Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508834
A. Hurson, S. Sedigh
Computer science as a discipline encompasses the study and creation of computational techniques for problem-solving. Unfortunately, much of the benefit of these techniques to engineering students is lost in translation, in part due to the disconnect between introductory computing courses and the disciplinary courses that introduce problems that could benefit from computational techniques. A considerable body of literature has documented the ineffectiveness of traditional programming courses in transferring usable knowledge to students, specifically where problem-solving skills and computational thinking are concerned. This paper describes a transformative change to the instruction of introductory computing to engineering students, in the context of a single non-major course. In the proposed architecture, a core lecture is supplemented with plug-in domain-specific modules and problems that are presented in domain-specific recitation/laboratory sections. The focus of the lecture component of the course is to introduce the core concepts and skills required for computational thinking, including algorithms and software engineering techniques. The recitation/laboratory component encourages and guides the application of these skills to introductory problems in engineering. The objective is to shift the emphasis from the minutia of the syntax of textual programming languages to computational thinking.
{"title":"Transforming the Instruction of Introductory Computing to Engineering Students","authors":"A. Hurson, S. Sedigh","doi":"10.1109/TEE.2010.5508834","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508834","url":null,"abstract":"Computer science as a discipline encompasses the study and creation of computational techniques for problem-solving. Unfortunately, much of the benefit of these techniques to engineering students is lost in translation, in part due to the disconnect between introductory computing courses and the disciplinary courses that introduce problems that could benefit from computational techniques. A considerable body of literature has documented the ineffectiveness of traditional programming courses in transferring usable knowledge to students, specifically where problem-solving skills and computational thinking are concerned. This paper describes a transformative change to the instruction of introductory computing to engineering students, in the context of a single non-major course. In the proposed architecture, a core lecture is supplemented with plug-in domain-specific modules and problems that are presented in domain-specific recitation/laboratory sections. The focus of the lecture component of the course is to introduce the core concepts and skills required for computational thinking, including algorithms and software engineering techniques. The recitation/laboratory component encourages and guides the application of these skills to introductory problems in engineering. The objective is to shift the emphasis from the minutia of the syntax of textual programming languages to computational thinking.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129744806","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}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508842
Gavin Duffy, B. Bowe
For many years engineering programmes have placed a stronger emphasis on the development of technical knowledge, understanding and skills at the expense of personal skills such as initiative, creativity, communication, teamwork and lifelong self-directed learning. Recent changes in accreditation criteria call for greater competences in these skills to be achieved in the undergraduate programme. An argument is presented that this requires a change from the traditional approach to engineering education to a group-based project driven one as this is compatible with concurrent development of both technical and non-technical learning outcomes. Just as a clear path of progression exists from the fundamentals of science in stage one to the advanced engineering content in the final year so too should personal skills be developed in a progressive structured way. This paper presents a strategy that is currently being developed and implemented in the School of Electrical Engineering Systems in the Dublin Institute of Technology in a four year Bachelor of Engineering programme. In the group-based project-driven approach students practice communication and team work skills not in isolation to but integrated with the programme's technical content. The early stages of the programme focus on strongly developing the group learning process and introducing students to a reflective practice so they can observe and improve performance. Tutor observation fades in later years as students become more adept at managing group work and self-directed learning. This strategy is designed to progressively change a dependent freshman student into an independent graduate who is prepared for the challenges ahead.
{"title":"A Strategy for the Development of Lifelong Learning and Personal Skills throughout an Undergraduate Engineering Programme","authors":"Gavin Duffy, B. Bowe","doi":"10.1109/TEE.2010.5508842","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508842","url":null,"abstract":"For many years engineering programmes have placed a stronger emphasis on the development of technical knowledge, understanding and skills at the expense of personal skills such as initiative, creativity, communication, teamwork and lifelong self-directed learning. Recent changes in accreditation criteria call for greater competences in these skills to be achieved in the undergraduate programme. An argument is presented that this requires a change from the traditional approach to engineering education to a group-based project driven one as this is compatible with concurrent development of both technical and non-technical learning outcomes. Just as a clear path of progression exists from the fundamentals of science in stage one to the advanced engineering content in the final year so too should personal skills be developed in a progressive structured way. This paper presents a strategy that is currently being developed and implemented in the School of Electrical Engineering Systems in the Dublin Institute of Technology in a four year Bachelor of Engineering programme. In the group-based project-driven approach students practice communication and team work skills not in isolation to but integrated with the programme's technical content. The early stages of the programme focus on strongly developing the group learning process and introducing students to a reflective practice so they can observe and improve performance. Tutor observation fades in later years as students become more adept at managing group work and self-directed learning. This strategy is designed to progressively change a dependent freshman student into an independent graduate who is prepared for the challenges ahead.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123392248","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}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508833
Tara Astigarraga, Eli M. Dow, Christina L. Lara, R. Prewitt, Maria R. Ward
In order to produce quality products, companies require new engineering students that have good problem solving, debugging, and analysis skills. Many graduates enter the work force with exceptional development skills, but lack proficiency in test, debugging, and analysis skills. This is in part because academic curricula emphasize development at the expense of teaching software testing as a formal engineering discipline. The majority of curricula today emphasize the initial phases of a development life cycle, namely: requirements gathering, architecture design, and implementation. The skills which are retained in this area of test are often learned ad-hoc while working on solutions for an implementation-oriented course. The lack of formal test education among graduates forces industry to spend substantial resources to properly educate graduates in the art and science of software testing. The contribution of this paper to the literature includes an evaluation of software testing as an industry profession, a survey of current curricula guidelines, a survey of software testing education in practice today, and a discussion of ongoing efforts to advance the status of software testing in academic curricula through a novel, crowd-sourced, industry-expert, approach to software test education.
{"title":"The Emerging Role of Software Testing in Curricula","authors":"Tara Astigarraga, Eli M. Dow, Christina L. Lara, R. Prewitt, Maria R. Ward","doi":"10.1109/TEE.2010.5508833","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508833","url":null,"abstract":"In order to produce quality products, companies require new engineering students that have good problem solving, debugging, and analysis skills. Many graduates enter the work force with exceptional development skills, but lack proficiency in test, debugging, and analysis skills. This is in part because academic curricula emphasize development at the expense of teaching software testing as a formal engineering discipline. The majority of curricula today emphasize the initial phases of a development life cycle, namely: requirements gathering, architecture design, and implementation. The skills which are retained in this area of test are often learned ad-hoc while working on solutions for an implementation-oriented course. The lack of formal test education among graduates forces industry to spend substantial resources to properly educate graduates in the art and science of software testing. The contribution of this paper to the literature includes an evaluation of software testing as an industry profession, a survey of current curricula guidelines, a survey of software testing education in practice today, and a discussion of ongoing efforts to advance the status of software testing in academic curricula through a novel, crowd-sourced, industry-expert, approach to software test education.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121424856","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}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508870
Shannon McNulty, P. Enjeti
This paper reviews how Texas A&M University at Qatar's globalized study abroad program addresses multiple needs in the field of international education abroad: 1) Arabic language study, 2) international experience in the Middle East, 3) expansion of opportunities for engineering students abroad, and 4) linkages between student academics, socio-cultural experiences, and professional exposure. The mechanics, processes, support mechanisms, and faculty involvement will be discussed. The sending and receiving successes, challenges, and individual student experiences will also be shared. To conclude, a strategic vision to other institutions considering the development of similar international programs will be posited.
{"title":"Connecting Campuses and Building International Competencies with Study Abroad Programs: The Texas A&M University at Qatar Experience","authors":"Shannon McNulty, P. Enjeti","doi":"10.1109/TEE.2010.5508870","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508870","url":null,"abstract":"This paper reviews how Texas A&M University at Qatar's globalized study abroad program addresses multiple needs in the field of international education abroad: 1) Arabic language study, 2) international experience in the Middle East, 3) expansion of opportunities for engineering students abroad, and 4) linkages between student academics, socio-cultural experiences, and professional exposure. The mechanics, processes, support mechanisms, and faculty involvement will be discussed. The sending and receiving successes, challenges, and individual student experiences will also be shared. To conclude, a strategic vision to other institutions considering the development of similar international programs will be posited.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131528966","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}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508829
S. Sharad, Tom Robbins
There has been a lot of emphasis placed on providing hands-on project based learning in engineering education A lot of these initiatives have also been successful in creating an environment where the student goes beyond theory and incorporates real-world signals in the experiments. However, there is still a major gap in being able to sustain this kind of excitement being able to provide an immersive hands-on learning experience throughout the tenure of a student's time in engineering. This gap becomes apparent when we consider that a student only spends one-fifths of their time in the lab as compared to a staggering three-fifths of their time doing their homework. However today, apart from some grass root efforts there is not much emphasis to introduce hands-on project based learning as part of a student's homework experience primarily because of the lack of affordable technologies. In this paper, we will explore Project based learning advances in both undergraduate engineering classes like introduction to engineering and senior or capstone design as well as the pipeline that feeds into the university space, the high school programs. We will then make the case for need for project based learning in the dorm room, and what the requirements are to enable educators to make experiments scalable to the dorm room. We will also look at an implementation from Georgia Tech and the lessons learned from their experiment as well as look at some technologies that lend themselves to dorm-room based experiments.
{"title":"Towards Achieving Hands-On Project Based Learning beyond Laboratories and into the Dorm Rooms","authors":"S. Sharad, Tom Robbins","doi":"10.1109/TEE.2010.5508829","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508829","url":null,"abstract":"There has been a lot of emphasis placed on providing hands-on project based learning in engineering education A lot of these initiatives have also been successful in creating an environment where the student goes beyond theory and incorporates real-world signals in the experiments. However, there is still a major gap in being able to sustain this kind of excitement being able to provide an immersive hands-on learning experience throughout the tenure of a student's time in engineering. This gap becomes apparent when we consider that a student only spends one-fifths of their time in the lab as compared to a staggering three-fifths of their time doing their homework. However today, apart from some grass root efforts there is not much emphasis to introduce hands-on project based learning as part of a student's homework experience primarily because of the lack of affordable technologies. In this paper, we will explore Project based learning advances in both undergraduate engineering classes like introduction to engineering and senior or capstone design as well as the pipeline that feeds into the university space, the high school programs. We will then make the case for need for project based learning in the dorm room, and what the requirements are to enable educators to make experiments scalable to the dorm room. We will also look at an implementation from Georgia Tech and the lessons learned from their experiment as well as look at some technologies that lend themselves to dorm-room based experiments.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128093059","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}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508886
A. Nielsen, J. Vang
As economic and technological globalization continuously unfolds a new international division of labor for engineers start to emerge. Engineers in the OECD-countries increasingly have to participate in rejuvenating incumbents located in the OECD countries, hence have to become involved in intrapreneurship. This paper sheds light on two questions: what constitutes the core of an education in engineering management that focuses on intrepreneurship and which teaching challenges does it imply? Based on an original in-depth study of engineering management at Aalborg University, Denmark, the paper addresses six content areas that pose significant challenges and thus needs to be addressed.
{"title":"Training Engineering Students for Intrapreneurship - Challenges and Dilemmas for Project Supervisors of Modern Engineers","authors":"A. Nielsen, J. Vang","doi":"10.1109/TEE.2010.5508886","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508886","url":null,"abstract":"As economic and technological globalization continuously unfolds a new international division of labor for engineers start to emerge. Engineers in the OECD-countries increasingly have to participate in rejuvenating incumbents located in the OECD countries, hence have to become involved in intrapreneurship. This paper sheds light on two questions: what constitutes the core of an education in engineering management that focuses on intrepreneurship and which teaching challenges does it imply? Based on an original in-depth study of engineering management at Aalborg University, Denmark, the paper addresses six content areas that pose significant challenges and thus needs to be addressed.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128131798","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}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508822
Amy J. Conger, B. Gilchrist, J. Holloway, A. Huang-Saad, V. Sick, T. Zurbuchen
The need for 21st century engineers to be educated as creative innovators is discussed. Three complementary experiential learning programs that help engineering students learn to stretch beyond their comfort zones are described: a multidisciplinary design program; an entrepreneurship program; and an international engineering program. These three interdisciplinary programs each address common educational needs: to create flexible, creative, self-actualized change agents. The approaches we are taking to implement and institutionalize these in a large, comprehensive, research oriented university are described.
{"title":"Experiential Learning Programs for the Future of Engineering Education","authors":"Amy J. Conger, B. Gilchrist, J. Holloway, A. Huang-Saad, V. Sick, T. Zurbuchen","doi":"10.1109/TEE.2010.5508822","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508822","url":null,"abstract":"The need for 21st century engineers to be educated as creative innovators is discussed. Three complementary experiential learning programs that help engineering students learn to stretch beyond their comfort zones are described: a multidisciplinary design program; an entrepreneurship program; and an international engineering program. These three interdisciplinary programs each address common educational needs: to create flexible, creative, self-actualized change agents. The approaches we are taking to implement and institutionalize these in a large, comprehensive, research oriented university are described.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134206200","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}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508951
M. A. F. Rueda, M. Gilchrist
As a cornerstone subject for all undergraduate engineering degree programs, mechanics is best taught from fundamental principles and by reinforcing students' learning through active learning strategies. This approach provides students with a solid understanding of basic concepts before they subsequently study more advanced topics such as applied dynamics, mechanics of solids & structures, and mechanics of fluids. MEEN10030, Mechanics for Engineers, is a compulsory course taught annually in Semester I to 280 First Year engineering students at University College Dublin, Ireland's largest university. The syllabus topics include forces, Newton's laws of motion, statics in two and three dimensions, equilibrium, friction, trusses and cables, distributed forces, centers of mass and centroids, motion, and kinematics of a particle and of a rigid body. Traditional teaching of this subject relies solely on formal lectures and tutorials, without any laboratory sessions or student assignments, both of which are resource intensive. Following an overall program review in 2004-05, this course was completely revised and the subject material was rationalized with regard to what is taught in subsequent 2nd year courses. A major innovation involved providing team-based assignments to the entire 280 students in which groups of up to 5 students are set a design competition directly related to one specific topic from the course material. Competitions have been held for the past two years, with very satisfactory outcomes in terms of not only their application of concepts learned in the course, but also in terms of reinforcing soft skills essential for a satisfactory and successful engineering career.
作为所有本科工程学位课程的基础学科，力学最好从基本原理开始教授，并通过积极的学习策略加强学生的学习。这种方法为学生提供了对基本概念的扎实理解，然后再学习更高级的主题，如应用动力学，固体和结构力学以及流体力学。MEEN10030 (Mechanics for Engineers)是爱尔兰最大的大学都柏林大学(University College Dublin)每年第一学期为280名一年级工程专业学生开设的必修课。课程主题包括力、牛顿运动定律、二维和三维静力学、平衡、摩擦、桁架和钢索、分布力、质心和质心、运动、粒子和刚体的运动学。这门学科的传统教学完全依赖于正式的讲座和辅导，没有任何实验课程或学生作业，这两者都是资源密集型的。在2004-05年度的全面项目审查之后，这门课程进行了全面修订，并根据随后第二年的课程内容对主题材料进行了合理化。一个主要的创新是为280名学生提供基于团队的作业，每组最多5名学生设置一个与课程材料中的一个特定主题直接相关的设计竞赛。在过去的两年里，比赛已经举行了，结果非常令人满意，不仅体现在他们对课程中所学概念的应用上，而且还体现在他们加强了对一个满意和成功的工程职业生涯至关重要的软技能方面。
{"title":"Student Competitions Enhance the Learning of Nontechnical Skills for Large Cohorts of Freshman Engineers","authors":"M. A. F. Rueda, M. Gilchrist","doi":"10.1109/TEE.2010.5508951","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508951","url":null,"abstract":"As a cornerstone subject for all undergraduate engineering degree programs, mechanics is best taught from fundamental principles and by reinforcing students' learning through active learning strategies. This approach provides students with a solid understanding of basic concepts before they subsequently study more advanced topics such as applied dynamics, mechanics of solids & structures, and mechanics of fluids. MEEN10030, Mechanics for Engineers, is a compulsory course taught annually in Semester I to 280 First Year engineering students at University College Dublin, Ireland's largest university. The syllabus topics include forces, Newton's laws of motion, statics in two and three dimensions, equilibrium, friction, trusses and cables, distributed forces, centers of mass and centroids, motion, and kinematics of a particle and of a rigid body. Traditional teaching of this subject relies solely on formal lectures and tutorials, without any laboratory sessions or student assignments, both of which are resource intensive. Following an overall program review in 2004-05, this course was completely revised and the subject material was rationalized with regard to what is taught in subsequent 2nd year courses. A major innovation involved providing team-based assignments to the entire 280 students in which groups of up to 5 students are set a design competition directly related to one specific topic from the course material. Competitions have been held for the past two years, with very satisfactory outcomes in terms of not only their application of concepts learned in the course, but also in terms of reinforcing soft skills essential for a satisfactory and successful engineering career.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117324678","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}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508872
Joe Bolinger, Kelly Yackovich, R. Ramnath, J. Ramanathan, N. Soundarajan
Over the past several years we have collaborated with a variety of industrial partners to carry out applied research and capstone design projects in cooperation with our students. Although the projects have varied widely, more often than not, success or failure lies within the students' ability to see beyond the technical challenges into the subtleties of the business and the meaning of value. Looking back at our traditional software engineering curriculum it is not so surprising that gaps in technical skills are not typically the source of problems. With a strong traditional focus on the construction of software, we have been producing graduates who can build relatively complex stand-alone systems. Unfortunately, in today's world, being able to build software is only a small, albeit necessary, skill for software engineers and it is miles away from being sufficient [1, 2]. The challenges inherent in providing a portfolio of innovative, integrated, and strategic IT services are well beyond any of the techniques or conceptual frameworks historically taught in many software engineering curriculums [3-5], including our own. To address these shortcomings we have recently begun experimenting with a new curriculum that presents software engineering in its larger context as a strategic business function. We are also beginning to stress the importance of using a set of analytic frameworks to guide the evolution and development of software systems starting with the business and its context, through the architecture and design stages, and finally into implementation and support. To create materials for this curriculum we have gone back to the original voice of the problem and are attempting to assemble learning materials from the projects that industry has championed for us in the past. Our goal is not merely to showcase the software that was built, but rather to expose the reasons behind their conception and the frameworks used to make critical decisions throughout the process.
{"title":"From Student to Teacher: Transforming Industry Sponsored Student Projects into Relevant, Engaging, and Practical Curricular Materials","authors":"Joe Bolinger, Kelly Yackovich, R. Ramnath, J. Ramanathan, N. Soundarajan","doi":"10.1109/TEE.2010.5508872","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508872","url":null,"abstract":"Over the past several years we have collaborated with a variety of industrial partners to carry out applied research and capstone design projects in cooperation with our students. Although the projects have varied widely, more often than not, success or failure lies within the students' ability to see beyond the technical challenges into the subtleties of the business and the meaning of value. Looking back at our traditional software engineering curriculum it is not so surprising that gaps in technical skills are not typically the source of problems. With a strong traditional focus on the construction of software, we have been producing graduates who can build relatively complex stand-alone systems. Unfortunately, in today's world, being able to build software is only a small, albeit necessary, skill for software engineers and it is miles away from being sufficient [1, 2]. The challenges inherent in providing a portfolio of innovative, integrated, and strategic IT services are well beyond any of the techniques or conceptual frameworks historically taught in many software engineering curriculums [3-5], including our own. To address these shortcomings we have recently begun experimenting with a new curriculum that presents software engineering in its larger context as a strategic business function. We are also beginning to stress the importance of using a set of analytic frameworks to guide the evolution and development of software systems starting with the business and its context, through the architecture and design stages, and finally into implementation and support. To create materials for this curriculum we have gone back to the original voice of the problem and are attempting to assemble learning materials from the projects that industry has championed for us in the past. Our goal is not merely to showcase the software that was built, but rather to expose the reasons behind their conception and the frameworks used to make critical decisions throughout the process.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115875744","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}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508881
W. Hornfeck, I. Jouny
This paper describes the collaboration between a university in Bremen, Germany, and the Engineering Division of a Liberal Arts and Engineering College in Easton, Pennsylvania. The partnership is in its sixth year and has provided more than one-hundred engineering undergraduates with a semester-long immersion in a foreign culture. These students complete a semester's studies in their engineering major, travel extensively, and live and work in an international setting. The paper describes the structure, successes, and the challenges experienced with the program, and presents summary evaluative responses from students participating in this partnership.
{"title":"The Successful Integration of Study Abroad and an Engineering Curriculum","authors":"W. Hornfeck, I. Jouny","doi":"10.1109/TEE.2010.5508881","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508881","url":null,"abstract":"This paper describes the collaboration between a university in Bremen, Germany, and the Engineering Division of a Liberal Arts and Engineering College in Easton, Pennsylvania. The partnership is in its sixth year and has provided more than one-hundred engineering undergraduates with a semester-long immersion in a foreign culture. These students complete a semester's studies in their engineering major, travel extensively, and live and work in an international setting. The paper describes the structure, successes, and the challenges experienced with the program, and presents summary evaluative responses from students participating in this partnership.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129266686","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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