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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, an assessment process that supports effective transfer of design credits, feedback for improvement of design education, and evaluation of program success in design education is presented, and design scoring standards are presented to establish a basis for making performance comparisons within and among programs.
Abstract: Assessment of student achievement in engineering design is an important part of engineering education and vital to engineering program accreditation. Systematic assessment of design is challenging yet necessary for program improvement. Programs with design distributed across the curriculum and with significant numbers of transfer students face special challenges in assessing students' design capabilities and providing meaningful feedback to improve design education.
This manuscript presents an assessment process that supports effective transfer of design credits, feedback for improvement of design education, and evaluation of program success in design education. Mid-program and end-of-program assessment strategies are included. Design scoring standards are presented to establish a basis for making performance comparisons within and among programs.
89 citations
TL;DR: Why the individualistic approach to the teaching of ethics to engineering students is inadequate in view of preparing them for ethical, professional and social responsibility is repeated.
Abstract: There is a widespread approach to the teaching of ethics to engineering students in which the exclusive focus is on engineers as individual agents and the broader context in which they do their work is ignored. Although this approach has frequently been criticised in the literature, it persists on a wide scale, as can be inferred from accounts in the educational literature and from the contents of widely used textbooks in engineering ethics. In this contribution we intend to: (1) Restate why the individualistic approach to the teaching of ethics to engineering students is inadequate in view of preparing them for ethical, professional and social responsibility; (2) Examine the existing literature regarding the possible contribution of Science, Technology and Society (STS) scholarship in addressing the inadequacies of the individualistic approach; and (3) Assess this possible contribution of STS in order to realise desired learning outcomes regarding the preparation of students for ethical and social responsibility.
89 citations
01 Jan 2009
89 citations
TL;DR: In this article, the authors draw on research, development, and deployment of remote laboratories undertaken by the authors since 2000, and highlight the key lessons for remote labs drawn from this.
Abstract: This paper draws on research, development, and deployment of remote laboratories undertaken by the authors since 2000. They jointly worked on the PEARL project (http://iet.open.ac.uk/pearl/) from 2000 to 2003 and have worked on further projects within their own institutions (the Open University, United Kingdom, and the University of Porto, Portugal, respectively) since then. The paper begins with a statement of the rationale for remote experiments, then offers a review of past work of the authors and highlights the key lessons for remote labs drawn from this. These lessons include (1) the importance of removing accessibility barriers, (2) the importance of a pedagogic strategy, (3) evaluation of pedagogic effectiveness, (4) the ease of automation or remote control, and (5) learning objectives and design decisions. The paper then discusses key topics including assessment issues, instructional design, pedagogical strategies, relations to industry, and cost benefits. A conclusion summarizes key points from the paper within a review of the current status of remote labs in education.
89 citations
15 Jun 2014
TL;DR: Jim Borgford-Parnell as discussed by the authors is associate director and Instructional Consultant at the Center for Engineering Learning & Teaching at the University of Washington and has been involved in instructional development for 18 years, and currently does both research and instructional development in engineering education.
Abstract: Dr. Jim Borgford-Parnell is Associate Director and Instructional Consultant at the Center for Engineering Learning & Teaching at the University of Washington. He taught design, education-research methods, and adult and higher education theory and pedagogy courses for over 30 years. He has been involved in instructional development for 18 years, and currently does both research and instructional development in engineering education. Jim has taught courses on the development of reflective teaching practices, and has presented workshops on learning how to learn and developing metacognitive awareness.
88 citations