scholarly journals Learning to Learn: Defining an Engineering Learning Culture

2019 ◽  
Author(s):  
Marnie Vegessi Jamieson ◽  
John M. Shaw
Keyword(s):  
Engineering Education ◽  
Lifelong Learning ◽  
Design Education ◽  
Learning Culture ◽  
Engineering Practice ◽  
Learning To Learn ◽  
Graduate Attributes ◽  
Engineering Design Education ◽  
Functional Learning ◽  
Cultural Construct

Learning is a cultural construct. Beliefs, perceptions and values regarding learning shape the culture of a classroom and a program of study. A framework for engineering education grounded in the Canadian Engineering Accreditation Board (CEAB) Graduate Attributes and engineering practice is proposed. Methods and activities to shape a learning culture in engineering design education consistent with a community of practice and lifelong learning are also proposed. This transformational approach offers an opportunity to teach lifelong learning and integrate engineering practice and engineering education, while entrenching graduate attributes more deeply in the engineering curriculum. Accountability, engagement, recognition, motivation, appreciation, credibility, and continual improvement are key elements of a functional learning culture. Learning moments are a concise way to make learning to learn a relevant part of each session and encourage student reflection and metacognition.  

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.

scholarly journals Engaging Students in Meaningful Learning: Understanding Student Perspectives of Engineering Design Education

1969 ◽  
Author(s):  
Richard Aleong ◽  
David Strong
Keyword(s):  
Qualitative Study ◽  
Engineering Education ◽  
Engineering Design ◽  
Design Education ◽  
Vital Role ◽  
Full Extent ◽  
Undergraduate Engineering ◽  
Engineering Design Education ◽  
Master's Thesis ◽  
Research Findings

Learning how to design plays a vital role inengineering education to prepare students to solve openended,complex problems. To serve the continuousimprovement of engineering design education, a qualitative study of undergraduate engineering students’perspectives of engineering design was conducted. This research aims to understand the meaning students place on design in their engineering education and how thismeaning is described. By examining what students thinkabout learning and practicing design, engineeringeducators can be better positioned to enhanceinstructional strategies and curriculum development. The full extent of the research findings and implicationswill be presented in the researcher’s master’s thesis. This spaper serves to highlight the application of qualitativeresearch and the learning sciences in engineering education.

scholarly journals An Evaluation of Group Work in First-Year Engineering Design Education

2017 ◽  
pp. 145-168
Author(s):  
Stuart Palmer ◽  
Wayne Hall
Keyword(s):  
Engineering Design ◽  
Group Work ◽  
Design Education ◽  
Peer Assessment ◽  
Social Process ◽  
Engineering Application ◽  
Research Literature ◽  
Engineering Practice ◽  
First Year ◽  
Engineering Design Education

It is argued that ‘design' is an essential characteristic of engineering practice, and hence, an essential theme of engineering education. It is suggested that first-year design courses enhance commencing student motivation and retention, and introduce engineering application content and basic design experience early in the curriculum. The research literature indicates that engineering design practice is a deeply social process, with collaboration and group interactions required at almost every stage. This chapter documents the evaluation of the initial and subsequent second offerings of a first-year engineering design unit at Griffith University in Australia. The unit 1006ENG Design and Professional Skills aims to provide an introduction to engineering design and professional practice through a project-based approach to problem solving. The unit learning design incorporates student group work, and uses self-and-peer-assessment to incorporate aspects of the design process into the unit assessment and to provide a mechanism for individualization of student marks.

Instructor approaches to creativity in engineering design education

2018 ◽  
Vol 233 (2) ◽  
pp. 395-402
Author(s):  
Yasemin Tekmen-Araci ◽  
Llewellyn Mann
Keyword(s):  
Engineering Education ◽  
Engineering Design ◽  
Design Education ◽  
Engineering Students ◽  
Practical Implementation ◽  
Training Methods ◽  
Action Research Project ◽  
Educational Backgrounds ◽  
Engineering Design Education ◽  
Fostering Creativity

Creativity is essential in the engineering design process. Researchers, academics, educators, and engineering organisations all agree that further improvement is necessary in training methods for fostering creativity in engineering education. Even though studies exist about how creativity should be taught in engineering education, there is still limited research about the challenges of practical implementation. To address this gap, an action research project has been conducted in two undergraduate Mechanical Engineering design subjects at a prominent university in Australia with the aim of enhancing creativity during the problem-solving process. The study shows the many challenges that arose when enhancing creativity in engineering design education, and the issues that surrounded this implementation. Although teaching creativity to engineering students is a challenge, this study illuminates the difficulties of convincing the engineering instructors to embed creativity in the subjects they teach. Overall, the study found that instructors' understandings and beliefs about creativity influence their teaching approach and what they value. These influences were around four main areas: the instructors' focus on the design product being produced, their educational backgrounds and training, the subjective nature of creativity and their beliefs about it, and the performance mindset of the instructors. These findings suggest that enhancing creativity among engineering students is not possible until the engineering educators and practitioners understand and value creativity practice.

scholarly journals Aligning Engineering Design Education with Accreditation Requirements

2014 ◽  
Vol 3 (3) ◽  
pp. 110-121
Author(s):  
Sivachandran Chandrasekaran ◽  
Aman Maung Than Oo ◽  
Guy Littlefair ◽  
Alex Stojcevski
Keyword(s):  
Higher Education ◽  
Engineering Design ◽  
Design Education ◽  
The United States ◽  
Engineering Programs ◽  
Graduate Attributes ◽  
Engineering Design Education ◽  
Engineering And Technology ◽  
Professional Body ◽  
Curriculum Education

This paper focuses on aligning engineering design with accreditation requirements in engineering education. To be an accredited curriculum, education programs must incorporate graduate attributes required by program accrediting professional bodies. Graduate attributes are the required benchmarks for students to attain their specific qualities and abilities within a higher education institute. Most higher education institutions identify a list of expected graduate attributes or outcomes that are incorporated in their educational programs to be accredited by an accrediting professional body such as Engineers Australia (EA), Accreditation Board of Engineering and Technology (ABET) in the United States, and the European Accreditation of Engineering Programs (EUR-ACE) in Europe. This paper evaluates the program educational objectives, student outcomes, assessment methods and evaluation of different undergraduate engineering programs. It assesses how engineering design is practiced and incorporated as an important element of the graduate attributes through project oriented design based learning curriculum aligned with professional accreditation requirements.

scholarly journals THE ROLE OF THE LABORATORY IN DESIGN ENGINEERING EDUCATION

2011 ◽  
Author(s):  
Brian Surgenor ◽  
Kevin Firth
Keyword(s):  
Automatic Control ◽  
Engineering Education ◽  
Engineering Design ◽  
Control Systems ◽  
Design Education ◽  
Design Engineering ◽  
Design Project ◽  
Automatic Control Systems ◽  
Engineering Design Education

This paper discusses the role of the laboratory in engineering design education, and specifically, how laboratories can be used to help meet elements of the CEAB requirements for engineering design and in doing so, complement the objectives of design project courses. Examples are taken from two courses offered at Queen’s University: 1) automatic control systems and 2) mechatronics engineering.

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.

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.

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