Engineering education

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

Modeling and simulation practices for a computational thinking-enabled engineering workforce

Abstract: Computational thinking has been recognized as a collection of understandings and skills required for new generations of students not only proficient at using tools, but also at creating them and understanding the implication of their capabilities and limitations. This study proposes the combination of modeling and simulation practices along with disciplinary learning as a way to synergistically integrate and take advantage of computational thinking in engineering education. This paper first proposes a framework that identifies different audiences of computing and related computational thinking practices at the intersection of computer science and engineering. Then, based on a survey with 37 experts from industry and academia, this paper also suggests a series of modeling and simulation practices, methods, and tools for such audiences. Finally, this paper also reports experts’ identified challenges and opportunities for integrating modeling and simulation practices at the undergraduate level. © 2016 Wiley Periodicals, Inc. Comput Appl Eng Educ 25:62–78, 2017; View this article online at wileyonlinelibrary.com/journal/cae; DOI 10.1002/cae.21779

Lecturers' attitudes about the use of learning management systems in engineering education: A Swedish case study

Abstract: The purpose of this study was to examine lecturers' attitudes towards learning management systems (LMS), with particular reference to identifying obstacles to increased use. At the University Colle ...

Sustainability and ethics as decision‐making paradigms in engineering curricula

Abstract: Purpose – The aim of this paper is to explore the rationale for teaching sustainability and engineering ethics within a decision‐making paradigm, and critically appraise ways of achieving related learning outcomesDesign/methodology/approach – The paper presents the experience of the School of Civil Engineering at the University of Sydney in teaching environmental sustainability and engineering ethics to third‐year undergraduate students It discusses the objectives of the course and the merits and drawbacks of incorporating ethics and sustainability in the same teaching framework In addition, it evaluates ways of incorporating theoretical and applied perspectives on sustainabilityFindings – Ethics and sustainability overlap but do not coincide; incorporating them in the same engineering course can be effective, provided that points of linkage are clearly recognized in the syllabus, a suitable combination of theory and practical applications is drawn upon and adequate teaching methods, including decisio

Project based learning as a pedagogical tool for embedded system education

Abstract: In this paper, a project-based learning strategy is proposed as a pedagogical tool for embedded system education targeting for undergraduate engineering students. The proposed project-based learning can motivate students to integrate and formulate the multi-disciplinary knowledge previous learned into a real-world embedded system project development. To investigate the effectiveness of the project-based learning, a post-project review is conducted for groups of junior-year engineering students participating in embedded system projects development. Post-project review results shown that the knowledge and skill build in earlier learning play major role in the embedded system project development. Evidences also shown that situational factors, such as project subject selection, learning curve of individuals and capability of working under time pressure, are considered influential to the effectiveness of project-based learning in embedded system education as well.

Analysis of Question Papers in Engineering Courses with Respect to HOTS (Higher Order Thinking Skills).

Abstract: It is generally perceived that a substantial number of engineering faculty are still unaware of alternative educational methods, and many who are aware of them choose not to incorporate them into their approach to teaching. There are several likely reasons for this inertia, aside from the inevitable human resistance to change. The primary focus of imparting information is restricted to fulfilling the course requirements and, the upcoming term end examination. It is imperative to adopt a change from teaching to learning paradigm engaging the students in Higher Order Thinking Skills. Knowledge and technological advancements are changing the role of engineering and engineering faculty in the society. Engineering Education reforms need to focus on inductive teaching and stimulated learning. Students should be taught critical thinking skills and creative thinking skills to keep pace with the rapidly changing engineering profession. This paper reports the study done to test and explore the faculty awareness of Bloom’s Taxonomy of Educational Objectives in the cognitive domain and Higher Order Thinking Skills (HOTS) and to evaluate question papers set by engineering faculty with respect to HOTS as proposed by Bloom’s Taxonomy. Various active learning strategies to enhance critical thinking skills and creative thinking skills of the students are recommended for use by the faculty in their interactions with the students.