The central philosophy of the International Faculty of Engineering (IFE) at the Technical University of Lodz (Politechnika Lodzka) in Poland is to educate international, technology-based leaders for the world economy of the 21st Century using the English language as the basis for instruction. Such leaders can expect a rapidly evolving, interrelated, global society. The faculty was established under the direction of an international advisory committee, including academicians from many countries. A broad curriculum was recommended to deal effectively with human and technological issues which span international boundaries. Faculty members include visiting professors who are native English speakers. The IFE has established a multidisciplinary program around a common core. This core includes a computer theme based upon a two-semester introductory computer science course in the first year. The first undergraduate degree program leading to a Bachelor of Engineering degree in electromechanical engineering began in Academic Year (AY) 93-94. Another program in business and technology which commenced in AY 94-95 is to be joined by the programs of (i) telecommunications and computer science and (ii) textile engineering in AY 95-96. A program leading to a Master of Engineering degree is now in preparation. Details of this expanding, integrated program and the methodology for computer science are presented.
{"title":"The IFE: integration of multiple disciplines in a multi-lingual environment","authors":"D. M. Litynski, B. Bobinska, J. Grudziecki","doi":"10.1109/FIE.1995.483134","DOIUrl":"https://doi.org/10.1109/FIE.1995.483134","url":null,"abstract":"The central philosophy of the International Faculty of Engineering (IFE) at the Technical University of Lodz (Politechnika Lodzka) in Poland is to educate international, technology-based leaders for the world economy of the 21st Century using the English language as the basis for instruction. Such leaders can expect a rapidly evolving, interrelated, global society. The faculty was established under the direction of an international advisory committee, including academicians from many countries. A broad curriculum was recommended to deal effectively with human and technological issues which span international boundaries. Faculty members include visiting professors who are native English speakers. The IFE has established a multidisciplinary program around a common core. This core includes a computer theme based upon a two-semester introductory computer science course in the first year. The first undergraduate degree program leading to a Bachelor of Engineering degree in electromechanical engineering began in Academic Year (AY) 93-94. Another program in business and technology which commenced in AY 94-95 is to be joined by the programs of (i) telecommunications and computer science and (ii) textile engineering in AY 95-96. A program leading to a Master of Engineering degree is now in preparation. Details of this expanding, integrated program and the methodology for computer science are presented.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129875399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Freshmen students are often treated as incapable of operating without carefully detailed instructions for many types of laboratory experiences. At Purdue-Kokomo, six different laboratory exercises are provided for our freshmen taking the initial course in Materials and Processing, MET 141. In the past, detailed written laboratory instructions were provided, spelling out exactly how to make the necessary measurements, how to use the equipment, how to convert measurements to the appropriate units, how to define the terms, etc. Almost a full hour was devoted to demonstrating how to use the equipment. Each lab group was visited to see the correct procedures were being used. For the Fall, 1994, semester this author decided to change to a style that includes the concept of self-directed work teams, using team building techniques where possible to enable students who are not well acquainted with each other and from varied backgrounds to work together as a team to solve the laboratory problem. Each group is required to turn in a group lab report for the first lab exercise, with individual reports for the remaining labs. This method allows for the collaborative experience to occur. The instructor arbitrarily selects a leader and the other team members. Selection criteria are arbitrary with an effort to balance each group. Each group is given a separate sample set and a set of equipment necessary to perform the lab. The instructor and technician then maintain a hands-off policy until asked questions by the lab groups. Assistance is provided when asked with respect to verifying measurements, etc., but, the students are required to ask questions that can be answered either "yes" or "no" when trying to determine why results do not seem to be correct. The results of this approach were very encouraging, resulting in better quality laboratory reports, and a clearer understanding of the use of measurement equipment.
{"title":"Collaborative learning experience in a freshman materials laboratory exercise","authors":"J. Williams","doi":"10.1109/FIE.1995.483057","DOIUrl":"https://doi.org/10.1109/FIE.1995.483057","url":null,"abstract":"Freshmen students are often treated as incapable of operating without carefully detailed instructions for many types of laboratory experiences. At Purdue-Kokomo, six different laboratory exercises are provided for our freshmen taking the initial course in Materials and Processing, MET 141. In the past, detailed written laboratory instructions were provided, spelling out exactly how to make the necessary measurements, how to use the equipment, how to convert measurements to the appropriate units, how to define the terms, etc. Almost a full hour was devoted to demonstrating how to use the equipment. Each lab group was visited to see the correct procedures were being used. For the Fall, 1994, semester this author decided to change to a style that includes the concept of self-directed work teams, using team building techniques where possible to enable students who are not well acquainted with each other and from varied backgrounds to work together as a team to solve the laboratory problem. Each group is required to turn in a group lab report for the first lab exercise, with individual reports for the remaining labs. This method allows for the collaborative experience to occur. The instructor arbitrarily selects a leader and the other team members. Selection criteria are arbitrary with an effort to balance each group. Each group is given a separate sample set and a set of equipment necessary to perform the lab. The instructor and technician then maintain a hands-off policy until asked questions by the lab groups. Assistance is provided when asked with respect to verifying measurements, etc., but, the students are required to ask questions that can be answered either \"yes\" or \"no\" when trying to determine why results do not seem to be correct. The results of this approach were very encouraging, resulting in better quality laboratory reports, and a clearer understanding of the use of measurement equipment.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130378810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The electromagnetic telegraph was the first widespread application of electrotechnology. It embodies essential electrical principles, but its basic operation is simple enough to be understood by most first-year college students. As part of an ARPA/NSF-sponsored effort to improve undergraduate instruction, a four-week course module was developed to introduce freshman students to electrical and computer engineering. The module used multimedia presentations, a 70-page set of course notes, and demonstrations conducted by the students themselves. Near the end of the module teams of students bid on the construction of a hypothetical 1890 telegraph system. The module concluded with a review of modern telecommunications. The course used several innovative approaches. Rather than extensive lectures, the in-class instruction was provided primarily by rotating pairs of students who performed demonstrations under the guidance of the instructor. Examples of the course material are given along with student evaluations of the course and recommendations for similar work in the future.
{"title":"Back to the future: the telegraph as an introduction to electrical and computer engineering","authors":"K. Stephan","doi":"10.1109/FIE.1995.483179","DOIUrl":"https://doi.org/10.1109/FIE.1995.483179","url":null,"abstract":"The electromagnetic telegraph was the first widespread application of electrotechnology. It embodies essential electrical principles, but its basic operation is simple enough to be understood by most first-year college students. As part of an ARPA/NSF-sponsored effort to improve undergraduate instruction, a four-week course module was developed to introduce freshman students to electrical and computer engineering. The module used multimedia presentations, a 70-page set of course notes, and demonstrations conducted by the students themselves. Near the end of the module teams of students bid on the construction of a hypothetical 1890 telegraph system. The module concluded with a review of modern telecommunications. The course used several innovative approaches. Rather than extensive lectures, the in-class instruction was provided primarily by rotating pairs of students who performed demonstrations under the guidance of the instructor. Examples of the course material are given along with student evaluations of the course and recommendations for similar work in the future.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129512523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper outlines the attempts by the Higher Education Funding Councils in the United Kingdom to assess the quality of education in the institutions it funds. It describes the Teaching Quality Improvement Scheme at the University of Salford (UK). University teachers may apply for grants to undertake research on their own instruction and the curriculum; it is a form of problem based learning into teaching and learning. An analysis of the educational needs of these teachers is made. These needs are related to those of students in a post graduate teacher training course in Ireland. From a comparison of these needs with the literature of engineering education, published in the last decade (much of it American), it is concluded that there exists in the engineering profession a corpus of knowledge capable of introducing commensurate courses to those in teacher education for engineering teachers, provided that a broad approach is taken.
{"title":"Toward the improvement of quality in engineering education","authors":"John Heywood","doi":"10.1109/FIE.1995.483023","DOIUrl":"https://doi.org/10.1109/FIE.1995.483023","url":null,"abstract":"The paper outlines the attempts by the Higher Education Funding Councils in the United Kingdom to assess the quality of education in the institutions it funds. It describes the Teaching Quality Improvement Scheme at the University of Salford (UK). University teachers may apply for grants to undertake research on their own instruction and the curriculum; it is a form of problem based learning into teaching and learning. An analysis of the educational needs of these teachers is made. These needs are related to those of students in a post graduate teacher training course in Ireland. From a comparison of these needs with the literature of engineering education, published in the last decade (much of it American), it is concluded that there exists in the engineering profession a corpus of knowledge capable of introducing commensurate courses to those in teacher education for engineering teachers, provided that a broad approach is taken.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130845817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
An undergraduate EET course in digital signal processing with a heavy emphasis on laboratory based applications using the Analog Devices ADSP2101, 16 bit fixed point processor is described. Exercises in waveform generation, filtering and spectral estimation are covered and extended into DSP applications designed to spark the students' enthusiasm. Waveform generation is extended to include generation of a waveform derived from an automobile engine speed sensor, FIR filtering is extended into /spl times/8 output over-sampling of audio signals and the IIR filter is extended to a 6 band graphical audio equaliser. Elements of hardware interfacing through the processor's high speed serial ports are also included.
{"title":"Hardware and software tools and laboratory experiments for an undergraduate EET course in digital signal processing","authors":"A. Oxtoby","doi":"10.1109/FIE.1995.483213","DOIUrl":"https://doi.org/10.1109/FIE.1995.483213","url":null,"abstract":"An undergraduate EET course in digital signal processing with a heavy emphasis on laboratory based applications using the Analog Devices ADSP2101, 16 bit fixed point processor is described. Exercises in waveform generation, filtering and spectral estimation are covered and extended into DSP applications designed to spark the students' enthusiasm. Waveform generation is extended to include generation of a waveform derived from an automobile engine speed sensor, FIR filtering is extended into /spl times/8 output over-sampling of audio signals and the IIR filter is extended to a 6 band graphical audio equaliser. Elements of hardware interfacing through the processor's high speed serial ports are also included.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127782655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ergonomics remains an important issue in industry today. Preventing and solving harmful ergonomic situations in the workplace can lead to greater productivity, profit, and employee moral. Currently, the School of Continuing Education at the Georgia Institute of Technology presents a week long course in ergonomics for industry personnel. This course covers basic ergonomic topics, including anthropometric charts, data on human limitations, and the principles of workplace design, and how to conduct a survey of the workplace for harmful ergonomic activities. An important aspect of this course is learning to apply the basic ergonomic data while conducting a survey, that is, using the knowledge of human abilities and limitations to identify harmful ergonomic activities that are present while a worker is doing his or her job. We have proposed, built, and evaluated a prototype multimedia instructional system, called ErgoTrainer. ErgoTrainer aids students, both students taking classes like the one taught at Georgia Tech and students learning on their own, in gaining basic ergonomic knowledge and learning the skill of job surveillance. The evaluation was successful and the results were positive.
{"title":"Multimedia tool set for teaching ergonomic analysis skills","authors":"J. Ockerman, C. Thompson","doi":"10.1109/FIE.1995.483095","DOIUrl":"https://doi.org/10.1109/FIE.1995.483095","url":null,"abstract":"Ergonomics remains an important issue in industry today. Preventing and solving harmful ergonomic situations in the workplace can lead to greater productivity, profit, and employee moral. Currently, the School of Continuing Education at the Georgia Institute of Technology presents a week long course in ergonomics for industry personnel. This course covers basic ergonomic topics, including anthropometric charts, data on human limitations, and the principles of workplace design, and how to conduct a survey of the workplace for harmful ergonomic activities. An important aspect of this course is learning to apply the basic ergonomic data while conducting a survey, that is, using the knowledge of human abilities and limitations to identify harmful ergonomic activities that are present while a worker is doing his or her job. We have proposed, built, and evaluated a prototype multimedia instructional system, called ErgoTrainer. ErgoTrainer aids students, both students taking classes like the one taught at Georgia Tech and students learning on their own, in gaining basic ergonomic knowledge and learning the skill of job surveillance. The evaluation was successful and the results were positive.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125267627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A freshman interdisciplinary laboratory class was recently adopted as a permanent course in the engineering curriculum at the University of Florida. This class is one of the projects developed under the Southeastern University and College Coalition for Engineering Education (SUCCEED). This class replaced the standard one-hour-per-week introductory freshman lecture. The class rotates 14 groups of 20 students each through weekly three-hour laboratory sessions in 11 engineering disciplines. Each discipline's lab exposes the students to hands-on experiments representing concepts related to the discipline's specialty. This paper discusses the efforts required to take an experimental course and make it a permanent one. Included are statistics which indicate that women experience significantly improved retention through the new course and minority retention is raised to the level of the general population.
佛罗里达大学(University of Florida)最近将大一新生的跨学科实验课作为工程学课程的固定课程。本课程是东南大学与学院工程教育联盟(success)开发的项目之一。这门课取代了标准的每周一小时的新生导论课。该课程由14个小组轮流授课，每组20名学生，每周在11个工程学科上进行三小时的实验。每个学科的实验室都让学生接触到与该学科专业相关的概念的动手实验。本文论述了开设实验课程并使之成为一门永久性课程所需要的努力。其中的统计数字表明，通过新课程，妇女的保留率大大提高，少数民族的保留率提高到一般人口的水平。
{"title":"Institutionalizing curriculum change: a SUCCEED case history","authors":"M. Hoit, M. Ohland","doi":"10.1109/FIE.1995.483090","DOIUrl":"https://doi.org/10.1109/FIE.1995.483090","url":null,"abstract":"A freshman interdisciplinary laboratory class was recently adopted as a permanent course in the engineering curriculum at the University of Florida. This class is one of the projects developed under the Southeastern University and College Coalition for Engineering Education (SUCCEED). This class replaced the standard one-hour-per-week introductory freshman lecture. The class rotates 14 groups of 20 students each through weekly three-hour laboratory sessions in 11 engineering disciplines. Each discipline's lab exposes the students to hands-on experiments representing concepts related to the discipline's specialty. This paper discusses the efforts required to take an experimental course and make it a permanent one. Included are statistics which indicate that women experience significantly improved retention through the new course and minority retention is raised to the level of the general population.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"111 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128095623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A one credit hour laboratory course taught in the first quarter of the sophomore year is used to integrate the disciplines of materials science and engineering, manufacturing and design, and to help students make connection between mathematics, engineering science and design. Course activities aim to help students develop a feel for the design process; they will participate in the design and manufacturing of a product from start to finish. Students will engage in hands on activities to investigate the relationships between properties, structure and processing of materials, and will synthesize a process to solve a design problem involving mechanical forming. Students will also apply statistics for product description, tolerance, and properties, and they will make oral and written presentations about their design projects. The course meets once a week for three hours, and is team taught by two faculty members, one with background in materials science and the other with background in manufacturing and design.
{"title":"Integrating materials, manufacturing and design in the sophomore year","authors":"E. Tsang, A. Wilhelm","doi":"10.1109/FIE.1995.483148","DOIUrl":"https://doi.org/10.1109/FIE.1995.483148","url":null,"abstract":"A one credit hour laboratory course taught in the first quarter of the sophomore year is used to integrate the disciplines of materials science and engineering, manufacturing and design, and to help students make connection between mathematics, engineering science and design. Course activities aim to help students develop a feel for the design process; they will participate in the design and manufacturing of a product from start to finish. Students will engage in hands on activities to investigate the relationships between properties, structure and processing of materials, and will synthesize a process to solve a design problem involving mechanical forming. Students will also apply statistics for product description, tolerance, and properties, and they will make oral and written presentations about their design projects. The course meets once a week for three hours, and is team taught by two faculty members, one with background in materials science and the other with background in manufacturing and design.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127079727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Kolodner, J. Allen, B. Bullock, C. Hmelo, S. Khan, M. McCracken, F. Mistree, W. Newstetter, M. Realff
One of our greatest challenges in education is to prepare our students for the realities of the workplace they will be entering. In an economy characterized by global competition and continuous change, students need career-sustaining skills in addition to hard knowledge. They must know how to synthesize and integrate information; to work together in teams; to be creative; to attack open, multidisciplinary problems; to communicate the answers obtained; and to bring ideas into fruition. Recent critiques of engineering education, state the need a slightly different way. They claim that engineering education has focused too much of its energy on engineering science at the expense of engineering design. The author considers how Georgia Tech's EduTech Institute is spearheading an interdisciplinary effort to address these needs. Key to the effort is a two-quarter pre-disciplinary introduction to design. The introductory courses are designed to lay the foundations for teaming principles and strategies behind good design, reasoning involved in doing design, and cognitive and social skills a designer needs. Keeping in mind that good design requires effective collaboration and effective use of computer technology, collaboration and use of software is integral to the courses.
{"title":"Toward a pre-disciplinary introductory design sequence","authors":"J. Kolodner, J. Allen, B. Bullock, C. Hmelo, S. Khan, M. McCracken, F. Mistree, W. Newstetter, M. Realff","doi":"10.1109/FIE.1995.483172","DOIUrl":"https://doi.org/10.1109/FIE.1995.483172","url":null,"abstract":"One of our greatest challenges in education is to prepare our students for the realities of the workplace they will be entering. In an economy characterized by global competition and continuous change, students need career-sustaining skills in addition to hard knowledge. They must know how to synthesize and integrate information; to work together in teams; to be creative; to attack open, multidisciplinary problems; to communicate the answers obtained; and to bring ideas into fruition. Recent critiques of engineering education, state the need a slightly different way. They claim that engineering education has focused too much of its energy on engineering science at the expense of engineering design. The author considers how Georgia Tech's EduTech Institute is spearheading an interdisciplinary effort to address these needs. Key to the effort is a two-quarter pre-disciplinary introduction to design. The introductory courses are designed to lay the foundations for teaming principles and strategies behind good design, reasoning involved in doing design, and cognitive and social skills a designer needs. Keeping in mind that good design requires effective collaboration and effective use of computer technology, collaboration and use of software is integral to the courses.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"90 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114021755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The National Science Foundation in collaboration with its engineering school coalition partners has been exploring methods for improving undergraduate engineering education. This initiative began in response to a 1992 survey of engineering deans and employers that identified specific weaknesses in engineering education. In response to this survey NSF and its partners have been attempting to remediate the identified weaknesses through specific educational practices. These include providing opportunities for: creative problem formulation and solving experiences; designing in teams; developing written, spoken and graphical communication skills; and using computers as cognitive tools. We know that engineering students need such opportunities to develop the kinds of skills that anoint them to change the world, but we know little about the pedagogic issues involved in developing such skills. This paper reports on a preliminary ethnographic study of a mechanical engineering design classroom. Although not developed in response to the NSF initiative, the course as it has evolved over the years has incorporated most of the the aforementioned remediation recommendations.
{"title":"Learning to change the world: a case study of a mechanical engineering design course","authors":"W. Newstetter, J.I. Kolodner","doi":"10.1109/FIE.1995.483171","DOIUrl":"https://doi.org/10.1109/FIE.1995.483171","url":null,"abstract":"The National Science Foundation in collaboration with its engineering school coalition partners has been exploring methods for improving undergraduate engineering education. This initiative began in response to a 1992 survey of engineering deans and employers that identified specific weaknesses in engineering education. In response to this survey NSF and its partners have been attempting to remediate the identified weaknesses through specific educational practices. These include providing opportunities for: creative problem formulation and solving experiences; designing in teams; developing written, spoken and graphical communication skills; and using computers as cognitive tools. We know that engineering students need such opportunities to develop the kinds of skills that anoint them to change the world, but we know little about the pedagogic issues involved in developing such skills. This paper reports on a preliminary ethnographic study of a mechanical engineering design classroom. Although not developed in response to the NSF initiative, the course as it has evolved over the years has incorporated most of the the aforementioned remediation recommendations.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121933259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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