Engineering education

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

Department of Computer Science and Engineering

Abstract: Postgraduate Students: Vladimír Arnošt, Daniel Čapek, Rudolf Čejka, Dao Minh, TomᚠDulík, Martin Hrubý, Radek Kočí, Petr Kotásek, Marek Křejpský, Bohuslav Křena, Vladislav Kubíček, Vladimír Marek, Petr Matoušek, Aleš Mičín, Jiří Očenášek, TomᚠOndráček, Petr Peňás, Jaroslav Ráb, Richard Růžička, LukᚠSekanina, Ivan Schwarz, Azedien Sllame, Petr Smolík, Jiří Staroba, Josef Strnadel, LukᚠSzemla, Pavel Tišnovský, Michal Tomšů, Milan Urbášek, Michal Vojkůvka, Petr Vurm, František Zbořil

Problem-Based, Cooperative Learning in the Engineering Classroom

Abstract: Hydraulic engineering, a junior/senior-level course, is typically taught in a lecture-based format. Lecturing as a singular teaching technique has repeatedly been shown to be ineffective. Lecturing does not advance problem-solving skills, does not require creative or critical thinking, and does not prepare students for the types of problems they will face as professional engineers. In this study, two teaching techniques, problem-based learning (PBL) and cooperative learning (CL), were used to enhance learning in the hydraulic engineering course. The goals of PBL are to provide the student with an active role in learning and to allow the student to take responsibility for learning. The goals of CL are to have students work in teams, thereby learning from both each other and the instructor, and to teach students to work together cooperatively in small groups. Methods of developing teams, projects, and other assignments were explored. The course was assessed midterm and at the end of the semester. As a result, some changes were made midsemester and other recommendations are made for the future.

Addressing the Time Lag Dilemma in Curriculum Renewal Towards Engineering Education for Sustainable Development

Abstract: Purpose – The purpose of this paper is to present the case for engineering departments to undertake rapid curriculum renewal (RCR) towards engineering education for sustainable development (EESD), to minimise the department's risk exposure to rapidly shifting industry requirements, government regulations and program accreditation. This paper then outlines a number of elements of RCR.Design/methodology/approach – This paper begins by proposing that Higher Education Institutions face a “time lag dilemma,” whereby the usual or “standard” curriculum renewal approach to embed new knowledge and skills within the curriculum may take too long, lagging behind industry, regulatory, and accreditation shifts. This paper then outlines a proposed RCR approach. This paper presents a number of preliminary “elements of RCR” formulated from a literature review of numerous existing but largely ad hoc examples of curriculum renewal within engineering and other discipline areas, together with the authors' experience in triall...

I still wanna be an engineer! Women, education and the engineering profession

Abstract: Women's low enrolment in post-school engineering degrees continues to be a problem for engineering faculties and the profession generally. A qualitative interview-based study of Australian women engineers across the range of engineering disciplines showed the relevance of success in math and science at school to their enrolling in engineering at university. However, for a significant number of the women the positive self-image connected with school success was not maintained by their workplace experience. Using a mixed methods approach, further investigations of the attitudes and experiences of working engineers at three large firms suggest that engineering workplaces continue to be uneasy environments for professional women. Particular issues for women working as professional engineers are identified in this paper and some educational strategies are suggested in order to better prepare engineers for an inclusive and participatory professional life.

CDIO: An International Initiative for Reforming Engineering Education

Abstract: With support from the Knut and Alice Wallenberg Foundation, the Royal Institute of Technology (KTH), Linkoping University and Chalmers University of Technology of Sweden, and the Massachusetts Institute of Technology (MIT) of the USA, launched the CDIO Initiative to improve undergraduate engineering education in their countries and, eventually, worldwide. The Initiative is an open-architecture endeavour that is designed to be adaptable and adoptable by any undergraduate engineering programme. In 2002, the Technical University of Denmark joined the Initiative and, in 2003, other schools in Canada, South Afri ca, the United Kingdom and the USA were aligning themselves as well. CDIO is a closely coordinated programme with parallel efforts at participating schools. The Initiative's vision is to provide students with an education that stresses engineering fundamenta ls that are set in the context of Conceiving - Designing - Implementing - Operating (CDIO) real-world systems and products. The article describes the Initiative's launch, progress and impact.