Engineering education

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

Engineering Design Thinking.

Abstract: Engineering design thinking is a topic of interest to STEM practitioners and researchers alike. Engineering design thinking is " a complex cognitive process " often complex, involving multiple levels of interacting components within a system that may be nested within or connected to other systems. Systems thinking is an essential facet of engineering design cognition (Accreditation Although systems thinking has not previously played a prominent role in engineering education research, it is becoming recognized as an important engineering trait (Dym & Little, 2009; Katehi et al., 2009). Due to the nascency of systems thinking research in engineering education, there are few studies that have investigated systems thinking and its impact on engineering design, particularly with K–12 students. As a result, how high school students employ systems thinking processes and strategies is not adequately understood or identified. This research examined high school students' systems cognitive issues, processes, and themes while they engaged in a collaborative engineering design challenge. Cognitive issues are mental activities used during a design challenge, while the processes are the ways in which the issues are approached or sequenced (Gero, 1990). Using exploratory triangulation mixed method research, the systems cognitive issues and processes were analyzed through the Function-Behavior-Structure (FBS) cognitive analysis framework. Additionally, emerging systems thinking themes and phenomena in engineering design were analyzed thematically outside of the FBS framework. Data from the different sources (verbal, video, computer movements, and sketches) were coded, organized, categorized, and synthesized for themes and patterns. Each data analysis technique yielded useful results on their own, but they were also used together to produce a broader understanding of systems thinking. The research was guided by two questions:1. What are the cognitive issues and processes used by high school students when attempting an engineering design challenge analyzed through the FBS framework? 2. Are there emerging qualitative themes and phenomena as they relate to systems thinking in engineering design? If there are themes or phenomena, how can these themes and phenomena be analyzed and interpreted—essentially repeatedly reviewing and analyzing the data sources outside of the FBS framework looking for themes, patterns, and phenomena? Background Engineering design is a process that has no agreed upon definition. Nevertheless, there are multiple K–12 programs and curricula that purport to teach engineering design (Katehi et al., 2009). Although the design definitions vary, studies have shown that high school students can engage in engineering Complexity is another ambiguous term, (Davis …

Interdisciplinary education: a case study

Abstract: Today, interdisciplinary education is a hot topic. Gaining an insight into the nature of interdisciplinary education may help when making design decisions for interdisciplinary education. In this s...

Reconceptualising professional learning : sociomaterial knowledges, practices and responsibilities

Abstract: Professional knowing, work arrangements and responsibility: new times, new concepts? Tara Fenwick, University of Stirling and Monika Nerland, University of Oslo Section1: Reconceptualising Professional Knowing *Professional knowing-in-practice: rethinking materiality and border resources in telemedicine Silvia Gherardi, University of Trento, Italy * Learning through epistemic practices in professional work: examples from nursing and engineering Monika Nerland and Karen Jensen, University of Oslo, Norway * The doctor and the blue form: learning professional responsibility Miriam Zukas, Birkbeck, University of London and Sue Kilminster, Leeds Medical Education Institute, University of Leeds * Re-thinking teacher professional learning: a more than representational account Dianne Mulcahy, University of Melbourne, Australia * Surfacing the multiple: diffractive methods for rethinking professional practice and knowledge Davide Nicolini and Bridget Roe, Warwick University, UK Section II: Reconceptualising Professional Work Arrangements * Nurturing occupational expertise in the contemporary workplace: an 'apprenticeship turn' in professional learning Alison Fuller, University of Southampton Lorna Unwin, Institute of Education, UK *A technology shift and its challenges to professional conduct: mediated vision in endodontics Asa Makitalo, University of Gotenburg, Sweden Claes Reit * Engineering knowing in the digital workplace: aligning sociality and materiality in practice Aditya Johri, Virginia Tech University, USA * Interprofessional working and learning: a conceptualization of their relationship and its implications for education David Guile, Institute of Education, UK * Arrangements of co-production in healthcare: partnership modes of interprofessional practice Roger Dunston, University of Technology at Sydney, Australia Section III: Reconceptualising Professional Responsibility * Materiality and professional responsibility Tara Fenwick, University of Stirling, UK * Developing professional responsibility in medicine: a sociomaterial curriculum Nick Hopwood, University of Technology at Sydney, Australia Madeleine Abrandt Dahlgren, Linkoping University, Sweden Karin Siwe, Linkoping University, Sweden * Dilemmas of responsibility for health professionals in independent practice Sarah Wall, University of Alberta, Canada * Putting time to 'good' use in educational work: a question of responsibility Helen Colley, Huddersfield University, UK Lea Henriksson, University of Tampere, Finland Beatrix Niemeyer, University of Flensburg, Germany Terri Seddon, Monash University, Australia * Professional learning for planetary sustainability: 'thinking through country' Margaret Somerville, University of Western Sydney

Developing a Comprehensive Assessment Program for Engineering Education

Abstract: This paper provides an overview of one institution's efforts to establish a comprehensive assessment program for continuous improvement of engineering education. A five step systematic process to develop an integrated assessment program from identifying educational objectives to applying measurement methods is explained in detail. Activities to encourage faculty participation and commitment are outlined. Four integrated assessment processes used by both faculty and students to assess and provide performance feedback are described. The focus of these assessment methods is on the measurement, development, and improvement of student learning outcomes aligned with ABET Engineering Criteria 2000. Preliminary results and lessons learned from the overall experience are highlighted.

Rethinking engineering education

Abstract: The necessity of restructuring engineering education has been recognized for many years, but for a number of reasons reform is becoming increasingly urgent. It is not just that current engineering education methods are increasingly obsolete; student cognitive patterns are changing in unpredictable ways, and the complexity of the environment within which engineering is practiced is also increasing dramatically. Half measures that might have been seen as adequate a decade ago are no longer sufficient. What is required is a thorough rethinking of the engineering education framework, centered around a division of engineering students into technical, single expertise, and design capable cohorts.