scholarly journals Towards New Literacies and Social Justice for Engineering Education

2013 ◽  
Vol 2 (1) ◽  
pp. 21-37 ◽  
Author(s):  
Wendy Marie Cumming-Potvin ◽  
John Currie
Keyword(s):  
Engineering Education ◽  
Engineering Students ◽  
New Literacies ◽  
Engineering Curriculum ◽  
Curriculum And Pedagogy ◽  
Critical Awareness ◽  
Technical Competency ◽  
Undergraduate Programs ◽  
Principles Of Learning ◽  
New London

This paper argues for the need to develop engineering students with high levels of technical competency as well as critical awareness for the realities of working and living ethically in the global community. Drawing on social constructivist principles of learning (Vygotsky, 1978) and a pedagogy of multiliteracies (New London Group, 1996, 2000), the paper explores new approaches for engineering education to meet the challenges embedded in current undergraduate programs and professional accreditation standards. To improve the ability of engineers to contribute to social and environmental justice, there needs to be a rethinking of engineering curriculum and pedagogy to develop engineering literacies that encompass a social and technical focus.

Enterprise 2.0 in Engineering Curriculum

2014 ◽  
pp. 599-617
Author(s):  
Andreas Ahrens ◽  
Olaf Bassus ◽  
Jeļena Zaščerinska
Keyword(s):  
Engineering Education ◽  
Curriculum Design ◽  
Summer School ◽  
Engineering Students ◽  
Engineering Curriculum ◽  
Enterprise 2.0 ◽  
Multicultural Environment ◽  
Key Concepts ◽  
Innovative Products ◽  
The Baltic

Engineering education is facing a challenge to bring e-business closer to student engineers. Enterprise 2.0 application in engineering education advances engineering students’ enterprise for the development of innovative products, processes, and services. The aim of the research is to analyze student engineers’ Enterprise 2.0 application underpinning elaboration of pedagogical guidelines on student engineers’ Enterprise 2.0 application in engineering curriculum. The meaning of key concepts of Enterprise 2.0 and engineering curriculum is studied. Moreover, the study indicates how the steps of the process are related following a logical chain: Enterprise 2.0 ? engineering curriculum design ? modelling Enterprise 2.0 application in engineering curriculum ? empirical study within a multicultural environment. The present empirical research was conducted during the Baltic Summer School “Technical Informatics and Information Technology” in 2009, 2010, and 2011. The findings of the research allow drawing the conclusions that student engineers’ Enterprise 2.0 application in engineering curriculum is efficient.

scholarly journals Interdisciplinary Research Methodologies in Engineering Education Research

2021 ◽  
Author(s):  
David Reynolds ◽  
Nicholas Dacre
Keyword(s):  
Education Research ◽  
Engineering Education ◽  
Interdisciplinary Research ◽  
Engineering Students ◽  
Engineering Curriculum ◽  
Social Scientists ◽  
The Core ◽  
Rigorous Research ◽  
Workplace Challenges ◽  
Engineering Education Research

As Engineering Education Research (EER) develops as a discipline it is necessary for EER scholars to contribute to the development of learning theory rather than simply being informed by it. It has been suggested that to do this effectively will require partnerships between Engineering scholars and psychologists, education researchers, including other social scientists. The formation of such partnerships is particularly important when considering the introduction of business-related skills into engineering curriculum designed to prepare 21st Century Engineering Students for workplace challenges. In order to encourage scholars beyond Engineering to engage with EER, it is necessary to provide an introduction to the complexities of EER.With this aim in mind, this paper provides an outline review of what is considered ‘rigorous’ research from an EER perspective as well as highlighting some of the core methodological traditions of EER. The paper aims to facilitate further discussion between EER scholars and researchers from other disciplines, ultimately leading to future collaboration on innovative and rigorous EER.

The Integration of Sustainability, Systems, and Engineering Design in the Engineering Curriculum at James Madison University

2011 ◽  
Author(s):  
Robert L. Nagel ◽  
Olga Pierrakos ◽  
Eric C. Pappas ◽  
Adebayo Ogundipe
Keyword(s):  
Engineering Education ◽  
Engineering Design ◽  
Liberal Arts ◽  
Engineering Science ◽  
Engineering Curriculum ◽  
James Madison ◽  
Sustainable Engineering ◽  
Curriculum And Pedagogy ◽  
Design Systems ◽  
Engineering Training

In order for our future engineers to be able to work toward a sustainable future, they must be versed not only in sustainable engineering but also in engineering design. An engineering education must train our future engineers to think flexibly and to be adaptive as it is unlikely that their future will have them working in one domain. They must, instead, be versatilists. The School of Engineering at James Madison University has been developed from the ground up to provide this general engineering training with an emphasis on engineering design, systems thinking, and sustainability. Students take courses in math and science, business and liberal arts, engineering science, sustainability, and design. In this paper, we discuss how sustainability is taught in a multi-context perspective through the School’s curriculum and pedagogy. We do not mean to present the School’s approach as an all or nothing model, but instead as a collection of approaches of which hopefully one or more may be appropriate at another university.

Evaluating Engineering Students' Perceptions

2016 ◽  
Vol 5 (4) ◽  
pp. 42-59
Author(s):  
Sivachandran Chandrasekaran ◽  
Binali Silva ◽  
Arun Patil ◽  
Aman Maung Than Oo ◽  
Malcolm Campbell
Keyword(s):  
Active Learning ◽  
Engineering Education ◽  
Engineering Students ◽  
Research Study ◽  
Exploratory Analysis ◽  
Engineering Curriculum ◽  
Postgraduate Study ◽  
Graduate Employability ◽  
Learning Practices ◽  
Team Based Learning

The focus of this research study is to evaluate engineering graduates' performance on team-based learning practices in engineering education course. Team based learning (TBL) is an effective approach, which emphasizes active learning in a collaborative task. In an engineering curriculum, students are encouraged to develop skills around TBL that helps to enhance graduate employability opportunities. This paper presents an exploratory analysis of evaluating engineering graduates' performance in practising TBL at a postgraduate study level. The cohort of students that participated in this study were primarily postgraduate engineering students at Deakin University.

Enterprise 2.0 in Engineering Curriculum

2015 ◽  
pp. 467-486
Author(s):  
Andreas Ahrens ◽  
Olaf Bassus ◽  
Jeļena Zaščerinska
Keyword(s):  
Engineering Education ◽  
Curriculum Design ◽  
Summer School ◽  
Engineering Students ◽  
Engineering Curriculum ◽  
Enterprise 2.0 ◽  
Multicultural Environment ◽  
Key Concepts ◽  
Innovative Products ◽  
The Baltic

Engineering education is facing a challenge to bring e-business closer to student engineers. Enterprise 2.0 application in engineering education advances engineering students' enterprise for the development of innovative products, processes, and services. The aim of the research is to analyze student engineers' Enterprise 2.0 application underpinning elaboration of pedagogical guidelines on student engineers' Enterprise 2.0 application in engineering curriculum. The meaning of key concepts of Enterprise 2.0 and engineering curriculum is studied. Moreover, the study indicates how the steps of the process are related following a logical chain: Enterprise 2.0 ? engineering curriculum design ? modelling Enterprise 2.0 application in engineering curriculum ? empirical study within a multicultural environment. The present empirical research was conducted during the Baltic Summer School “Technical Informatics and Information Technology” in 2009, 2010, and 2011. The findings of the research allow drawing the conclusions that student engineers' Enterprise 2.0 application in engineering curriculum is efficient.

scholarly journals Reflection-based assessment of service learning in undergraduate engineering

2010 ◽  
Vol 5 (2) ◽  
pp. 32-43
Author(s):  
Nihad Dukhan ◽  
Mark R. Schumack
Keyword(s):  
Heat Transfer ◽  
Service Learning ◽  
Engineering Education ◽  
Community Service ◽  
Engineering Students ◽  
The Body ◽  
Undergraduate Engineering ◽  
Critical Awareness ◽  
The World ◽  
Societal Context

Virtually all engineering education organizations from around the world agree on the critical awareness of the societal context of engineering for graduating engineers. Service learning is one viable way that can bring about students’ awareness of their role in society. However, the body of literature addressing service learning as a pedagogy and strategic ways of implementing it in the already-full engineering curricula, as well as its assessment is relatively small. This paper describes a concise engineering service-learning component in a typical heat transfer course for mechanical engineering students. The service-learning component was used to probe the students’ ability to a) articulate the societal context of engineering, b) explain the importance of pro-active community service, and demonstrate an inclination to continue such service in the future, c) exhibit an appreciation of communication with non-engineers and finally, d) challenge some of the students’ stereotypes regarding other members of the community. Reflections were conducted by the students when answering a set of carefully-phrased questions addressing the above four issues. The responses of all students were analyzed as explained in this paper. The recorded benefits of service learning are described and can be expected from similar service-learning components in other engineering courses.

Applying sustainability into engineering curriculum under the background of “new engineering education” (NEE)

2020 ◽  
Vol 21 (6) ◽  
pp. 1169-1187 ◽  
Author(s):  
Zejing Qu ◽  
Wen Huang ◽  
Zhengjun Zhou
Keyword(s):  
Engineering Education ◽  
Curriculum Design ◽  
Engineering Students ◽  
Comprehensive Evaluation ◽  
Fuzzy Comprehensive Evaluation ◽  
Skills Training ◽  
Engineering Curriculum ◽  
Teaching Approaches ◽  
Content Type ◽  
New Curriculum

Purpose The purpose of this study is to evaluate the effectiveness of applying sustainability to the engineering curriculum at a university in China. Design/methodology/approach A new curriculum, “ethics, involvement and sustainability,” was designed and presented to engineering students from an undergraduate major in quality management engineering. This curriculum incorporated knowledge acquisition and skills training into sustainability via various teaching approaches in a mandatory curriculum at Tongling University, China. Pre- and post-questionnaire surveys, as well as a fuzzy comprehensive evaluation model, were adopted to evaluate the changes in knowledge, attitudes and behaviors of respondents before and after curriculum implementation. Findings Significant changes in knowledge and attitudes were observed following the implementation of the curriculum. In terms of the development of new behaviors, the changes tended to be moderate. Generally, respondents were satisfied with the effectiveness of the new interdisciplinary curriculum post-implementation. Practical implications Positive results were observed for the pilot and practice of the new engineering education (NEE) strategy at the cooperating university in China. Specifically, the integration of sustainability into curriculum design, implementation and evaluation inspired greater social responsibility in engineering students’ decision-making processes. Additionally, it shed light on how to integrate the concept of sustainability into curricula. One limitation of this study was the absence of a comparison group that did not experience the new curriculum. Originality/value Scant attention has been paid to local universities in the context of the newly-launched NEE strategy. This study provides new insight regarding the implementation of sustainability into engineering curricula and practice via formal, but diversified, teaching approaches.

scholarly journals TEACHING TEAMWORK, ETHICS AND EQUITY, AND IMPACT ON SOCIETY AND THE ENVIRONMENT TO UNDERGRADUATE ENGINEERING STUDENTS: A REVIEW OF THE LITERATURE

2021 ◽  
Author(s):  
Ellie L. Grushcow ◽  
Patricia K. Sheridan
Keyword(s):  
Literature Review ◽  
Engineering Education ◽  
Engineering Students ◽  
Leadership Education ◽  
Engineering Curriculum ◽  
Review Of The Literature ◽  
Graduate Attributes ◽  
Undergraduate Engineering ◽  
Undergraduate Engineering Education ◽  
The Impact

This paper explores the way in which three graduate attributes have been instructed on, together, in the undergraduate engineering curriculum. In particular, this paper explores how teamwork, ethics & equity, and the impact of engineering on society and the environment are taught together. These three attributes are used as a framing for engineering leadership education to explore how it has been embedded in the curriculum from a graduate attributes perspective. Following systematic literature review principles, this work explores the prevalence and motivations forincorporating these attributes in undergraduate engineering education in Washington Accord signatory countries. Findings indicate that these attributes are not frequently documented as being taught together, and are motivated equally as a design topic as a leadership/entrepreneurship topic.

scholarly journals Educating Tomorrow’s Workforce for the Fourth Industrial Revolution – The Necessary Breakthrough in Mindset and Culture of the Engineering Profession

2021 ◽  
Author(s):  
Michael Max Bühler ◽  
Konrad Nübel ◽  
Thorsten Jelinek
Keyword(s):  
Engineering Education ◽  
Engineering Students ◽  
Industrial Revolution ◽  
Project Based Learning ◽  
Engineering Curriculum ◽  
Educational Approach ◽  
Student Centered ◽  
Fourth Industrial Revolution ◽  
Industrial Sectors ◽  
To Come

We are calling for a paradigm shift in engineering education. In times of the Fourth Industrial Revolution (“4IR”), a myriad of potential changes is affecting all industrial sectors leading to increased ambiguity that makes it impossible to predict what lies ahead of us. Thus, incremental culture change in education is not an option any more. The vast majority of engineering education and training systems, having remained mostly static and underinvested in for decades, are largely inadequate for the new 4IR labor markets. Some positive developments in changing the direction of the engineering education sector can be observed. Novel approaches of engineering education already deliver distinctive, student centered curricular experiences within an integrated and unified educational approach. We must educate engineering students for a future whose main characteristics are volatility, uncertainty, complexity and ambiguity. Talent and skills gaps across all industries are poised to grow in the years to come. The authors promote an engineering curriculum that combine timeless didactic tradition, such as Socratic inquiry, project-based learning and first-principles thinking with novel elements (e.g. student centered active and e-learning by focusing on the case study and apprenticeship pedagogical methods) as well as a refocused engineering skillset and knowledge. These capabilities reinforce engineering students’ perceptions of the world and the subsequent decisions they make. This 4IR engineering curriculum will prepare engineering students to become curious engineers and excellent communicators better navigating increasingly complex multistakeholder ecosystems.

Evaluating The Effectiveness Of Problem-Based Learning (Pbl) Implemented In The Textile Engineering Course - A Case Study On Ahsanullah University Of Science And Technology, Bangladesh

2014 ◽  
Vol 1 (1) ◽  
pp. 111-114
Author(s):  
Lal Mohan Baral ◽  
Ramzan Muhammad ◽  
Claudiu Vasile Kifor ◽  
Ioan Bondrea
Keyword(s):  
Engineering Students ◽  
Science And Technology ◽  
Problem Based Learning ◽  
Professional Life ◽  
System Level ◽  
Teaching Tool ◽  
Technical Problems ◽  
Empirical Survey ◽  
Undergraduate Programs

AbstractProblem-based learning as a teaching tool is now used globally in many areas of higher education. It provides an opportunity for students to explore technical problems from a system-level perspective and to be self-directed life-long learner which is mandatory for equipping engineering students with the skill and knowledge. This paper presents a case study illustrating the effectiveness of implemented Problem-based learning (PBL) during five semesters in the undergraduate programs of Textile Engineering in Ahsanullah University of Science and Technology (AUST). An assessment has been done on the basis of feedback from the students as well as their employers by conducting an empirical survey for the evaluation of PBL impact to enhance the student's competencies. The Evaluations indicate that students have achieved remarkable competencies through PBL practices which helped them to be competent in their professional life.

Sign in / Sign up

Export Citation Format

Share Document