Engineering Education: Prospective Research Issues

2008 ◽  
Author(s):  
Shlomo Waks
Keyword(s):  
Engineering Education ◽  
Learning Process ◽  
Project Work ◽  
Israel Institute ◽  
Research Issues ◽  
Educational Domain ◽  
Multimedia Environment ◽  
The Status ◽  
Institute Of Technology ◽  
Engineering Education Research

There exists an increasing gap between engineering developments and research on educating engineers. There is a need to investigate and develop pedagogical means for advancing engineering education. The problem stems from the fact that most engineering educators are concerned mainly with disciplinary engineering contents, while researchers in the educational domain concentrate on educational psychology and pedagogical aspects. There is not enough cooperation between engineering and education, thus avoiding the creation of synergetic interaction between the two domains in a given engineering education system or situation. This article deals with the question: what has to be investigated in engineering education in order to advance learning activities of students and updating engineers? We will analyze some issues, as they aroused during recent years in a series of research studies on engineering education around the world and in the Department of Education in Technology and Science at the Technion – Israel Institute of Technology. After analyzing the status of engineering education and emergence of relevant R&D activities, possible research questions are presented. For example: (1) How should the contents of an engineering curriculum be determined? By whom? (2) Is there a need for a recognized educational scholarship like that of the existing disciplinary scholarship? (3) Creativity and project work – what do engineering educators and students think about? (4) What are the conditions and means for advancing the learning process in a multimedia environment? (5) What are the pitfalls in using hypermedia during the learning process? (6) What is Self-Learning Regulation (SLR) and why is it an important issue in engineering education? Accordingly possible trends in engineering education research are proposed and discussed.

Tasks in Software Engineering Education

2009 ◽  
pp. 61-74
Author(s):  
Orit Hazzan ◽  
Jim Tomayko
Keyword(s):  
Software Engineering ◽  
Engineering Education ◽  
Abstract Thinking ◽  
Israel Institute ◽  
Software Engineering Education ◽  
Human Aspects ◽  
Experience Teaching ◽  
Institute Of Technology ◽  
Technion Israel Institute

The field of software engineering is multifaceted. Accordingly, students must be educated to cope with different kinds of tasks and questions. This chapter describes a collection of tasks that aim at improving students’ skills in different ways. We illustrate our ideas by describing a course about human aspects of software engineering. The course objective is to increase learners’ awareness with respect to problems, dilemmas, ethical questions, and other human-related situations that students may face in the software engineering world. We attempt to achieve this goal by posing different kinds of questions and tasks to the learners, which aim at enhancing their abstract thinking and expanding their analysis perspectives. The chapter is based on our experience teaching the course at Carnegie-Mellon University and at the Technion – Israel Institute of Technology.

scholarly journals A First Experience of Using Failure Report as a Reflective Tool in Engineering Education

2021 ◽  
Vol 16 (18) ◽  
pp. 23
Author(s):  
Ahmad Salahuddin Mohd Harithuddin
Keyword(s):  
Engineering Education ◽  
Learning Process ◽  
Interpersonal Skills ◽  
Engineering Students ◽  
Reflective Learning ◽  
Project Work ◽  
Learning Method ◽  
Learning Tool ◽  
Negative Experiences ◽  
Learning Opportunity

The paper reports the first use of failure report as a reflective learning tool in engineering education from a university in Malaysia. Failure Report is a document that publishes and discusses failures as part of a reflective learning process for students. This reflective learning method attempts to encourage students to actually learn from failure and to take negative experiences as a learning opportunity. This paper describes the experience of introducing Failure Report as a means for engineering students to reflect their learning after completing an engineering de-sign project. The Gibbs’ Reflective Learning Model is used as the base of the reflective work. This introductory study reveals some findings on how students view and reflect on their failures and setbacks during the project work. It is noted that this was their first ever experience in doing a reflection study. Most of the students’ writing revolves around interpersonal skills like teamwork and communication. The element of ‘blame game’ is prevalent in their reports. In addition, based on this first experience, we provide several principles to follow to replicate the Failure Report activity and further recommendations for future failure reflection work.

A Computer-Aided Approach to Undergraduate Engineering Education

2011 ◽  
Vol 474-476 ◽  
pp. 1931-1934
Author(s):  
Wei Wang ◽  
Shen Jie Jia ◽  
Shu Chong Liu ◽  
Hui Yan Wang
Keyword(s):  
Engineering Education ◽  
Computer Mediated Communication ◽  
Learning System ◽  
Instructional Designers ◽  
Mediated Communication ◽  
Self Directed Learning ◽  
Engineering Programs ◽  
The Status ◽  
Undergraduate Engineering Education ◽  
Engineering Education Research

Despite the quality of engineers that still universities are forming, the existing system for educating engineers must change, provides the courses for engineering educators, and a large experience developing and implementing engineering programs, the engineering education research team has decided to develop and to offer a graduation level program for engineers dedicated to education. Through the application of computer-mediated communication educators or instructional designers in the field of engineering with an opportunity to share the ideas and experience of innovating curriculum and instructional methods of engineering education. In this paper, we briefly review the status of engineering education in China. Additionally, we provide details of how these concepts can be used in an educational model, a learning system is also believed to be the stepping stone to one that generates and rewards “active, independent, self-directed learning” for students to gather and assess data rigorously and critically.

International teleconferences in EGAP courses: preparing students for prospective professional situations

2021 ◽  
Vol 11 (1) ◽  
pp. 15-32
Author(s):  
Anila R. Scott-Monkhouse ◽  
Michal Tal ◽  
Maria Yelenevskaya
Keyword(s):  
Language Learning ◽  
Digital Literacy ◽  
Personal Development ◽  
English Language ◽  
Traditional Approach ◽  
Learning Experience ◽  
Israel Institute ◽  
Self Reflection ◽  
Active Involvement ◽  
Institute Of Technology

Abstract This paper describes a joint programme developed in 2018 by the University of Parma Language Centre (Italy) and the Humanities and Arts Department of the Technion-Israel Institute of Technology. The aim of the project was to involve students of English for General Academic Purposes in delivering presentations to an unfamiliar foreign audience on a topic relevant to their academic interests. The students were required to prepare for the presentation by exploring and personalising the chosen topic so as to be able to explain it to a group which they had had no previous contact with or information about. Through the active involvement of the students in a realistic implementation of their prospective professional use of English, language learning became a holistic experience where a traditional approach to language learning focusing mainly on vocabulary and macro-skills was integrated with a pragmatic approach which addressed the so-called ‘21st-century skills’ (specifically critical thinking, communication, collaboration and digital literacy). The simulation of situations that they are likely to encounter in their professional lives helped students build their confidence, with the whole learning experience carrying both emotional and social implications. This paper offers an insight into the challenges and issues which arose, and ideas for improving the learning experience. We describe the preparation carried out by the teachers at both universities, and the guided and autonomous work carried out by students in the different stages. A post-conference survey triggered the students’ self-reflection in relation to learning and personal development. The survey was also valuable for the teachers regarding reassessment of teaching strategies and preparation for future joint projects.

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