Showing papers on "Engineering education published in 1985"
TL;DR: In this paper, the authors report results of a longitudinal interview investigation on the general and specific effects of higher education on the way some central phenomena are conceptualized by students of medicine, business administration and engineering.
Abstract: The paper reports some results of a longitudinal interview investigation on the general and specific effects of higher education on the way some central phenomena are conceptualised by students of medicine, business administration and engineering. There is evidence that different types of professional education nourish different conceptions about what constitute important problems in the different areas. There is a tendency for business administrators to ‘decontextualise˚s their conceptions of what make up important problems in the economic life, i.e. to abandon the more politically oriented issues about the global and/or national distribution of material welfare in favour of a more efficiency-oriented perspective. The development goes in the opposite direction among students of engineering who tend to emphasise the social and environment consequences of technological development. The three groups also have qualitatively different conceptions about the relationship between their formal education ...
20 citations
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TL;DR: The standard format for all classes from first grade through graduate school is lectures (teacher presents information to students), homework (students demonstrate that they can repeat and perhaps apply this information), and quizzes.
Abstract: 1. The standard format for all classes from first grade through graduate school is lectures (teacher presents information to students), homework (students demonstrate that they can repeat and perhaps apply this information), and quizzes (students demonstrate again that they can repeat and perhaps apply the same information). Question: What do students learn from this approach? More to the point, what don't they learn? Question: Are the skills required to succeed in the lecture-homework-quiz routine the same as the skills required to be an excellent engineer, or even a good one? Question: Are less rigid alternative teaching approaches feasible, given the amount of material that must be covered in the engineering curriculum?
14 citations
TL;DR: The role of mathematics in engineering education: an engineer's view is discussed in this article, where the role of engineering education in science and technology education is discussed from an engineering point of view.
Abstract: (1985). The role of mathematics in engineering education: an engineer's view. International Journal of Mathematical Education in Science and Technology: Vol. 16, No. 3, pp. 445-451.
11 citations
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TL;DR: In a scheme based on the Imperial College of Science and Technology, London University, undergraduates help teach science, mathematics and engineering in local schools as mentioned in this paper, and the results suggest that the principal benefits of the tutoring scheme are: pupils: 64 per cent find lessons easier to follow; tutors: 95 per cent get useful practice in communicating scientific ideas; teachers: 66 per cent found lessons more enjoyable with tutors present.
Abstract: Summary In a scheme based on the Imperial College of Science and Technology, London University, undergraduates help teach science, mathematics and engineering in local schools. Over the last four years, replies to questionnaires from 2919 pupils and 272 student tutors, and 128 teacher‐responses, suggest that the principal benefits of the tutoring scheme are: pupils: 64 per cent find lessons easier to follow; tutors: 95 per cent get useful practice in communicating scientific ideas; teachers: 66 per cent find lessons more enjoyable with tutors present. The paper gives a qualitative description of the reaction of participants to the scheme.
TL;DR: In the 1930's, a small number of educators and contractors began to advocate that colleges and universities develop programs in construction engineering as discussed by the authors, through the Great Depression and World War II, they debated what the nature of construction engineering education should be.
Abstract: In the 1930's, a small number of educators and contractors began to advocate that colleges and universities develop programs in construction engineering. Through the Great Depression and World War II, they debated what the nature of construction engineering education ought to be. Following World War II, the climate among educators and contractors was receptive to the ideas which the pioneers in construction engineering education had been advocating for 15 yr. Colleges and universities began to offer construction engineering options in their civil engineering curricula.
TL;DR: In this paper, the authors suggest that the effective use of such technology in engineering processes and applications is the key to increased individual, company, and national productivity, and that students must be prepared to use computer methods and applications as a part of their fundamental education.
Abstract: The rapid advances occurring incomputer science have provided the engineer with a powerful means of processing, storing, retrieving, and displaying data thereby increasing the role of computer science in nearly every engineering discipline. One of the dilemmas in engineering education today is how future engineers can best assimilate the advanced, yet fundamental, knowledge in computer methods and technology appropriate for their specific engineering discipline. This paper suggests that the effective use of such technology in engineering processes and applications is the key to increased individual, company, and national productivity. In the future, an integrated combination of computer-aided analysis and design problems. The implications of this development for the academic community are clear: Students must be prepared to use computer methods and applications as a part of their fundamental education. It is the responsibility of colleges and universities to incorporate contemporary computing fundamentals into their academic curriculum to improve the professional qualifications of their engineering graduates. These graduates will in turn be able to provide their increasingly important expertise to both the engineering profession and the academic community.
TL;DR: In this article, the authors present some experiments that they have conducted to see what would happen if we tried to do design in a large lecture-oriented course, and the results support the thrust of ABET's new objectives but show that getting to their design goal will be an arduous task for both students and faculty.
Abstract: The engineering professions, through their professional societies and through ABET, have required for some years that a substantial fraction of the engineering curriculum be devoted to design. While we have no hesitation in supporting that objective, we believe that very real obstacles impede the greater use of design problems in engineering education. Unless these obstacles are recognized and dealt with in a rational way, we would predict very slow progress in getting much more design into the curriculum than now exists, whatever its benefits. This paper presents some experiments that we have conducted to see what would happen if we tried to do design in a large lecture-oriented course. Such courses form the bulk of the engineering program in our Department and in many similar programs throughout the country. The results support the thrust of ABET's new objectives but show that getting to their design goal will be an arduous task for both students and faculty. The paper looks at methods for reducing this burden, although in some measure it will simply require more resources than are now employed to teach that same student body.
01 Oct 1985
TL;DR: In this paper, the assessment of professional programs at the undergraduate level is discussed (i.e., engineering, business, education, nursing, and other career-oriented fields) and the effective use of the following methods in assessment are addressed: the case study method; simulation, role playing, and group discussion; and small group interactions.
Abstract: The assessment of professional programs at the undergraduate level is discussed (i.e., engineering, business, education, nursing, and other career-oriented fields). Presently, assessment in professional education relies almost exclusively on written or oral'testing of a predetermined Set of cognitive and analytical skills. This is followed by assessment of the ability to apply these skills to predetermined and well-defined problems and cases. Professional education and assessment need to focus more on the process of defining problems and making instrumental judgments, using a variety of real and simulated clinical experiences. Professionals need to be able to make choices among a numbet of possibilities, each of which optimizes one or more competing values. Professional competence requires dealing with complexity, tolerance for ambiguity, coping with discontinuity and disequilibrium, and risk-taking. Self-assessment is emerging as an integral part of professional competence, and, therefore, must become part of professional education. The effective use of the,following methods in assessment are addressed: the case study method; simulation, role playing, and group discussion; and small group interactions. Specific reference is made to the education of engineers, managers, and medical personnel. (SW) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** BEST COPY AVAILABLE. Assessment in Profesional Education
TL;DR: The effort to integrate computer graphics and CAD/CAM into engineering education and what directions is the effort taking?
Abstract: How complete is the effort to integrate computer graphics and CAD/CAM into engineering education? What directions is the effort taking? Are they optimal? Satisfactory?
01 Jan 1985
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TL;DR: In this article, a framework of representation from industry, society and professional organisations in various levels of planning and management of engineering education as well as by direct cooperation in actual course work is presented.
Abstract: SUMMARY Engineering education must be based on technical and scientific development. It is therefore important that engineering education involves close contact between universities and industry. It is equally important that the links between engineering education and research carried out in the universities and in industry are also close. In Sweden this is accomplished by a framework of representation from industry, society and professional organisations in the various levels of planning and management of engineering education as well as by a direct cooperation in actual course work
TL;DR: It is shown how computers can be used in engineering education to bridge the gap between theoretical analyses and typical industrial problems.
Abstract: The paper shows how computers can be used in engineering education to bridge the gap between theoretical analyses and typical industrial problems. In industry, an engineer has to incorporate his own judgement into his calculations and then has to try a range of solutions before selecting the most suitable for his purpose. The selection of gears for a gearbox and the design of a planing machine structure are used as illustrations.
TL;DR: In this article, the authors address the issues of engineering education for a new millenium, including the number and quality of students and faculty available, the status of campus facilities, the range of courses offered, the impact of computers, and the correct interface between teaching and research.
Abstract: Engineering education today is education for a new millenium. Revolutionary changes are in progress as to the number and quality of students and faculty available, the status of campus facilities, the range of courses offered, the impact of computers, and the correct interface between teaching and research. The government plays a decisive role in cultivating the climate for achieving education goals, while engineering societies and licensing boards have important input. These issues are addressed in an attempt to promote debate and canvass opinions as to where engineering education is heading, or should be heading.
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