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Engineering education

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


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Journal ArticleDOI
TL;DR: Results show an improved classroom experience for students who were taught with CBL, which is a structured model for course content with a foundation in problem-based learning.
Abstract: Over the past 20 years there have been many changes to the primary and secondary educational system that have impacted students, teachers, and post-secondary institutions across the United States of America. One of the most important is the large number of standardized tests students are required to take to show adequate performance in school. Students think differently because they are taught differently due to this focus on standardized testing, thus changing the skill sets students acquire in secondary school. This presents a critical problem for colleges and universities, as they now are using practices for and have expectations of these students that are unrealistic for the changing times. High dropout rates in the colleges of engineering have been attributed to the cultural atmosphere of the institution. Students have reported a low sense of belonging and low relatability to course material. To reduce negative experiences and increase motivation, Challenge Based Learning (CBL) was introduced in an undergraduate Basic Electric Circuits (BEC) course. CBL is a structured model for course content with a foundation in problem-based learning. CBL offers general concepts from which students derive the challenges they will address. Results show an improved classroom experience for students who were taught with CBL.

56 citations

Journal ArticleDOI
TL;DR: In this paper, student interest in, knowledge of, and experiences related to sustainability in civil and environmental engineering (CEE) at the Georgia Institute of Technology (Georgia Tech) were examined and a survey was developed and administered to students enrolled in CEE capstone courses.
Abstract: For sustainable engineering to contribute to sustainability, curricular reforms are needed to train sustainability-conscious engineers. Examining student perceptions of sustainability education can provide insights for benchmarking the current quality of a curriculum and for identifying strategies for reforming a curriculum. Thus, the goal of this study was to examine student interest in, knowledge of, and experiences related to sustainability in civil and environmental engineering (CEE) at the Georgia Institute of Technology (Georgia Tech). A survey was developed and administered to students (n=153) enrolled in CEE capstone courses. The results indicated that although students are interested in sustainable development, there is potential for further enhancing sustainability learning. In addition, students reported that CEE courses strongly impacted their learning, which underscores the importance of curricular quality. Finally, although students were generally satisfied with CEE sustainability ed...

56 citations

Journal ArticleDOI
TL;DR: In this paper, a framework for incorporating sustainable design/thinking as a new civil engineering course and experiences from the pilot offering is discussed and important areas are outlined to aid all engineers in understanding sustainability in context with traditional engineering principles.
Abstract: This paper discusses a framework for incorporating sustainable design/thinking as a new civil engineering course and experiences from the pilot offering. Important areas are outlined to aid all engineers in understanding sustainability in context with traditional engineering principles. Green-building rating systems were used to introduce the concepts of sustainability in buildings and infrastructure, highlighted by presentations from green-building professionals. By providing a better understanding of sustainability through education, civil engineers can provide proactive solutions to a growing global infrastructure.

56 citations

Proceedings ArticleDOI
01 Aug 2018
TL;DR: The edu-coaching offers an alternative way to improve the efficiency of education based on the support of disruptive technologies, cooperative 3D VR learning environments, which fits properly to the digital life of new generation of students.
Abstract: The cognitive infocommunication based IT tools can support the education abilities from the point of view of mathability, edu-coaching, 3D/VR etc. In the modern mathematical and engineering education the contemporary tools of cognitive infocommunication, coaching in computer assisted education can be a valuable method for discovering and applying engineering knowledge using problem solving abilities. The edu-coaching offers an alternative way to improve the efficiency of education based on the support of disruptive technologies, cooperative 3D VR learning environments, which fits properly to the digital life of new generation of students. The cognitive infocommunication based ICT can improve the effectiveness of learning because of the effect on motivation and creativity.

56 citations

Journal ArticleDOI
TL;DR: In this article, the authors discuss a study of their initial semester matching technical communication students with teams of engineers in a capstone, client-based design course and suggest that academic and professional settings could do more to address the types of challenges identified.
Abstract: Educational settings tend to provide highly specialized contexts for learning. In contrast, workplaces are increasingly multidisciplinary, presenting challenges often not considered in the technical communication curriculum. Our technical communication program is addressing this issue by building partnerships with programs in mechanical engineering and industrial engineering. In this article, we discuss a study of our initial semester matching technical communication students with teams of engineers in a capstone, client-based design course. We focus on challenges the students faced in the multidisciplinary, client-based experience. Based on our initial results, we suggest that academic and professional settings could do more to address the types of challenges identified. We call for a more inclusive pedagogy, one that expands the boundaries of technical communication and welcomes multidisciplinary experience in shared contexts.

56 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
2023239
2022652
2021607
20201,010
20191,046
20181,123