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.

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.

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 Curriculum integration of sustainability in engineering education – a national study of programme director perspectives

2020 ◽  
Vol 21 (5) ◽  
pp. 877-894
Author(s):  
Ola Leifler ◽  
Jon-Erik Dahlin
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Engineering Education ◽  
Engineering Students ◽  
Core Competencies ◽  
Deep Understanding ◽  
Learning Objectives ◽  
National Study ◽  
Content Type ◽  
Sustainability In Higher Education

Purpose This study aims to report on how programme directors address sustainability within engineering education at Swedish universities and engineering colleges. Design/methodology/approach The study was performed as a survey with follow-up interviews around the following core questions: to what extent do programme directors possess a deep understanding of the subject of sustainable development? Which are the core competencies in sustainable development that programme directors identify as important for their engineering students to acquire during their basic training? To what extent are those competencies integrated into engineering education today and what kind of support do programme directors receive from their department to integrate these competencies into the curriculum? Findings Programme directors believe that learning for sustainable development is important mainly based on their personal convictions. However, out of 10 potential learning objectives extracted from the literature, only four-six are implemented in degree programmes. Learning objectives and activities are not always aligned, as students are required to learn about interdisciplinary collaboration without working with students from other faculties. The programme directors receive some support from the department, but they express a need for additional support. Examples of support that they suggest are faculty training, efficient teaching material and incorporation of sustainability in the quality assessment instruments for degree programmes. Originality/value This study is the first comprehensive, national survey of what programme directors think about sustainability in higher education. Their views are important in the attempt to accelerate the integration of sustainability in higher education curricula.

scholarly journals Evidence of probability misconception in engineering students—why even an inaccurate explanation is better than no explanation

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Marija Kaplar ◽  
Zorana Lužanin ◽  
Srđan Verbić
Keyword(s):  
Undergraduate Students ◽  
Test Scores ◽  
Engineering Students ◽  
Formal Education ◽  
Electrical Engineering ◽  
Deep Understanding ◽  
Sample Population ◽  
Illusory Correlation ◽  
Development Of Competencies ◽  
Lower Test

Abstract Background In the rapidly changing industrial environment and job market, engineering profession requires a vast body of skills, one of them being decision making under uncertainty. Knowing that misunderstanding of probability concepts can lead to wrong decisions, the main objective of this study is to investigate the presence of probability misconceptions among undergraduate students of electrical engineering. Five misconceptions were investigated: insensitivity to sample size, base rate neglected, misconception of chance, illusory correlation, and biases in the evaluation of conjunctive and disjunctive events. The study was conducted with 587 students who attended bachelor schools of electrical engineering at two universities in Serbia. The presence of misconceptions was tested using multiple-choice tasks. This study also introduces a novel perspective, which is reflected in examination of the correlation between students’ explanations of given answers and their test scores. Results The results of this study show that electrical engineering students are, susceptible to misconceptions in probability reasoning. Although future engineers from the sample population were most successful in avoiding misconceptions of chance, only 35% of examinees were able to provide a meaningful explanation. Analysis of students’ explanations, revealed that in many cases majority of students were prone to common misconceptions. Among the sample population, significant percentage of students were unable to justify their own answers even when they selected the correct option. The results also indicate that formal education in probability and statistics did not significantly influence the test score. Conclusions Results of the present study indicate a need for further development of students’ deep understanding of probability concepts, as well as the need for the development of competencies that enable students to validate their answers. The study emphasizes the importance of answer explanations, since they allow us to discover whether students who mark the correct answer have some misconceptions or may be prone to some other kind of error. We found that the examinees who failed to explain their choices had much lower test scores than those who provided some explanation.

Integrating Social Entrepreneurship Literature Through Teaching

2021 ◽  
pp. 251512742110219
Author(s):  
Angela E. Addae ◽  
Cheryl Ellenwood
Keyword(s):  
Social Entrepreneurship ◽  
Social Impact ◽  
Core Competencies ◽  
Entrepreneurship Education ◽  
Growth Strategies ◽  
Social Entrepreneurs ◽  
Skill Sets ◽  
Academic Literature ◽  
The Social ◽  
Social Sectors

As boundaries between the business and social sectors dissolve, social entrepreneurship has emerged as a phenomenon that bridges two worlds previously divided. Now, social entrepreneurs embrace market-based tools to address society’s greatest challenges. Coinciding with the growth of the sector, students and researchers have sought to understand development, growth strategies, and the practical challenges related to social entrepreneurship. In turn, universities have bolstered social entrepreneurship education by creating academic offerings that emphasize business, social impact, and innovation. Still, social entrepreneurship education remains in its infancy. Courses are as varied as the field itself, and instructors routinely rely on their professional backgrounds and networks to develop curricula that explore the field’s multifaceted character. Thus, social entrepreneurship courses are diverse across disciplines, and the academic literature theorizing the phenomenon is similarly emergent. As social entrepreneurship courses combine theoretical insights with experiential learning in a myriad of ways, aligning theoretical insights with necessary core competencies presents a challenge. To address this dilemma, we highlight the importance of employing theory-driven concepts to develop core competencies in social entrepreneurship students. In doing so, we review key threshold concepts in the social entrepreneurship literature and suggest how instructors might link theoretical insights to practical skill sets.

An Entrepreneurship Education Co-Curricular Program to Stimulate Entrepreneurial Mindset in Engineering Students

MRS Advances ◽  
2017 ◽  
Vol 2 (31-32) ◽  
pp. 1673-1679 ◽  
Author(s):  
Moraima De Hoyos-Ruperto ◽  
Cristina Pomales-García ◽  
Agnes Padovani ◽  
O. Marcelo Suárez
Keyword(s):  
Educational Program ◽  
Engineering Students ◽  
Materials Science ◽  
Core Competencies ◽  
Value Added ◽  
Entrepreneurship Education ◽  
Student Experiences ◽  
Evaluation Tool ◽  
Early Assessment ◽  
Science And Engineering

ABSTRACTThere is a need to expand the fundamental skills in science and engineering to include innovation & entrepreneurship (I&E) skills as core competencies. To better prepare the future Nanotechnology workforce, the University of Puerto Rico-Mayagüez Nanotechnology Center, broadened the educational content beyond traditional skills in science and engineering. The Center, offers a rich educational program for materials and nano scientists that aims to create the next generation of knowledgeable, experienced professionals, and successful entrepreneurs, who can develop value-added innovations that can spur economic growth and continue to impact the quality of life for society. Within the educational program an Entrepreneurship Education Co-Curricular Program (EEP) incorporates I&E training into the Materials Science, Nanotechnology, STEM (Science, Technology, Engineering, and Mathematics) faculty and student experiences. The EEP consists of a two-year series of workshops that seek to develop an entrepreneurial mindset, including five key topics: 1) Generation of Ideas, 2) Entrepreneurial Vision, 3) Early Assessment of Ideas, 4) Identification of Opportunities, and 5) Strategic Thinking. The EEP goals, target audience, and implementation strategy, is described with an evaluation tool to assess the program’s success in developing an entrepreneurial mindset.

The Design Focused Engineering Outreach to a Middle School Using Arduino Projects

2017 ◽  
Author(s):  
Hyun J. Kwon
Keyword(s):  
Middle School ◽  
Engineering Students ◽  
Outreach Program ◽  
Group Setting ◽  
School Students ◽  
Engineering Outreach ◽  
Arduino Uno ◽  
8Th Graders ◽  
And Gender ◽  
Gender Groups

Most engineering outreach programs are a part of STEM outreach efforts and they often fail to bring engineering-specific interests. We present a unique engineering outreach effort with the focus on “engineering design” with the use of Arduino UNO board. Arduino UNO board was used to achieve the design oriented learning and bring creativity through various projects targeting 7–8th graders. In order to achieve the design oriented outreach goal, several strategies were employed. The program was called “Science Art’ to provide familiar concept of design and challenge them with technology. College engineering students directly mentored 7–8th graders in a small group setting to teach technical details. In addition, the efforts were sustained for an entire quarter. It successfully drew the participants in all diverse ethnic and gender groups. The use of Arduino board project allowed development of design concepts and promoted creativity to the middle school students. Student mentees’ feedback was very positive, showing almost perfect approval. At the same time, college mentors equally benefited from the experiences by increasing interpersonal skills and gaining technical confidence. In conclusion, the close mentorship and sustained effort provided a great way to implement the Arduino based program to a middle school and thus achieve the design oriented outreach goal. This approach can be widely used for other design oriented outreach program.

Workplace Learning

2016 ◽  
pp. 1588-1602
Author(s):  
Victor X. Wang ◽  
Jeff Allen
Keyword(s):  
Gross Domestic Product ◽  
21St Century ◽  
Workplace Learning ◽  
Paradigm Shift ◽  
Central Theme ◽  
Critical Stage ◽  
Skill Sets ◽  
Multiple Factors ◽  
Teaching Learning ◽  
Or Organization

This chapter attempts to address a paradigm shift from training to workplace learning in the 21st century as a means of improving the workforce. For any country or organizations to remain highly competitive, it is workplace learning, not organized training, in which adult employees should seek to engage. This chapter addresses how workplace learning has evolved as the most critical stage in boosting employees' skill sets among all other training mechanisms. Various theorists' views and principles have been discussed. It is hoped that the chapter can serve as the basis for teaching, learning, and research regarding this important area called workplace learning. A central theme has emerged from this chapter; that is, the success of a country or organization should be sufficiently gauged by workplace learning. A country's gross domestic product (GDP) can be misleading given multiple factors such as an emerging aging population.

Core Competencies and Innovation for Library and Information Science Professional in 21st Century Digital-Based Environments

2021 ◽  
pp. 74-90
Author(s):  
Robert Akinade Awoyemi
Keyword(s):  
Information Technology ◽  
21St Century ◽  
Academic Libraries ◽  
Information Science ◽  
Core Competencies ◽  
Global Environment ◽  
Library And Information Science ◽  
Information Communication ◽  
Digital Revolution ◽  
The Impact

Academic libraries and information technology centres are under serious threat due to the increasing pressure to achieve higher level of performance in a competitive global environment. Most of these challenges are as result of information communication technology (ICT) and digital revolution. This chapter discusses the impact of digital revolution on academic libraries and the need to acquire core competencies and new skills to effectively the 21st century academic libraries and information technology centres. Further, the author examines the sets of skills required by Library and Information Science (LIS) professionals to survive in the digital-based environments.

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