Engineering education

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

Integrated Engineering Curricula

Abstract: Increasing emphasis on interdisciplinary research and education requires researchers and learners to build links between distinct disciplines. In engineering education, work on integrated curricula to help learners build connections between topics began with three programs in 1988. Integrated curricula have connections to a larger movement in higher education—learning communities, which help learners to build interdisciplinary links and social links within a community. Integrated engineering curricula have provided concrete assessment data on retention and student performance to augment research on learning communities. While innovators in both movements have offered many prototypes and gathered many data, goals and results from programs implemented to date are not sufficiently well defined to guide the design and implementation of programs at other institutions. This paper discusses the importance of integration, reviews accomplishments to date, draws conclusions by analyzing those accomplishments, and suggests future initiatives.

Picture This: Increasing Math and Science Learning by Improving Spatial Thinking.

Abstract: found that his parietal cortex, an area of the brain used for spatial and mathematical thinking, was unusually large and oddly configured, and likely supported him in imagining the universe in innovative ways. Einstein was unique, but he certainly was not the only scientist to depend on his ability to think spatially. Watson and Crick’s discovery of the structure of DNA, for example, was centrally about fitting a three-dimensional spatial model to existing flat images of the molecule. The fact is, many people who work in the sciences rely on their ability to think spatially, even if they do not make grand discoveries. Geoscientists visualize the processes that affect the formation of the earth. Engineers anticipate how various forces may affect the design of a structure. And neurosurgeons draw on MRIs to visualize particular brain areas that may determine the outcome of a surgical procedure. So, is spatial thinking really a key to science, technology, engineering, and mathematics—the so-called STEM disciplines? Yes. Scores of high-quality studies conducted over the past 50 years indicate that spatial thinking is central to STEM success. One of the most important studies is called Project Talent; it followed By Nora S. Newcombe

Design process improvement : a review of current practice

Abstract: Part I: Review of Current Practice Models of Design Models of Designing Design Planning and Modelling Systems Engineering Perspectives on Design Requirements Engineering Human Resources Artificial Intelligence for Design Process Improvement Complexity Thinking and Representing in Design Design Practice Communication in Design Engineering Change Risk in the Design Process Design for X Design Management Engineering Knowledge Management Quality Management Workflow for Design Integrated New Product Development Product Portfolio Management The Transfer of Methods into Industry Part II: Design Centres University of Bamberg University of Bath University of Cambridge Carnegie Mellon University Darmstadt University of Technology Delft University of Technology Technical University of Denmark Georgia Institute of Technology University of Grenoble University of Karlsruhe Loughborough University University of Magdeburg Massachusetts Institute of Technology Technische Universitat Munchen University of Newcastle Stanford University Royal Institute of Technology, Stockholm University of Strathclyde University Technology Partnership, Cambridge Texas Christian University Politecnico di Torino Vrije Universiteit, Amsterdam University of Washington

Cooperative Learning in Technical Courses: Procedures, Pitfalls, and Payoffs.

Abstract: A longitudinal study of a cohort of engineering students has been conducted at North Carolina State University since 1990. The students were taught five chemical engineering courses in five consecutive semesters using several nontraditional instructional methods, including cooperative (team-based) learning. As part of the longitudinal study, procedures were adapted or devised for implementing cooperative learning in courses that stress quantitative problem solving. These procedures are summarized in this report. The objectives of the report are to offer ideas for using cooperative learning effectively in technical courses, to give advance warning of the problems that might arise when cooperative learning is implemented, and to provide assurances that the eventual benefits to both instructors and students amply justify the perseverance required to confront and overcome the problems. The report is divided into sections that include: (1) "Introduction: Elements of Cooperative Learning"; (2) "In-Class Exercises"; (3) "Out-Of-Class Exercises"; (4) "Issues and Answers"; and (5) "Conclusion." Contains 20 references. (LZ) l'eic*irici,****************.ir****:.:dr***,%--***i:*****::**** Reproductions supplied by EDRS are the best that can be made from the original document. **************************************************** -**************** U A DEPARTMENT OF EDUCATION Office of Educational Reimarcn and imotovernenl EDUCATIONAL RESOURCES INFORMATION CENTER (ERIci document tuts been reproduced as eceiveo I rem tile person or Organization originating n Minor cnangeS nave been made 10 improve ,IP,OduCt.0,, [WON n points of v..* 0r Opon,onS stated in tniSdOC, mern do not necessarily represent official OERI position or policy ' PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY al TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC!