scispace - formally typeset
Search or ask a question
Topic

Engineering education

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


Papers
More filters
Book ChapterDOI
01 Jan 2014
TL;DR: To educate students to understand how to Conceive-Design-Implement-Operate complex value-added engineering products, processes and systems in a modern, team-based environment is identified.
Abstract: The objective of engineering education is to educate students who are “ready to engineer,” that is, broadly prepared with both pre-professional engineering skills and deep knowledge of the technical fundamentals. It is the task of engineering educators to continuously improve the quality of undergraduate engineering education in order to meet this objective. Over the past 30 years, many in industry and government have tried to describe these desired outcomes in terms of attributes of engineering graduates. By examining these views, we identified an underlying need: to educate students to understand how to Conceive-Design-Implement-Operate complex value-added engineering products, processes and systems in a modern, team-based environment.

46 citations

Journal ArticleDOI
TL;DR: In this article, a strategy for expanding the civil engineering curriculum to include concentrated study and a problem-solving experience, as well as engaging students in the process of learning how to learn is presented.
Abstract: Structural engineering education has been based historically on specialization within the framework of a four-year undergraduate degree in civil engineering. Many practitioners, however, are concerned that modern civil engineering curricula are not meeting the needs of the structural engineering profession. The purpose of this paper is to contribute to the conversation about undergraduate education and the increased technical skills requested by the structural engineering profession. Problem-based learning is presented as a strategy for expanding the civil engineering curriculum to include concentrated study and a problem-solving experience, as well as engaging students in the process of learning how to learn. The paper reports on our experience in incorporating problem-based learning within a senior-year project. The conclusions discuss the challenges of extending this learning format to additional students.

46 citations

Journal ArticleDOI
TL;DR: In this article, a focussed summary of good practice taken primarily from engineers who are responsible for teaching topics related to systems and control is given, with a focus on software engineering.
Abstract: This paper gives a focussed summary of good practice taken primarily from engineers who are responsible for teaching topics related to systems and control This engineering specialisation allows th

46 citations

Proceedings ArticleDOI
04 Nov 1998
TL;DR: The National Science Foundation has supported creation of eight engineering education coalitions: Ecsel, Synthesis, Gateway, SUCCEED, Foundation, Greenfield, Academy and Scceme.
Abstract: The National Science Foundation has supported creation of eight engineering education coalitions: Ecsel, Synthesis, Gateway, SUCCEED, Foundation, Greenfield, Academy and Scceme. One common area of work among these coalitions has been restructuring first-year engineering curricula. Within some of the Coalitions, schools have designed and implemented integrated first-year curricula. The purpose of this paper is to survey the different pilots that have been developed, abstract some design alternatives which can be explored by schools interested in developing an integrated first-year curriculum, indicated some logistical challenges, and present brief descriptions of various curricula along with highlights of the assessment results which have been obtained.

46 citations

Journal ArticleDOI
TL;DR: The UML College of Engineering at the University of Massachusetts Lowell (UML) has integrated service learning (S-L) into many of its core required undergraduate courses over the last three years as mentioned in this paper.
Abstract: The College of Engineering at the University of Massachusetts Lowell (UML) has integrated service-learning (S-L) into many of its core required undergraduate courses over the last three years. Projects that meet real community needs and that help students achieve academic objectives in these core courses are percieved to be difficult to create, but, in this paper, projects for 35 different undergraduate required courses are summarized to help faculty, staff, and students develop S-L projects for their own courses. Faculty at UML were encouraged to “start small rather than not at all.” Courses and projects include, for example, a first-year introduction to engineering course in which 340 students, divided into teams, designed and built moving displays illustrating various technologies for 60,000 middle school students that every year visit a history center that is part of a national park. Another example is a sophomore kinematics course in which student teams visited local playgrounds to assess their safety using deceleration, force, and impact equations learned from the course. Junior heat transfer courses focused in analyzing heat loss and making suggestions for heating system savings for a local food pantry, a city hall building, and a community mental health center, as well as for the university itself; these analyses were developed and presented to the stakeholders. Sophomore student teams from the materials course presented findings to the staff of a local textile history museum to help it begin updating its displays on recent developments in materials. Junior fluids, junior circuits, senior microprocessor, senior design of machine elements, and senior capstone design are having students design and build various parts of an automated canal lock opener for a local national park. Many of the projects are low-cost and can be implemented by individual faculty members without the requirement of a formal institutional program. These S-L projects are integrated into a wide variety of core courses (and not just design courses) and represent typically from 10 to 20 percent of the grade.

46 citations


Network Information
Related Topics (5)
Educational technology
72.4K papers, 1.7M citations
82% related
Higher education
244.3K papers, 3.5M citations
79% related
Curriculum
177.5K papers, 2.3M citations
75% related
Educational research
38.5K papers, 1.3M citations
74% related
Professional development
81.1K papers, 1.3M citations
74% related
Performance
Metrics
No. of papers in the topic in previous years
YearPapers
2023239
2022652
2021607
20201,010
20191,046
20181,123