Engineering education

About: Engineering education is a research topic. Over the lifetime, 24293 publications have been published within this topic receiving 234621 citations.

Teaching Statistics to Engineers

Abstract: Engineers perform experiments and analyze data as an integral part of their job regardless of whether they have learned statistics. But those that have are likely to be more effective engineers. The fact that many engineers have only recently “discovered” statistics suggests that we need to reconsider our approach to teaching this important science. I report on our experience teaching engineers using an approach that integrates statistics into engineering practice. Examples of course structure and curricula for both university and professional industrial courses are discussed. Special teaching methods are presented that help engineers understand that statistics can help them solve their problems.

Professional Engineering Work

Abstract: Introduction The focus of our chapter is on current research-based understandings of professional engineering work. We argue for the relevance of these understandings to engineering education. We will also argue, as others have as well (Barley, 2004; Trevelyan, 2007, 2010; Vinck, 2003), that research on professional engineering work is too sparse. Therefore a good part of this chapter is oriented in a programmatic, agenda setting direction. From the perspective of engineering education, the sparseness of research on professional engineering work is puzzling for a number of reasons. First, engineering education is often reorganized against the backdrop of claims about what professional engineering work is now or will be in the future. Without trustworthy and specific representations of engineering work practice and of the dispositions, skills, and identity orientations of professional engineers, how are engineering educators to know whether engineering education is preparing engineering students to be successful, creative, or impactful engineers? A prominent consensus report from the National Academy of Engineering highlights a “disconnect between engineers in practice and engineers in academe” (National Academy of Engineering [NAE], 2005, pp. 20–21). The report stated that “the great majority of engineering faculty, for example, have no industry experience. Industry representatives point to this disconnect as the reason that engineering students are not adequately prepared, in their view, to enter today's workforce” (National Academy of Engineering [NAE], 2005, pp. 20–21). It is important that a focus on “preparation” of future engineers not be tied to an agenda that solely emphasizes what professional engineering “needs” and economic competitiveness. It also is possible to organize an engineering educational system to prepare recent graduates to be change agents and participants in new social movements within engineering work practice. However, in either case, concrete images of engineering work are critical resources for rethinking engineering education and making empirically based assessments of progress.

Preparing STEM Doctoral Students for Future Faculty Careers.

Abstract: This chapter describes programs created to improve the preparation of future STEM faculty for their roles as educators.

Designing for STEM Integration

Abstract: We are increasingly seeing an emphasis on STEM integration in high school classrooms such that students will learn and apply relevant math and science content while simultaneously developing engineering habits of mind. However, research in both science education and engineering education suggests that this goal of truly integrating STEM is rife with challenges. As such, this paper reports upon the efforts of an NSF-funded project to translate the lessons learned in science classrooms—in which the science learning goals are contextualized within engineering challenges—to engineering classrooms—in which the engineering practices are an additional, and important, learning goal. In particular, this paper identifies design principles for facilitating student application of math and science concepts while they engage in the practices of engineering. We explain the intent and learning theories behind each principle. In addition, we reify each goal by illustrating its application in our yearlong engineering course.

Integrating creativity training into Problem and Project-Based Learning curriculum in engineering education

Abstract: In order to foster creative engineers, a creativity training programme was carried out in medialogy education in a Problem and Project-Based Learning (PBL) environment at Aalborg University, Denmark. This paper focuses on the question of how engineering students perceive the strategy of integrating creativity training into a PBL curriculum. A total of 20 medialogy students in the training programme were interviewed. The data shows that the training programme was thought useful and students get benefits such as gaining project work skills, creative concepts and confidence of being creative. However, limitations of the programme show that only five days of training did not fit the requirements of learning skills in PBL. So the supervisors are suggested to offer more creativity techniques and process engagement to move projects forward.