scholarly journals The Concept of Engineering & Humanities: A New discipline

2021 ◽  
Author(s):  
Haoxuan Yu ◽  
Shuai Li ◽  
Xinmin Wang
Keyword(s):  
Engineering Education ◽  
Engineering Students ◽  
Engineering Practice ◽  
Engineering Knowledge

In our long-term engineering practice, we have found that it is often not enough to use only engineering knowledge to solve the practical problems in the engineering. Therefore, we believe that in the education of engineering students, we should not only pay attention to the teaching of engineering knowledge, but also pay attention to the application of knowledge of Humanities in the engineering, for the students. In this two-part concept paper, we put forward the concept of a new discipline, that is, Engineering & Humanities, which we will carry forward in future. And this concept paper serves just as a guide to the Tossing out a brick to get a jade gem with the implications for the development of the engineering education.

scholarly journals Engineering and Humanities (E and H)

2021 ◽  
pp. 1-6
Author(s):  
Haoxuan Yu ◽  
Shuai Li ◽  
Xinmin Wang
Keyword(s):  
Engineering Students ◽  
Engineering Practice ◽  
Engineering Knowledge ◽  
Definition Of

In our long-term engineering practice, we have found that it is often not enough to use only engineering knowledge to solve the practical problems in the engineering. Therefore, we believe that in the education of engineering students, we should not only pay attention to the teaching of engineering knowledge, but also pay attention to the application of knowledge of Humanities in the engineering, for the students. In this two-part commentary, we put forward the definition of Engineering & Humanities (E&H), which we will carry forward on the direction of research in future.

scholarly journals CHALLENGES IN ENGINEERING DESIGN EDUCATION: VERTICAL AND LATERAL LEARNING

2015 ◽  
Author(s):  
Aleksander Czekanski ◽  
Maher Al-Dojayli ◽  
Tom Lee
Keyword(s):  
Engineering Education ◽  
Engineering Design ◽  
Design Education ◽  
Engineering Students ◽  
Engineering Practice ◽  
Design Strategies ◽  
Engineering Design Education ◽  
Advanced Analysis ◽  
Capstone Projects ◽  
Team Design

Engineering practice and design in particular have gone through several changes during the last two decades whether due to scientific achievements including the evolution in novel engineering materials, computational advancements, globalization and economic constraints as well as the strategic needs which are the drive for innovative engineering. All these factors have impacted and shaped to certain extent the educational system in North America and Canada in particular. Currently, high percentage of the engineering graduates would require extensive training in industry to be able to conduct reliable complex engineering designs supported by scientific verification and validation, understand the complete design stages and phases, and identify the economic and cultural impact on such designs. This task, however, faces great challenges without educational support in such vastly changing economy.Lots of attention has been devoted to engineering design education in the recent years to incorporate engineering design courses supported by team design projects and capstone projects. Nevertheless, the lack of integrated education system towards engineering design programs can undermine the benefits of such efforts. In this paper, observations and analysis of the challenges in engineering design are presented from both academic and industrial points of view. Furthermore, a proposed vertical and lateral engineering education program is discussed. This program is structured to cover every year of the engineering education curricula, which emphasizes on innovative thinking, design strategies, support from and integration with other technical engineering courses, the use of advanced analysis tools, team collaboration, management and leadership, multidisciplinary education and industrial involvement. Its courses have just commenced for freshmen engineering students at the newly launched Mechanical Engineering Department at the Lassonde School of Engineering, York University.

Advancing Sustainable Engineering Practice Through Education and Undergraduate Research Projects

2014 ◽  
Author(s):  
Radian Belu ◽  
Richard Chiou ◽  
Tzu-Liang (Bill) Tseng ◽  
Lucian Cioca
Keyword(s):  
Engineering Education ◽  
Curriculum Design ◽  
Engineering Students ◽  
Sustainable Design ◽  
Water Environment ◽  
Practice Change ◽  
Green Design ◽  
Industrial Society ◽  
Engineering Practice ◽  
Design Strategies

Major challenges such as energy, food, water, environment, health and so many more have never been more prominent than they are today. Engineers and educators, as problem solvers should be addressing these issues and challenges in sustainable ways. They have an enormous opportunity to help create a more sustainable world. Technology problems interconnecting sustainability challenges such as climate change, loss of biodiversity, environmental pollution, economic and social instability are becoming increasingly major concerns for mankind. However, the engineers and scientists have failed on large extend to fully address the sustainability issues. It was also found that engineering graduates do not possess necessary skills to tackle sustainability related problems. Engineering practice and education are changing as social expectations and conditions for engineering practice change too. Students have the responsibility and opportunity to continue improving our life while reducing or even reversing the negative impacts that our industrial society is having on the environment. Current engineering curricula are not equipping them to properly deal with these challenges due to little integration of sustainable and green design strategies and practice. Transforming higher education curricula for sustainable development is a tough challenge, dealing with the complexness of sustainability concepts and integration into engineering education. Teaching students the sustainability principles and equipping them with necessary tools help them to make better choices on materials and energy use, or design. These concepts and methods are still relatively new to engineering curriculum and are not an established practice for most of such programs. Meanwhile, today’s students have a strong desire to improve the world through their work, and sustainability connects with these interest and motivations. However, students’ hunger for knowledge often outstrips what is available in their courses and the experiences of their professors. Furthermore, to make sustainable design compelling to a wider base of engineering students, we need to craft sustainable design in terms of mainstream design problems that are important, cutting-edge, and achievable. Then we need to help them how to effectively deal with environmental and societal needs and constraints as part of their core design process. The paper highlights the process required for embedding sustainability and green design into our programs, curriculum design, implementation and impediments to surmount for sustainability and green design in engineering education. This was done through a project-based approach, developing three new courses and appropriate changes in a number of existing courses. The skill requirements were studied and finally the list of subjects, topics, teaching and learning methods are identified and discussed in this paper.

Application of the augmented reality method in training of radio engineering students

2021 ◽  
Author(s):  
A.L. Gorbunov ◽  
E.E. Nechaev
Keyword(s):  
Augmented Reality ◽  
Engineering Education ◽  
Engineering Students ◽  
Educational Practice ◽  
Educational Process ◽  
Civil Aviation ◽  
Research Activity ◽  
Radio Engineering ◽  
Augmented Reality Technology

Third quarter of 2021 was marked by the appearance of technologically mature augmented reality (AR) equipment, which is positioned by the leaders of all leading IT companies as the next wave of radical changes in digital technology after the spread of smartphones. The process is accompanied by the beginning of the introduction of AR in education, applications of this kind are becoming widespread. Due to the comparative novelty and attractiveness for users, the educational practice of AR is ahead of the accompanying research activity. Despite the already existing large volume of publications on this topic, most of them are preliminary, dedicated to certain private aspects. A very problematic, although natural for a new technology, circumstance is the lack of publications on the consequences of long-term use of this tool in training. At the same time, there is no doubt that there is a significant potential for improving the efficiency of educational processes via AR, especially in university practice and when teaching students of radio engineering specialties. In the Russian Federation, there is a noticeable lag in the application of augmented reality technology in educational practice for students of specialties that are not directly related to software development. The purpose of this paper is to fill in this didactic gap in radio engineering education. The paper highlights the practice of using an augmented reality application for smartphones in the educational process for three months in 2021 at Moscow State Technical University of Civil Aviation. The specific capabilities of virtual and augmented reality technologies are correlated, the expediency of their use in education compared. The results of a long-term educational application of augmented reality are shown. The paper allows to identify promising problems of using augmented reality technology in radio engineering education from a research perspective, as well as to formulate didactic recommendations.

The predictive validity of entrance scores and short-term performance for long-term success in engineering education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Faisal A. Abdelfattah ◽  
Omar S. Obeidat ◽  
Yousef A. Salahat ◽  
Maha B. BinBakr ◽  
Adam A. Al Sultan
Keyword(s):  
Engineering Education ◽  
Engineering Students ◽  
Admission Criteria ◽  
Ability Test ◽  
Grade Point ◽  
Content Type ◽  
Engineering Programs ◽  
Practical Implications

PurposeThis study examined predictors of cumulative grade point average (GPA) from entrance scores and successive performance during students' academic work in university engineering programs.Design/methodology/approachScores from high school coursework, the General Ability Test and the Achievement Test were examined to determine if these factors and annual successive GPAs were predictors of long-term GPA. The sample consisted of 2,031 students registered in university engineering programs during the 2013–2019 period.FindingsCorrelations were significant between entrance scores and the preparatory year GPA but not with cumulative GPA. Also, correlations were significant between year-1 GPA to year-3 GPA and the graduation GPA. Adjacent year GPA is the better predictor of later GPA. More importantly, GPA at the time of graduation is well predicted by GPAs throughout years of study within engineering programs after controlling for entrance scores. Girls outperform boys in their entrance scores and GPAs. Hence, girls are likely to obtain higher cumulative GPAs.Research limitations/implicationsThe implications of the study findings could help university faculty and administrators to understand the role of current entrance scores in predicting academic achievement of engineering students. In addition, the results could serve as a foundation to review weights of entrance scores for future developments and revisions. The findings of the study are limited to admission data for engineering students during the 2013–2019 period. Other disciplines may show a different pattern of relationships among the studied variables.Practical implicationsThe study findings have useful practical implications for admitting and monitoring student progress at engineering education programs. Results may help program curriculum development specialists and committees in designing admission criteria.Social implicationsAdministrators and faculty members are advised to consider entrance scores when providing counseling and monitoring throughout students' program-year progress. More attention should be devoted to university performance when interest is focused on later or graduation CGPA, with less emphasis on entrance scores.Originality/valueThe existed previous studies explored factors that influence the student performance in engineering programs. This study documents the role of admission criteria and successive GPAs in predicting the student graduation CGPA in engineering programs. Relationships between factors are crucial for engineering program revisions and policymaking.

scholarly journals Innovation in Engineering Education for Sustainable Development—Introduction to a Special Issue

2020 ◽  
Vol 12 (19) ◽  
pp. 8132
Author(s):  
Fermín Sánchez-Carracedo ◽  
David López
Keyword(s):  
Sustainable Development ◽  
Engineering Education ◽  
Engineering Students ◽  
Education For Sustainable Development ◽  
Original Research ◽  
Special Issue ◽  
Sustainable Solutions ◽  
Professional Activities ◽  
Agents Of Change

Sustainability plays a key role in engineering education. Engineering students must learn to think long-term and understand that, in order to achieve a better world, they must situate their future professional activities within the framework of sustainable solutions. To this end, future engineers must be aware of the complexities of the social environment in which they are developing their work, and of the need to harmonize short-term improvements with sustainable development based on the long term. Education for Sustainable Development (ESD) in engineering is essential for the training of agents of change and transformation that can promote policies, strategies, and methods that enable a more sustainable future to be built. This Special Issue gathers six original research papers in the field of ESD in engineering, ranging from general issues such as formulating key issues required for any course in EDS, to the experience of introducing sustainability into very specific subjects. Therefore, this Special Issue is of particular value for both academic researchers and lecturers interested in introducing sustainability into their own teaching subjects.

scholarly journals ENHANCING DESIGN EDUCATION BY PRODUCT REVERSE ENGINEERING

2011 ◽  
Author(s):  
Kezheng Huang
Keyword(s):  
Reverse Engineering ◽  
Engineering Education ◽  
Engineering Design ◽  
Design Education ◽  
Design Theory ◽  
Engineering Students ◽  
Learning By Doing ◽  
Engineering Practice ◽  
Hands On ◽  
Current Engineering

As science and technology develops faster and faster, the accumulation of knowledge is exponential over time. Engineering education must keep up with the changing environment including engineering practice. As each individual’s capability is limited, engineering students need choosing right stuff to learn so that they can graduate as qualified engineers with both broad knowledge and practical skills as required in industry. In this paper, the current engineering education is discussed with some trends, such as creativity training as most have insisted in project-based hands-on design education, broad knowledge including essential engineering science knowledge. As a comprehensive discipline, design engineering courses exist to teach engineering design fundamental. Due to immature design theory and methodology, the “learning by doing” approach is widely accepted to complement current engineering design education. In this paper, an integrated effort is introduced which combines together the two basic aspects, knowledge and skill, in order to increase the half-life of engineering knowledge and enhance the hands-on skills at the same time. Based on new development in design research, an experimental design education using Product Reverse Engineering (PRE) as education tool, is introduced with initial evaluation for suitability in design education.

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.

Reality brings excitement to engineering education

1998 ◽  
Vol 12 (1) ◽  
pp. 83-86
Author(s):  
LARRY LEIFER ◽  
SHERI SHEPPARD
Keyword(s):  
Engineering Education ◽  
Social Activity ◽  
Thinking Skills ◽  
Engineering Practice ◽  
Engineering Science ◽  
Science And Engineering ◽  
Engineering Product ◽  
Intellectual Content ◽  
Versus Communication ◽  
Constant Source

The intellectual content and social activity of engineering product development are a constant source of surprise, excitement, and challenge for engineers. When our students experience product-based-learning (PBL), they experience this excitement (Brereton et al., 1995). They also have fun and perform beyond the limits required for simple grades. We, their teachers, experience these things too. Why, then, are so few students and faculty getting the PBL message? How, then, can we put the excitement back in engineering education? In part, we think this is because of three persistent mistakes in engineering education:1. We focus on individual students.2. We focus on engineering analysis versus communication between engineers.3. We fail to integrate thinking skills in engineering science and engineering practice.

Bridging Psychology and Engineering: Undergraduate Conceptions of Human Systems Engineering

2020 ◽  
Vol 64 (1) ◽  
pp. 510-514
Author(s):  
Rod D. Roscoe ◽  
Samuel T. Arnold ◽  
Ashley T. Clark
Keyword(s):  
Engineering Education ◽  
Systems Engineering ◽  
Engineering Students ◽  
Introductory Courses ◽  
Knowledge And Beliefs ◽  
The People ◽  
Human Systems

Instruction and coursework that link engineering and psychology may enable future engineers to better understand the people they are engineering for (e.g., users and clients) and themselves as engineers (e.g., teammates). In addition, human-centered engineering education may empower engineering students to better solve problems at the intersection of technology and people. In this study, we surveyed students’ conceptions and attitudes toward human systems engineering. We aggregate responses across three survey iterations to discuss students’ knowledge and beliefs, and to consider instructional opportunities for introductory courses.

Sign in / Sign up

Export Citation Format

Share Document