Engineering education

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

Materials Used by Master's Students in Engineering and Implications for Collection Development: A Citation Analysis

Abstract: Won the Best Publication Award from the Engineering Libraries Division of the American Society for Engineering Education

Engineering Education in the United States: Past, Present, and Future.

Abstract: Over the past half-century, engineering education in the United States has undergone a profound transformation, from a strong focus on engineering practice and design before World War II to the current emphasis on scientific fundamentals and mathematical analysis. This change was driven ny. the Cold War and the accompanying major federal investment in university research, which also produced a major shift in engineering faculty culture away from its traditional roots in professional practice toward an academic science perspective, with rewards based primarily on research achievement. Beginning in the 1980's, the emergence of global competition as the major driver for engineering employment, along with the rapid growth of information technologies, have focused increasing attention on the need for new forms of engineering education that will equip graduates with stronger skills in communication, teamwork, knowledge integration, and economic understanding, in addition to sound technical competence. Led by far-sighted educators and industry executives, engineering education is now beginning to adopt this new paradigm. However, academic culture changes but slowly, and some time will elapse before the new paradigm becomes dominant at a majority of U.S. engineering schools. Driving forces for change are discussed, including efforts of engineering professional societies, engineering college advisory boards, the National Science Foundation, private foundations, and the Accreditation Board for Engineering and Technology. (Contains 41 references.)

Multidisciplinary Design and Communication: A Pedagogical Vision

Abstract: The Sophomore Engineering Clinic I, which is the third course in an 8-semester design sequence taken by all Rowan University engineering students, serves the dual purpose of introducing students to formalized engineering design techniques and providing them with the necessary foundation for their careers as technical communicators. The course, required for all Rowan University engineering students, is team-taught by faculty from the College of Communication and the College of Engineering. The most effective way to bridge these two seemingly disparate topics begins with finding a common ground. The common ground in this case is quality. The underlying theme of Total Quality Management (TQM), already heavily stressed in the four 3-week engineering design modules, is also an ideal forum for evaluating and producing technical communication. One faculty member from each of the four engineering departments (Chemical, Civil, Electrical, and Mechanical) and two faculty members from the College of Communication work as a team to organize and plan the clinic. Preliminary results have shown that students experience increased confidence in both their technical and writing skills.

A K‐12/University Partnership: Creating Tomorrow's Engineers*

Abstract: Supported by the National Science Foundation, the GK-12 Fellows program at the University of Colorado at Boulder explores innovative ways for engineering graduate students to use engineering as the vehicle to provide K-12 classroom instruction and hands-on experiences that integrate physical sciences, mathematics, engineering and technology. Engineering “Fellows” fill a crucial gap in the two-way exchange of content and pedagogy between the College of Engineering and Applied Science and the K-12 community of learners. The active presence of real world, engineering role models in K-12 classrooms improves the quality of math and science content, and introduces engineering to teachers and young students as a potential career path. Working through the University's graduate program legitimizes K-12 outreach as a valid, and satisfying, academic endeavor for graduate students.