INNOVATIVE CURRICULUM DESIGN FOR ENHANCING LEARNING IN ENGINEERING EDUCATION: THE STRATEGIES, PRINCIPLES AND CHALLENGES OF AN INQUIRY-GUIDED LABORATORY

2020 ◽  
Author(s):  
Bobby Adams ◽  
Stephanie Jorgensen ◽  
Andrea Arce-Trigatti ◽  
Pedro Arce
Keyword(s):  
Engineering Education ◽  
Curriculum Design ◽  
Innovative Curriculum

scholarly journals A Blueprint for Success: A Model for Developing Engineering Education in the UK

2014 ◽  
Vol 4 (2) ◽  
pp. 18
Author(s):  
Melanie Rose Nova King ◽  
Peter Willmot
Keyword(s):  
Engineering Education ◽  
Curriculum Design ◽  
Design Education ◽  
Historical Background ◽  
Learning Technology ◽  
Ample Evidence ◽  
Support Mechanism ◽  
Education Community ◽  
The Uk ◽  
Quality Learning

This paper details the emergence and development of the ‘Centre for Engineering and Design Education’ (CEDE) at Loughborough University, UK, and provides a blueprint for success. With ample evidence that such a Centre can prove to be a highly effective support mechanism for discipline-specific academics and can develop and maintain valuable national and international networks and collaborations along with considerable esteem for the host university. The CEDE is unique in the UK and has achieved considerable success and recognition within the local engineering education community and beyond for the past 16 years. Here we discuss the historical background of the Centre’s development, the context in which it operates, and its effective management and operation strategy. The success it has enjoyed is described through examples, with much evidence of the generation of a significant amount of external funding; the development of high quality learning spaces; learning technology systems, open source software and improvements in curriculum design; a strong record of research and publication on the pedagogy of engineering; strong links with industry and employers; and a wealth of connections and know-how built up over the years. This paper provides the institutions with a model blueprint for success in developing engineering education.

scholarly journals Modeling Humanizing Education Through Newly Reviewed Materials Engineering Curriculum

2021 ◽  
Vol 9 (3) ◽  
pp. 63-79
Author(s):  
Norshahida Sarifuddin ◽  
Zuraida Ahmad ◽  
Ahmad Zahirani Ahmad Azhar ◽  
Hafizah Hanim Mohd Zaki ◽  
Amelia Wong Azman ◽  
...  
Keyword(s):  
Engineering Education ◽  
Curriculum Design ◽  
Well Being ◽  
Engineering Programs ◽  
Academic Field ◽  
Materials Engineering ◽  
New Curriculum ◽  
Humanitarian Engineering ◽  
Definition Of ◽  
The University

In line with the current global focus on sustainability and the well-being of the planet, becoming a professional engineer nowadays requires more than simple mastery of technical skills. Considering that engineers are required to have a deep sense of responsibility not only for humankind but also for the environment, engineering education and practices must be reformed substantially to prepare engineers that will contribute to sustainable development. This necessitates updating conventional engineering programs (CEE) to incorporate Humanizing Engineering Education (HEE). Although HEE is an old practice of individual engineers and other organizations outside the academic field, it is relatively new in academic engineering. While the definition of what truly merits being considered HEE remains debatable, many engineers believe that their work involves a humanitarian aspect. To streamline the development of HEE, there is a need for developing guidelines and frameworks for a comprehensive model. Ideally, that framework should integrate humanizing pedagogy in the new curriculum design. The objective of the paper is to share the experience of the authors in designing a new curriculum for a Materials Engineering Programme (MEP) that is embedded with Humanitarian Engineering (HE), which is among the main elements of HEE. Data collection was through interviews, qualitative surveys, reports from the stakeholders, accreditation bodies and benchmarking with other Higher Learning Institutions (HLI). An extensive scholarly literature review was executed to identify shortcomings in CEE and how it could be reformed by integrating it with HEE. The Sejahtera Academic Framework (SAF); a strategic framework for academic programmes developed by the university, was used as a reference to customize MEP to better meet students’ needs. Since the proposed model applies a new emerging concept, it inevitably raises challenges related to different levels of understanding among course implementers and perceptions of external stakeholders. Moreover, the developers had to consider the limitations imposed by the university's policies and structures while acknowledging the availability of finite resources (i.e. time, money, equipment, and expertise).

Students’ attitude toward sustainability and humanitarian engineering education using project-based and international field learning pedagogies

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Truc Thanh Ngo ◽  
Bradley Chase
Keyword(s):  
Social Responsibility ◽  
Engineering Education ◽  
Curriculum Design ◽  
Environmental Sustainability ◽  
Statistical Significance ◽  
Social Contexts ◽  
Development Education ◽  
Content Type ◽  
Perceptions And Attitudes ◽  
Humanitarian Engineering

Purpose Environmental sustainability and social contexts are becoming increasingly important concepts. The infusion of sustainability and humanitarian engineering (HE) into the academic core curriculum is often challenging. This study aims to provide an understanding of students’ perceptions and attitudes toward the incorporation of active learning of sustainability and humanitarian concepts into engineering education. Design/methodology/approach A project-based sustainability course was developed and offered to engineering undergraduates. A HE international field experience was also provided to students as an extracurricular activity. Pre- and post-surveys were conducted to assess students’ perceptions and attitudes toward sustainability and HE project learning experience. An analysis of variance (ANOVA) was performed to determine the statistical significance of the results and demographic influences on students’ experiences. Findings Both project-based and international field learning experiences positively influenced the students’ perceptions of sustainable practices, social change and appreciation of the engineering profession. Multidisciplinary learning also helped students become more motivated, engage in sustainability-promoted activities and community work and improve their social interactions. Students gained practical engineering skills that they did not typically receive in traditional classroom settings and recognized the global and social responsibilities that are core to sustainable development education. Originality/value The study demonstrates a mixed undergraduate educational model in which students acquired sustainability concepts through a project-based engineering course and practiced social responsibility through international HE projects. The findings help engineering educators understand students’ perceptions toward sustainability and HE, providing insight into effective curriculum design and strategic inclusion of social responsibility in traditional engineering education.

scholarly journals Developing resilient graduates to be future workplace leaders

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nikki McQuillan ◽  
Christine Wightman ◽  
Cathy Moore ◽  
Una McMahon-Beattie ◽  
Heather Farley
Keyword(s):  
Higher Education ◽  
Professional Practice ◽  
Curriculum Design ◽  
Business Models ◽  
Academic Community ◽  
Key Factors ◽  
Content Type ◽  
Workplace Leaders ◽  
Innovative Curriculum ◽  
The Impact

PurposeVocational higher education and skills are recognised as key factors in shaping an economy to adapt to fast-emerging business models that disrupt workplace behaviours. Employers require graduates to be “work-ready”, emphasising the need to demonstrate resilience, as a critical desired behaviour (CBI, 2019). This case study shares the integrated curriculum design, co-creation and operationalisation of “Graduate Transitions” workshops that were piloted in a compulsory final-year module across a number of programmes in a higher education institutions’ business faculty to enhance graduates “work readiness”.Design/methodology/approachThe collaboration and leadership thinking of industry professionals, academics and career consultants designed and co-created a workshop that enhances transitioning student resilience and prepares them for their future of work. Action research gathered data using a mixed-methods approach to evaluate student and stakeholder feedback.FindingsEvidence indicates that the workshops actively embed practical coping strategies for resilience and mindful leaders in transitioning graduates. It assures employers that employability and professional practice competencies are experienced by transitioning graduates entering the future workplace.Research limitations/implicationsLimitations to this research are clearly in the methodology and concentrating on the co-creation of an innovative curriculum design project instead of the tools to accurately evaluate the impact in a systematic manner. There was also limited time and resource to design a more sophisticated platform to collect data and analyse it with the imperative academic rigour required. Emphasis on piloting and operationalisation of the intervention, due to time and resource restrictions, also challenged the methodological design.Practical implicationsThe positive feedback from these workshops facilitated integration into the curriculum at an institution-wide level. This paper shares with the academic community of practice, the pedagogy and active learning design that could be customised within their own institution as an intervention to positively influence the new metrics underpinning graduate outcomes.Originality/valueThis pioneering curriculum design ensures that employability and professional practice competencies are experienced by graduates transitioning to the workplace.

Critical Issues and Answers of Outcome-Based Education for Technical Institutions in India

2021 ◽  
pp. 276-295
Author(s):  
J. P. Patra ◽  
Alok Kumar Jain ◽  
Gurudatta Verma ◽  
Sumitra Samal
Keyword(s):  
Engineering Education ◽  
Curriculum Design ◽  
Design Education ◽  
Performance Indicator ◽  
Professional Skills ◽  
Outcome Based Education ◽  
Critical Issues ◽  
Higher Order Learning ◽  
Education Delivery ◽  
Knowledge Delivery

The revolution of the world economy and higher education are driving profound changes in the engineering education system. Worldwide adaptation of outcome-based education framework and enhanced focus on higher-order learning and professional skills necessitates a paradigm shift in traditional practices of curriculum design, education delivery, and assessment. In recent years, worldwide sweeping reforms are being undertaken to bring about essential changes in engineering education in terms of what to teach (content) and how to teach (knowledge delivery) and how to assess (student learning). MHRD and AICTE jointly introduce so many new professional skills through MOOCs and also set some performance indicator to measure the outcomes. This chapter deals with the critical issues present in technical institutions and how it can be neutralized through POs, PSOs, PEOs, and Bloom's Taxonomy.

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