scholarly journals Experiencing Your Education: What Engineering Education Can Learn from Dialogue

2011 ◽  
Author(s):  
Janna Rosales ◽  
Gloria Montano
Keyword(s):  
Engineering Education ◽  
Social Intelligence ◽  
Engineering Students ◽  
Interdisciplinary Collaboration ◽  
Team Work ◽  
Participatory Workshop ◽  
Communications Skills ◽  
Political Economic ◽  
Professional Degrees ◽  
Memorial University Of Newfoundland

What do engineers need to know beyond the textbook? Success as an engineer today also depends on the ability to hone skills such as team work, social intelligence and interdisciplinary collaboration, qualities that extend far beyond engineering itself. Dialogue education is one effective method being used in higher education to enhance student success, and it offers intriguing possibilities when paired with the curriculum for professional degrees. When students participate in dialogue education they not only sharpen professional communications skills, but also cultivate a richer understanding of the diverse perspectives which they encounter as they learn to engage constructively with the world around them. What can engineering education gain from dialogue education? In March 2011, the MetaKettle Project (Faculty of Engineering and Applied Science, Memorial University of Newfoundland), sponsored the "Dialogue Lab", a participatory workshop for graduate and undergraduate engineering students. The purpose of this workshop was to explore the ways that dialogue can be used as a practical and effective tool within the engineering profession in order to construct positive social, political, economic, civic and personal outcomes. This paper will report and reflect upon the results of the Dialogue Lab and examine what role dialogue can play in engineering education. 

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.

MNC-Sponsored Multidisciplinary Industrial-Strength Capstone Design Projects in China

2014 ◽  
Vol 2 (10) ◽  
pp. 54-65
Author(s):  
Vincent Chang
Keyword(s):  
Engineering Education ◽  
Biomedical Engineering ◽  
Multinational Corporation ◽  
Engineering Students ◽  
Internet Technology ◽  
Computer Engineering ◽  
University Of Michigan ◽  
Design Projects ◽  
Industrial Strength ◽  
Capstone Design

With a growing need to reform Chinese higher engineering education, University of Michigan—Shanghai Jiao Tong University Joint Institute (JI) initiated multinational corporation-sponsored industrial-strength Capstone Design Projects (CDP) in 2011. Since 2011, JI has developed 96 corporate-sponsored CDPs since its inception, which include multinational corporation sponsors such as Covidien, Dover, GE, HP, Intel, NI, Philips, and Siemens. Of these projects, healthcare accounts for 27%, energy 24%, internet technology (IT) 22%, electronics 16%, and other industries 11%. This portfolio reflects the trends and needs in the industry, which provides opportunities for engineering students to develop their careers. An accumulated 480 JI students have been teamed up based on their individual backgrounds, specifically electrical engineering, computer engineering, computer science, mechanical engineering, and biomedical engineering. The corporate-sponsored rate grew from 0% in 2010 to 86% in 2014.

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.

Enhancing Mechanism Simulation in Engineering Education by a Hypermedia System

1996 ◽  
Author(s):  
E. Giannotti ◽  
C. Galletti
Keyword(s):  
Engineering Education ◽  
Engineering Students ◽  
Mechanics Of Machines ◽  
Educational Tools ◽  
Laboratory Activities ◽  
Simulation Based ◽  
Hypermedia System

Abstract An attempt to focus problems encountered in teaching mechanics of machines to engineering students has stimulated the authors of this paper to develop specific software, lectures and laboratory activities with different emphases and relations between the teacher’s and students’ tasks. A multi-year study has been made to test if and how simulation, based on a hypermedia system, can be used in developing educational tools for this new courseware. As a result, new tools for learning mechanics of machines are proposed.

Role of Emotional Intelligence in Academic Achievement

2014 ◽  
pp. 255-263 ◽  
Author(s):  
Tripti Singh ◽  
Manish Kumar Verma ◽  
Rupali Singh
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Social Intelligence ◽  
Engineering Students ◽  
School Level ◽  
First Year ◽  
First Year Students ◽  
Academic Achievements ◽  
Emotional Intelligence Inventory

The purpose of this study is to see whether there is a relationship between emotional intelligence and academic achievement. The study respondents were B.Tech first year students from the Agra region. Sampling is stratified, making sure that gender, race, socioeconomic status, and abilities are appropriately represented. The respondents are given Emotional Intelligence Inventory (EII–MM), developed by S. K. Mangal and Shubhra Mangal. It consists of 100 items under four scales .The analysis suggests that there is a significant relationship between Emotional Intelligence and Academic Achievement. IQ alone is no more the measure for success; emotional intelligence, social intelligence, and luck also play a big role in a person's success. This study contributes in acknowledging the fact that even engineering students’ academic achievements are attached with Emotional intelligence. Thus, teaching emotional and social skills only at the school level is not sufficient; this can be taught in engineering studies, as well for accomplishing high academic achievements.

Evaluation of Transversal Competences of the Engineering Students and their Relation to the Enterprise Requirements

2013 ◽  
pp. 1-17 ◽  
Author(s):  
José Luis Sánchez de la Rosa ◽  
Silvia Alayón Miranda ◽  
Carina Soledad González
Keyword(s):  
Engineering Students ◽  
Team Work ◽  
Easy Task ◽  
Engineering Studies ◽  
University Studies ◽  
The University

The importance of the evaluation of the transversal competences in engineering studies is explained in this chapter. Transversal competences are of great importance to enterprises that like to recruit students after their graduation. They look for trained professionals, thoroughly prepared not only to solve practical problems but also to be successfully integrated in a team work. Transversal competences are not directly related to the theoretical content of the curricula, and the assessment of the level of transversal competences developed through the university studies is not an easy task. A methodology for evaluating transversal skills during the Final Year Project (FYP) assessment is proposed. And a new modality of FYP to improve the acquisition of transversal skills is presented.

Novel Method of Assessing Practical Intelligence Acquired in Mechatronics Laboratory Classes

2015 ◽  
pp. 895-928
Author(s):  
Zol Bahri Razali
Keyword(s):  
Engineering Education ◽  
Engineering Students ◽  
Explicit Knowledge ◽  
Assessment Instruments ◽  
Practical Intelligence ◽  
Work Related ◽  
Novel Method ◽  
The Difference ◽  
Representative Work ◽  
Method Of Assessment

Practical intelligence is often referred to as the ability of a person to solve practical challenges in a given domain. The lack of practical intelligence may be due to the way in which explicit knowledge is valued and subsequently assessed in engineering education, namely via examinations, tests, laboratory reports, and tutorial exercises. The lack of effective assessments on practical intelligence indicates implicit devaluation, which can significantly impair engineering students' ability to acquire practical intelligence. To solve this problem, the authors propose a new method of assessment for measuring practical intelligence acquired by engineering students after performing engineering laboratory classes. The novices-experts approach is used in designing the assessment instruments, based on the behaviors' of novices/experts observed and novices/experts representative work-related situations. The practical intelligence can be measured by calculating the difference between participants' and the experts' ratings; the closer the novices to experts, the higher the practical intelligence acquired.

Teaching Engineering Ethics in the Classroom

2016 ◽  
pp. 1334-1349
Author(s):  
Josep M. Basart
Keyword(s):  
Engineering Education ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Engineering Ethics ◽  
Public Welfare ◽  
Social Responsibilities ◽  
Teaching Responsibilities ◽  
Ethics Courses ◽  
And Training ◽  
Insight Into

Engineering students are introduced to their profession's ethical and social responsibilities along with their education and training at university. This might be the only time and place where public welfare engagement may be promoted by the institution and acknowledged by students. Their future behavior as engineers heavily depends on the understanding and commitment they may develop during this process. The purpose of this chapter is to discuss the main points related to the teaching and learning of Engineering Ethics at universities. In order to gain insight into this complex educational scene, a set of questions are formulated and explored. The discussion of these questions amounts to explain what Engineering Education consists of, how to integrate Engineering Ethics courses into the curriculum and develop instructional designs for classroom teaching, who should assume teaching responsibilities, and finally, what Engineering Ethics goals should be. For each query, the primal issues, controversies, and alternatives are discussed.

Sign in / Sign up

Export Citation Format

Share Document