Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508871
M. Stewart, C. Chisholm, M. Harris
Emotional Intelligence (EI) refers to an emotional and social skill set that can underpin a student's success in their university education and their professional workplace, either domestic or global. In order to nurture EI development , the authors believe the learning environment must change from a teacher centred 'dispenser of all knowledge' environment to a student centred climate which takes a more encompassing view of the learning experience. This paper discusses the importance of Emotional Competencies as a key non-technical skill set that can: 1) assist an engineering student to have a successful university education experience, 2) ensure the graduating student is a desirable employee in the global workforce and 3) as an assessment measure within the Lifeplace Learning (LPL) education model. Knowledge of the emotional intelligence levels of engineering students will provide insight into the emotional and social capabilities of our students. Documented within are the first results of a longitudinal study investigating the similarities and differences in the EI competencies of three different student cohorts at the same university. Over 400 incoming first year students in a) engineering, b) business and c) humanities participated in the first stage of this study at a Canadian university in Toronto, Ontario.
{"title":"Engineering Student Learning and Emotional Competencies","authors":"M. Stewart, C. Chisholm, M. Harris","doi":"10.1109/TEE.2010.5508871","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508871","url":null,"abstract":"Emotional Intelligence (EI) refers to an emotional and social skill set that can underpin a student's success in their university education and their professional workplace, either domestic or global. In order to nurture EI development , the authors believe the learning environment must change from a teacher centred 'dispenser of all knowledge' environment to a student centred climate which takes a more encompassing view of the learning experience. This paper discusses the importance of Emotional Competencies as a key non-technical skill set that can: 1) assist an engineering student to have a successful university education experience, 2) ensure the graduating student is a desirable employee in the global workforce and 3) as an assessment measure within the Lifeplace Learning (LPL) education model. Knowledge of the emotional intelligence levels of engineering students will provide insight into the emotional and social capabilities of our students. Documented within are the first results of a longitudinal study investigating the similarities and differences in the EI competencies of three different student cohorts at the same university. Over 400 incoming first year students in a) engineering, b) business and c) humanities participated in the first stage of this study at a Canadian university in Toronto, Ontario.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"72 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":"121606625","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.2010.5508877
Wilson J. F. de Santana, A. Mota, L. Mota, H. Liesenberg
This paper describes the Facilitator-Supported Online (FSO) pedagogical method and its use to deliver advanced engineering concepts to undergraduate students. To bridge large knowledge gaps in advanced topics, this method comprises strict teacher supervision and Problem-Based Learning techniques, where the students are guided by the teacher in a way that they construct the knowledge required to solve the problem (constructivist learning). It is specifically designed to cover the high-demanding Generation-Y requirements, with the contents being delivered mostly remotely using common commercial software for online collaboration, relying heavily on Web 2.0 paradigms. Three successful course implementations using this approach are described in detail: the first implementation at the Pontifical Catholic University of Campinas (PUC-Campinas - Brazil) in 2007, and two experiences held at the University of Campinas (UNICAMP - Brazil) during 2009. Initial results of an ongoing experience are also presented: a research support, were three undergraduate UNICAMP Computer Engineering students, supported through FSO by the authors and global companies (all located on different places, from the United States to southern Brazil) are developing a new method to analyze and optimize resources for "Smart Buildings", in a highly demanding hands-on task. Advantages and disadvantages of this approach are also addressed.
{"title":"The Facilitator-Supported Online Method: Using Problem-Based Remote Learning Techniques for Engineering Students","authors":"Wilson J. F. de Santana, A. Mota, L. Mota, H. Liesenberg","doi":"10.1109/TEE.2010.5508877","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508877","url":null,"abstract":"This paper describes the Facilitator-Supported Online (FSO) pedagogical method and its use to deliver advanced engineering concepts to undergraduate students. To bridge large knowledge gaps in advanced topics, this method comprises strict teacher supervision and Problem-Based Learning techniques, where the students are guided by the teacher in a way that they construct the knowledge required to solve the problem (constructivist learning). It is specifically designed to cover the high-demanding Generation-Y requirements, with the contents being delivered mostly remotely using common commercial software for online collaboration, relying heavily on Web 2.0 paradigms. Three successful course implementations using this approach are described in detail: the first implementation at the Pontifical Catholic University of Campinas (PUC-Campinas - Brazil) in 2007, and two experiences held at the University of Campinas (UNICAMP - Brazil) during 2009. Initial results of an ongoing experience are also presented: a research support, were three undergraduate UNICAMP Computer Engineering students, supported through FSO by the authors and global companies (all located on different places, from the United States to southern Brazil) are developing a new method to analyze and optimize resources for \"Smart Buildings\", in a highly demanding hands-on task. Advantages and disadvantages of this approach are also addressed.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"58 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":"128425942","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.2010.5508815
Cecilia Moloney
Sustainable engineering is commonly understood to refer to practices and processes which solve current problems without damaging or depleting resources needed in the future. In this paper, the meaning of sustainable engineering education is broadened to include the sustainability of the individual engineer over his or her lifetime. This paper proposes that there are two fundamental questions to be answered, one about the learning process within the engineering student (i.e. What is the student doing when learning engineering?), and one about the engineering community which is seeking to make that learning most effective (i.e. What collaborative structures within the engineering education community will lead to the most effective cumulative progress, both in the education of individual students, and in the enterprise of engineering in its widest sense within the history of humanity?) This paper provides preliminary answers to these questions in line with human cognitive models, and demonstrates that "understanding understanding" across engineering disciplines allows elements of sustainability to be introduced in engineering education (examples are given from electrical and computer engineering.) These answers point to a framework for change in engineering education, one which extends to collaboration between engineering and economics, law, business, and other sectors.
{"title":"\"Understanding Understanding\" Across the Disciplines: Towards Strategies for Sustainable Engineering Education for the 21st Century","authors":"Cecilia Moloney","doi":"10.1109/TEE.2010.5508815","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508815","url":null,"abstract":"Sustainable engineering is commonly understood to refer to practices and processes which solve current problems without damaging or depleting resources needed in the future. In this paper, the meaning of sustainable engineering education is broadened to include the sustainability of the individual engineer over his or her lifetime. This paper proposes that there are two fundamental questions to be answered, one about the learning process within the engineering student (i.e. What is the student doing when learning engineering?), and one about the engineering community which is seeking to make that learning most effective (i.e. What collaborative structures within the engineering education community will lead to the most effective cumulative progress, both in the education of individual students, and in the enterprise of engineering in its widest sense within the history of humanity?) This paper provides preliminary answers to these questions in line with human cognitive models, and demonstrates that \"understanding understanding\" across engineering disciplines allows elements of sustainability to be introduced in engineering education (examples are given from electrical and computer engineering.) These answers point to a framework for change in engineering education, one which extends to collaboration between engineering and economics, law, business, and other sectors.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"2012 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":"128167727","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.2010.5508875
M. Janssen, C. van Daalen, R. Elling, J. Ubacht, I. Bouwmans
Academic skills refer to a broad set of capabilities that students need to acquire as part of their engineering program to be able to work effectively within a professional or scientific environment. Despite the importance, skills are underemphasized in many educational and engineering programs. In this paper the development of a new skills line within the System Engineering, Policy Analysis and Management (SEPAM) bachelor and master program is presented. The skills line in the bachelor program consists of nine different skills, in the categories: project skills, personal skills and academic skills. In contrast, the skills line of the master program focuses on a set of skills categorized into design, professional and academic skills. The introduction of the skills line has helped students not only to acquire the necessary skills, but external parties also better understand the program when the typical skills are presented. Evaluation results from an Alumni survey show that the skills are important to their current jobs and the skills are treated well in the program. It is important that the relationship between education and practice is explicitly addressed.
{"title":"Lessons Learned from Introducing a Skills Line into a Systems Engineering Curriculum","authors":"M. Janssen, C. van Daalen, R. Elling, J. Ubacht, I. Bouwmans","doi":"10.1109/TEE.2010.5508875","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508875","url":null,"abstract":"Academic skills refer to a broad set of capabilities that students need to acquire as part of their engineering program to be able to work effectively within a professional or scientific environment. Despite the importance, skills are underemphasized in many educational and engineering programs. In this paper the development of a new skills line within the System Engineering, Policy Analysis and Management (SEPAM) bachelor and master program is presented. The skills line in the bachelor program consists of nine different skills, in the categories: project skills, personal skills and academic skills. In contrast, the skills line of the master program focuses on a set of skills categorized into design, professional and academic skills. The introduction of the skills line has helped students not only to acquire the necessary skills, but external parties also better understand the program when the typical skills are presented. Evaluation results from an Alumni survey show that the skills are important to their current jobs and the skills are treated well in the program. It is important that the relationship between education and practice is explicitly addressed.","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":"128863715","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.2010.5508825
N. Bachschmid, A. Castelli, C. Marinoni, F. Cheli
The situation of Italian Engineering Studies and the needs for innovation are briefly presented. In a first step for implementing innovation an investigation has been performed by the Mechanical Engineering Course (MEC) of Politecnico di Milano, the Fondazione Politecnico di Milano, and Assolombarda (board of industrial enterprises of Lombardia) interviewing mechanical engineers mainly graduated at the Politecnico with some years working experience in any professional environment, asking to define the learning outcomes (Los) which have been felt as sufficiently or insufficiently developed during the academic learning process. Additional steps will be furnished during the devolvement of the European Commission funded ECCE project, which aims at establishing an "Engineering Observatory on Competences Based Curricula for Job Enhancement". Not only actual but also future expectations will this way also be included in the database from which future engineering programmes will be developed at the Politecnico di Milano, particularly in the Mechanical Engineering Course of the Engineering for Industry faculty.
简要介绍了意大利工程研究的现状和创新的需要。作为实施创新的第一步，米兰理工大学机械工程课程(MEC)、米兰理工大学基金会(Fondazione Politecnico di Milano)和伦巴第工业企业委员会(Assolombarda)进行了一项调查，采访了主要毕业于米兰理工大学的机械工程师，他们在任何专业环境中都有几年的工作经验。要求界定在学术学习过程中被认为发展充分或发展不足的学习成果。在发展欧洲委员会资助的欧洲经委会项目期间将采取进一步步骤，该项目旨在建立一个“提高工作能力课程工程观察站”。不仅是实际的，而且未来的期望也将以这种方式纳入数据库，米兰理工大学未来的工程方案将从中发展，特别是在工业工程学院的机械工程课程中。
{"title":"Introducing Innovation in Mechanical Engineering Education: The Project of the Engineering for Industry Faculty of the Politecnico Di Milano","authors":"N. Bachschmid, A. Castelli, C. Marinoni, F. Cheli","doi":"10.1109/TEE.2010.5508825","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508825","url":null,"abstract":"The situation of Italian Engineering Studies and the needs for innovation are briefly presented. In a first step for implementing innovation an investigation has been performed by the Mechanical Engineering Course (MEC) of Politecnico di Milano, the Fondazione Politecnico di Milano, and Assolombarda (board of industrial enterprises of Lombardia) interviewing mechanical engineers mainly graduated at the Politecnico with some years working experience in any professional environment, asking to define the learning outcomes (Los) which have been felt as sufficiently or insufficiently developed during the academic learning process. Additional steps will be furnished during the devolvement of the European Commission funded ECCE project, which aims at establishing an \"Engineering Observatory on Competences Based Curricula for Job Enhancement\". Not only actual but also future expectations will this way also be included in the database from which future engineering programmes will be developed at the Politecnico di Milano, particularly in the Mechanical Engineering Course of the Engineering for Industry faculty.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"66 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":"115663450","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.2010.5508888
S. Al-Maati, I. Damaj
Give a man a fish and you feed him for a day; Teach a man to fish and you feed him for a lifetime. In the turn of the 21st century, a significant number of engineering universities in the United States (US) and Europe have opened branches in the Middle East and North Africa region. In 2004, the American University of Kuwait (AUK), in collaboration and partnership with Dartmouth College, opened its doors to offer the first liberal arts education with an engineering program in the region. AUK and Dartmouth, which has the second oldest engineering program in the US, have recognized the demand for a sustainable institution that can educate the individual student as well as society as a whole. Engineering, technology and the way we do business is changing and growing at such a fast pace that we must in turn change the way we educate. No longer is it adequate to be main stream, we must be willing to foster and support creative programs which meet increasing demands for higher quality, broader knowledge base and global outreach. AUK's Computer Engineering curriculum is built on four pillars: Math and Science; Computer Engineering Design; Entrepreneurship; and Arts Humanities and Social Sciences. The paper presents AUK's experience in balancing core academics and non-technical skills of engineering students that include communication, creative thinking and problem solving, information management, leadership, organizational skills and teamwork. Furthermore, the paper presents AUK practices in offering cross-disciplinary training experience in which engineering students develop professional competence in areas outside their home discipline. The paper also studies the impact of globalization on engineering practices at AUK that is reflected through a unique engineering entrepreneurship program.
{"title":"Developing a Sustainable Engineering Education in the Middle East and North Africa Region","authors":"S. Al-Maati, I. Damaj","doi":"10.1109/TEE.2010.5508888","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508888","url":null,"abstract":"Give a man a fish and you feed him for a day; Teach a man to fish and you feed him for a lifetime. In the turn of the 21st century, a significant number of engineering universities in the United States (US) and Europe have opened branches in the Middle East and North Africa region. In 2004, the American University of Kuwait (AUK), in collaboration and partnership with Dartmouth College, opened its doors to offer the first liberal arts education with an engineering program in the region. AUK and Dartmouth, which has the second oldest engineering program in the US, have recognized the demand for a sustainable institution that can educate the individual student as well as society as a whole. Engineering, technology and the way we do business is changing and growing at such a fast pace that we must in turn change the way we educate. No longer is it adequate to be main stream, we must be willing to foster and support creative programs which meet increasing demands for higher quality, broader knowledge base and global outreach. AUK's Computer Engineering curriculum is built on four pillars: Math and Science; Computer Engineering Design; Entrepreneurship; and Arts Humanities and Social Sciences. The paper presents AUK's experience in balancing core academics and non-technical skills of engineering students that include communication, creative thinking and problem solving, information management, leadership, organizational skills and teamwork. Furthermore, the paper presents AUK practices in offering cross-disciplinary training experience in which engineering students develop professional competence in areas outside their home discipline. The paper also studies the impact of globalization on engineering practices at AUK that is reflected through a unique engineering entrepreneurship program.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"8 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":"114606328","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.2010.5508880
R. Ab Rahman, M. M. Md Zan, H. Z. Abidin, M. Kassim, C.K.H. Che Ku Yahaya
Organizations around the world are experiencing a shortage of qualified candidates to fill the growing number of networking positions in almost every industry. Cisco Networking Academy is an innovative global education initiative that delivers information and communication technology skills to help meet this growing demand while improving career and educational opportunities for students around the world. Globalization has changed the skills and competencies required from engineers hired by industry and service providers. This paper presents the impact of the globalization and industry to the teaching and learning of networking courses in the Faculty of Electrical Engineering, Universiti Teknologi MARA (FEE-UiTM). The research was conducted based on the growth and impact of these industry-university linkages in Malaysia to higher institutions, particularly in FEE-UiTM.
{"title":"Impact of Globalization and Industry on Engineering Education at Higher Learning Education in Malaysia","authors":"R. Ab Rahman, M. M. Md Zan, H. Z. Abidin, M. Kassim, C.K.H. Che Ku Yahaya","doi":"10.1109/TEE.2010.5508880","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508880","url":null,"abstract":"Organizations around the world are experiencing a shortage of qualified candidates to fill the growing number of networking positions in almost every industry. Cisco Networking Academy is an innovative global education initiative that delivers information and communication technology skills to help meet this growing demand while improving career and educational opportunities for students around the world. Globalization has changed the skills and competencies required from engineers hired by industry and service providers. This paper presents the impact of the globalization and industry to the teaching and learning of networking courses in the Faculty of Electrical Engineering, Universiti Teknologi MARA (FEE-UiTM). The research was conducted based on the growth and impact of these industry-university linkages in Malaysia to higher institutions, particularly in FEE-UiTM.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"23 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":"127062460","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.2010.5508947
L. Nagurney
Despite the anecdotal animosity between Engineers and Lawyers, the attributes necessary for success in either profession are quite similar. These include the synthesis of information, making decisions when there are multiple feasible outcomes, and making decisions with uncertain information. In addition, in the US both professions require professional licensure. While there is no specific undergraduate curriculum leading to Law School, the American Bar Association has developed a list of Core Skills and Values that should be acquired before entering Law School. Many of the ABA Core Skills and Values are aligned with the the ABET a-k Program Outcomes for Engineering Education. This paper will correlate the attributes between Engineering and Law, describe the relationships between these Core Skills and Values and the ABET Program Outcomes and illustrate the interrelationship between preparation for Law School and an engineering degree. The paper will discuss the addition law-oriented topics to the engineering curriculum and illustrate a course that has been taught.
{"title":"Connections between Engineering and Law Synergies and Opportunities","authors":"L. Nagurney","doi":"10.1109/TEE.2010.5508947","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508947","url":null,"abstract":"Despite the anecdotal animosity between Engineers and Lawyers, the attributes necessary for success in either profession are quite similar. These include the synthesis of information, making decisions when there are multiple feasible outcomes, and making decisions with uncertain information. In addition, in the US both professions require professional licensure. While there is no specific undergraduate curriculum leading to Law School, the American Bar Association has developed a list of Core Skills and Values that should be acquired before entering Law School. Many of the ABA Core Skills and Values are aligned with the the ABET a-k Program Outcomes for Engineering Education. This paper will correlate the attributes between Engineering and Law, describe the relationships between these Core Skills and Values and the ABET Program Outcomes and illustrate the interrelationship between preparation for Law School and an engineering degree. The paper will discuss the addition law-oriented topics to the engineering curriculum and illustrate a course that has been taught.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"11 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":"131456477","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.2010.5508874
Ruth E. Davis
In order to prepare our engineering students to be effective and ethical professionals, citizens, and individuals, we have restructured our curriculum to offer a more effective and coherent experience, providing more opportunities for interdisciplinary, experiential, and civic education, as well as reflection on vocation. Students intentionally construct a "pathway" (courses addressing a common theme) that situates new knowledge into an existing framework of their own definition, helping them to develop the skills of self-monitoring and reflection, and encouraging integration of their education. We are in the first year of implementation of the new core curriculum. In this paper I will report on the changes to the engineering curriculum intended to foster the development of students' abilities to integrate a wide variety of perspectives into the study of their engineering major. I will discuss the learning objectives of the core curriculum, including the requirement for a "pathway," and describe how changes to the introductory course and other requirements make a new curriculum possible without adding to the courseload of engineering majors. The senior design capstone experience brings it all back together again, addressing both technical and non-technical aspects of each student's experience.
{"title":"Intentional, Integrated Learning for Engineering Students","authors":"Ruth E. Davis","doi":"10.1109/TEE.2010.5508874","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508874","url":null,"abstract":"In order to prepare our engineering students to be effective and ethical professionals, citizens, and individuals, we have restructured our curriculum to offer a more effective and coherent experience, providing more opportunities for interdisciplinary, experiential, and civic education, as well as reflection on vocation. Students intentionally construct a \"pathway\" (courses addressing a common theme) that situates new knowledge into an existing framework of their own definition, helping them to develop the skills of self-monitoring and reflection, and encouraging integration of their education. We are in the first year of implementation of the new core curriculum. In this paper I will report on the changes to the engineering curriculum intended to foster the development of students' abilities to integrate a wide variety of perspectives into the study of their engineering major. I will discuss the learning objectives of the core curriculum, including the requirement for a \"pathway,\" and describe how changes to the introductory course and other requirements make a new curriculum possible without adding to the courseload of engineering majors. The senior design capstone experience brings it all back together again, addressing both technical and non-technical aspects of each student's experience.","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":"130986199","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.2010.5508883
K. Craig, Jon Jensen
Abstract - Marquette University is creating a Culture-of-Innovation Bridge between the K-12 world and the world of industrial, multidisciplinary problem-solving, with Graduate STEM (science, technology, engineering, and mathematics) Fellows comprising a Community of Innovative and Integrative Engineers, Scientists, and Mathematicians serving as mentors and guides. This will give K-12 teachers and students a direct, sustainable connection to real-world problem solving. Up to now, their main connection to the industrial world has been through the university, and mostly second hand. This bridge will have traffic in both directions with the travelers being K-12 teachers and students, industrial engineers, and applied scientists and mathematicians, with the Graduate STEM Fellows acting as facilitators and catalysts for change. This bridge will foster the development of: (1) a human-centered, real-world-problem focus in the teaching and research of STEM topics; (2) professional attributes - team building, leadership, critical thinking, communication, teaching, and social awareness; (3) partnerships among K-12, university, and industry environments; (4) STEM knowledge, basic and applied, and integration into teaching; and (5) STEM interest for K-12 students. The research themes will come from the fields of engineering (mechanical, electrical, biomedical, and civil) and applied mathematics, computer science, and physics.
{"title":"K-12 - University - Industry STEM Educational Partnerships","authors":"K. Craig, Jon Jensen","doi":"10.1109/TEE.2010.5508883","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508883","url":null,"abstract":"Abstract - Marquette University is creating a Culture-of-Innovation Bridge between the K-12 world and the world of industrial, multidisciplinary problem-solving, with Graduate STEM (science, technology, engineering, and mathematics) Fellows comprising a Community of Innovative and Integrative Engineers, Scientists, and Mathematicians serving as mentors and guides. This will give K-12 teachers and students a direct, sustainable connection to real-world problem solving. Up to now, their main connection to the industrial world has been through the university, and mostly second hand. This bridge will have traffic in both directions with the travelers being K-12 teachers and students, industrial engineers, and applied scientists and mathematicians, with the Graduate STEM Fellows acting as facilitators and catalysts for change. This bridge will foster the development of: (1) a human-centered, real-world-problem focus in the teaching and research of STEM topics; (2) professional attributes - team building, leadership, critical thinking, communication, teaching, and social awareness; (3) partnerships among K-12, university, and industry environments; (4) STEM knowledge, basic and applied, and integration into teaching; and (5) STEM interest for K-12 students. The research themes will come from the fields of engineering (mechanical, electrical, biomedical, and civil) and applied mathematics, computer science, and physics.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"25 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":"131367217","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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