Topic
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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TL;DR: In this paper, a historical review describes pedagogical and profession-oriented motivations as well as science and society-related aspects for project orientation and project-organized curricula in higher education.
Abstract: SUMMARY Project orientation and project-organized curricula in higher education are attributed to a wide range of intentions causing different approaches and solutions concerning the structuring of curricula and of teaching/learning situations. The historical review describes briefly pedagogical and profession-oriented motivations as well as science and society-related aspects. In engineering education, the changing demands from industry and the profession—emphasizing skills instead of specialized content orientation—promote a rapid expansion of problem-centred project work and of active and productive learning. A shift from projects, integrated in the traditional subject structure of engineering curricula, towards project-organized curricula can be observed. To overcome obvious problems and constraints of the future implementation of projects in higher education staff and faculties will need to establish a continuous process of organizational development.
101 citations
01 Jan 2002
101 citations
TL;DR: In this article, 48 teachers participated in a year-long professional development program on STEM integration, and they designed 20 new engineering design-based STEM curriculum units, each STEM curriculum unit includes an engineering challenge in which students develop technologies to solve the challenge; each unit also integrates grade level appropriate mathematics (data analysis and measurement) and one of the three science content areas: life science, physical science or earth science.
Abstract: Improving K–12 Science, Technology, Engineering, and Mathematics (STEM) education has a priority on numerous education reforms in the United States. To that end, developing and sustaining quality programs that focus on integrated STEM education is critical for educators. Successful implementation of any STEM program is related to the curriculum materials used. Educators increasingly recognize the challenge of finding quality curriculum materials for integrated STEM education. In this study, 48 teachers participated in a year-long professional development program on STEM integration, and they designed 20 new engineering design-based STEM curriculum units. Each STEM curriculum unit includes an engineering challenge in which students develop technologies to solve the challenge; each unit also integrates grade level appropriate mathematics (data analysis and measurement) and one of the three science content areas: life science, physical science, or earth science. A total of 20 STEM integration units were assessed using the STEM Integration Curriculum Assessment (STEM-ICA) tool. Comparisons among the STEM units showed that the context or the engineering activities in physical science focused STEM units were more engaging and motivating comparing to the authentic contexts used in life science and earth science focused STEM units. Moreover, mathematics integration and communicating mathematics, science, and engineering thinking were not found to strongly contribute to the overall quality of the STEM units. Implications for designing effective professional development on integrated STEM education will be discussed.
100 citations
TL;DR: In this paper, the authors present the findings of an Engineering Curriculum Task Force of the College of Engineering and Applied Sciences at Arizona State University, which explored changes that would better prepare baccalaureate level engineers for the practice of their profession in the next decade.
Abstract: This paper presents the findings of an Engineering Curriculum Task Force of the College of Engineering and Applied Sciences at Arizona State University. The Task Force's charge was to explore changes that would better prepare baccalaureate-level engineers for the practice of their profession in the next decade. The generic data developed in the process used by the Task Force are given here. For example, a set of ten important attributes deemed desirable for newly graduated engineers and produced by education, is presented. Also, the rankings by industry, alumni, students, and faculty, of the relative importance of each of these ten attributes and the performance of new graduates in each, are given. Generic curriculum features necessary for successful generation of these attributes are discussed. Finally, the results of an alumni survey are presented which show the overwhelming support for a broad-based undergraduate program by graduates of all degree programs.
100 citations
27 Oct 2006
TL;DR: In this article, the authors present evidence from the Engineering Change study, indicating that implementation of the EC2000 learning criteria has had a positive impact on engineering programs and student learning, compared to their 1994 counterparts, 2004 graduates report higher ability levels on nine measures of learning.
Abstract: This panel presents evidence from the Engineering Change study, indicating that implementation of the EC2000 learning criteria has had a positive impact on engineering programs and student learning. Compared to their 1994 counterparts, 2004 graduates report higher ability levels on nine measures of learning. Outcomes are linked to changes in program curricula, instruction, faculty culture, administrative practices and student experiences. A majority of employers surveyed consider recent graduates to be adequately or well prepared in technical and professional skills.
100 citations