European Journal of Engineering Education 

About: European Journal of Engineering Education is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Engineering education & Higher education. It has an ISSN identifier of 0304-3797. Over the lifetime, 1989 publications have been published receiving 29222 citations. The journal is also known as: EJEE.

Problem-Oriented and Project-Based Learning (POPBL) as an Innovative Learning Strategy for Sustainable Development in Engineering Education.

Abstract: In a world where systems are increasingly larger, where their boundaries are often difficult to identify, and where societal rather than technical issues play increasingly bigger roles, problems cannot be solved by applying a technical solution alone It thus becomes important for engineers to be skilled not only in terms of their particular technical field but also their ability to identify non-technical aspects of problems, the interaction between these aspects and possible solutions Introducing and integrating these aspects into engineering education is certainly not an easy task and requires innovative approaches In this article, focus is placed on the so-called Aalborg Model, a problem-oriented and project-based learning paradigm utilised at Aalborg University (Denmark), and the mutual benefits that this particular learning strategy provides for students, faculty and communities The article discusses the concept of sustainable development; accounts for the general capabilities of engineer

Reflections on project work and problem-based learning

Abstract: SUMMARY It is difficult to define and compare project-organized learning and problem-based learning both at a theoretical and a practical level, but there is a need for clarification outlimng differences and similarities for both institutions practising and institutions planning to implement some of these educational ideas. Both project work and problem-based learning emphasize the learning process instead of the teaching process; however, the focus on different aspects of the learning process forms a fruitful base for mutual inspiration and development—like a creative couple challenging the learning process of tomorrow.

How much do engineering students know about sustainable development? The findings of an international survey and possible implications for the engineering curriculum

Abstract: This paper addresses the issue of engineering education for sustainable development In an attempt to facilitate a better integration of sustainability teaching into the engineering curriculum, it seeks to provide answers to the following fundamental questions: (1) How much do engineering students know about sustainable development? (2) What are the knowledge gaps? (3) What could be the best approach to educating engineering students for sustainable development? Some answers to the first two questions have been provided by carrying out a world-wide survey of engineering students on their level of knowledge and understanding of sustainable development The survey results suggest that, overall, the level of knowledge is not satisfactory and that significant knowledge gaps exist However, an encouraging result is that students believe that sustainable development is important for engineers, although they often have difficulties in making a direct link between the theory of sustainable development and enginee

Engineering graduates’ perceptions of how well they were prepared for work in industry

Abstract: This study investigated how well chemical engineering graduates perceive they were prepared for work in industry. To this end, sixteen interviews were carried out with a purposive sample of recent University of Cape Town chemical engineering graduates. Qualitative analysis of the interview data showed that graduates felt that overall, they were well prepared for work in industry. They perceived their strengths to be their technical background, problem solving skills, formal communication skills and life-long learning abilities. The following areas of weakness were also identified: work in multi-disciplinary teams, leadership, practical preparation and management skills. The use of interviews for data collection is a significant departure from the methods used in other studies in this area. The rich and contextual data gathered from the interviews justified this choice and contributed to the identification of issues not previously mentioned in the literature. For example, an unexpected finding of the study...

Engineering Ethics Education in the USA: Content, Pedagogy and Curriculum.

Abstract: Interest in engineering ethics education developed significant momentum in the USA as the 20th century drew to a close. Nevertheless, nearly 80% of engineering graduates are not required to take ethics-related courses. The content of engineering ethics education consists of 'microethical' issues focusing on individual professional responsibility and 'macroethical' issues dealing with the development of technology. The pedagogical framework of engineering ethics education has evolved primarily toward utilization of case studies and codes of ethics, in some instances supplemented by an introduction to moral theory. Substantial progress has been made in the development of case materials, including highprofile cases, everyday cases, quantitative cases and cases highlighting 'good works'. Cases are widely disseminated in textbooks and online. Online resources include interactive case studies and a rich variety of other ethics-related materials. Prominent curriculum models in the USA include a required course i...