for data accuracy.               Keyword: teacher, teacher competence, digital era, education, 21st century Abstrak., Abad ke-21 digaungkan sebagai abad masyarakat berbasis pengetahuan. Guru sebagai sosok pengkader sumber daya manusia masa depan dituntut untuk total dalam menajalankan tugas keprofesiannya. Memasuki era revolusi teknologi digital yang mana mengalami berbagai bentuk perubahan maupun pergeseran sudut pandang maka kompetensi guru perlu dipertanyakan, pertama, apakah kompetensi inti guru yang dijabarkan dalam kompetensi berdasarkan jenjang pendidikan dan berdasarkan mata pelajaran tersebut sudah mewakili arah pendidikan Abad ke-21?,kedua, bagaimana kesiapan guru dalam menyambut pembelajaran di era digital ini?. kajian literatur ini menunjukkan bahwa kompetensi guru dapat dikatakan sudah mewakili arah pendidikan Abad ke-21 namun tetap saja perlu dorongan dan pemantapan arah, sedangkan kesiapan guru dapat dikatakan perlu penelitian lebih lanjut untuk akurasi data. Kata kuci:guru, kompetensi guru, era digital, pendidikan, Abad ke-21

Development of Competencies and Their Inter-Relationships in an Engineering Design Course

2016 ◽  
Author(s):  
Madhumitha Ramachandran ◽  
Zahed Siddique
Keyword(s):  
Undergraduate Students ◽  
Core Competencies ◽  
Professional Competencies ◽  
Concept Generation ◽  
Engineering Programs ◽  
The Core ◽  
Structured Problems ◽  
Development Of Competencies ◽  
Principles Of Design ◽  
Over Time

Design courses in engineering play an important role to enhance development of competencies needed by students to excel in the 21st century workplace. Problems solved by undergraduate students in engineering programs are mostly well-structured, while real world engineering problems are most likely to be ill-structured and complex. These ill-structured problems have vaguely defined goals and constraints, which demand graduates to apply the learnt knowledge beyond the understanding of fundamental concepts. To prepare and educate the future workforce for engineering workplace, we must provide them with opportunities to learn how to internalize the principles of design and to develop competencies to tackle ill-structured problems through an authentic, immersive experience that involves designing, building and testing an artifact. In this paper, we use students’ self-reported level of competencies to see how students develop competencies and how the inter-relationships among these competencies change overtime in a senior-level design course. We performed this study in Principles of Design course, during fall semester of 2014, where students addressed an ill-structured design problem. Five questionnaires were developed and administered for self-reported assessment of competencies by students. The development of competencies was tracked over time across all five surveys, followed by t-tests to identify the significant patterns of change in the developed competency level. Students showed lack of confidence in competencies related to understanding problem, requirements, concept generation and selection. Communication did not vary significantly throughout the semester. The relationships among the competencies were examined using the correlational analysis at each point and over time to identify the core competencies. Competencies related to communication, understanding problem and understanding requirements are found to be the core competencies as the development of other competencies are dependent on the level of these competencies. Recommendations have been made to modify the course in the areas of core competencies, where students lack confidence. We believe continuous improvement of student professional competencies through course modifications will help students to develop more professional competencies in a semester long design course.

An Input–Process–Output Model of Pilot Core Competencies

2017 ◽  
Vol 7 (2) ◽  
pp. 78-85 ◽  
Author(s):  
Heikki Mansikka ◽  
Don Harris ◽  
Kai Virtanen
Keyword(s):  
Path Analysis ◽  
Team Performance ◽  
Core Competencies ◽  
Core Competency ◽  
Principal Component ◽  
Analysis Model ◽  
Input Process ◽  
The Core ◽  
Performance Framework ◽  
Process Output

Abstract. The aim of this study was to investigate the relationship between the flight-related core competencies for professional airline pilots and to structuralize them as components in a team performance framework. To achieve this, the core competency scores from a total of 2,560 OPC (Operator Proficiency Check) missions were analyzed. A principal component analysis (PCA) of pilots’ performance scores across the different competencies was conducted. Four principal components were extracted and a path analysis model was constructed on the basis of these factors. The path analysis utilizing the core competencies extracted adopted an input–process–output’ (IPO) model of team performance related directly to the activities on the flight deck. The results of the PCA and the path analysis strongly supported the proposed IPO model.

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