Engineering education

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

‘In reality it’s almost impossible’: CLT-oriented curriculum change

Abstract: Curriculum innovation is challenging and, as several commentators have reported, moves to introduce communicative language teaching in many contexts internationally have resulted in mixed outcomes, or even failure. In an effort to shed some light on this complex problem, this article focuses on curriculum change through the introduction of new communicative textbooks in an engineering college (kosen) in Japan. First, three key factors that inhibit change are considered and then other factors that specifically hindered change in the kosen environment are identified. A study investigating the attitudes and classroom practices of four Japanese teachers of English highlighted a culture of pedagogical uncertainty and lack of professional support. Suggestions for supporting teachers to implement curriculum change more effectively, both in Japan and elsewhere, are drawn out.

Engineering Study Abroad Programs: Formats, Challenges, Best Practices

Abstract: This paper is a report of a survey of engineering study abroad programs made in order to understand a number of questions, such as: 1) what types of programs are in existence, 2) what are the challenges associated with these programs, and 3) what constitutes a set of best practices regarding these programs? This paper is a revised version of paper AC2007-422 presented at the American Society of Engineering Education (ASEE) Annual Conference and Exposition, Honolulu, HI, June 24-27, 2007. Copyright © ASEE 2007.

New challenges for the motivation and learning in engineering education using gamification in MOOC

Abstract: The phenomenon of MOOC (Massive Online Open Courses) is increasingly experienced and is giving rise to new scenariosand challenges with several features that are different from previous approaches to online education. In the field ofengineering education, Information and Communication Technologies are making continuous innovation in methods ofteaching and learning for students. Engineering Education institutions, like the Technical University of Madrid (Spain),are expanding their online offerings and making a more effective use of technologies for learning.This research presents a gamification cooperative MOOC model (gcMOOC) that can be applied in the design of this typeof course. Using an explanatory sequential mixed methods design, which integrates the quantitative and qualitativemethods, the study investigates the factors that influence motivation, collaboration and learning in gcMOOC.This work also suggests a set of practical recommendations and tools to improve the motivation, learning level andcompletion rate of participants in MOOC course in Engineering Educational when the gcMOOC model is implemented.The results of this study state that the incorporation of virtual communities and gamification methodologies increaseparticipant learning motivation in engineering MOOC courses. Additionally, these gamification tools aid students todeepen their learning and involve them in the course increasing their motivation and the completion rates in MOOCs.

Supply and demand for scientists and engineers: a national crisis in the making.

Abstract: Projections are analyzed for the future supply and demand of scientists and engineers. The demographics of the college-age population combined with estimates of the percentage of students who will pursue careers in science and engineering indicate significant shortfalls between supply and demand for the next several decades at both the baccalaureate and Ph.D. levels. If these projections are realized, the shortage of technical personnel will have a major impact on economic growth, international competitiveness, and national security. Various strategies for recruiting and retaining students in science and engineering are considered.

Response strategies for curriculum change in engineering

Abstract: During the last 25 years, there have been many calls for new engineering competencies and a corresponding gradual change in both curriculum and pedagogy in engineering education. This has been a global trend, in the US, Europe, Australia and now emerging in the rest of the world. Basically, there have been two main types of societal challenges that many engineering institutions have responded to: the employability skills of graduates and the need for a sustainability approach to engineering. These are two very different challenges and societal needs; however, the ways engineering institutions have responded form a consistent pattern across many of the content aspects. No matter the specific character of change, three very different curriculum strategies seem to have evolved: an add-on strategy, an integration strategy or a re-building strategy; the latter involves substantial curriculum re-design. The add-on strategy and integration strategy are the ones most commonly used, whereas the re-building strategy is at an emerging stage in most engineering education communities. Most engineering schools find it very chal- lenging to re-build an entire curriculum, so smaller changes are generally preferred. The purpose of this article is to conceptualise these institutional response strategies in a wider literature and present examples of curriculum change within both employability and sus- tainability. We will maintain that all these strategies are based on management decisions as well as academic faculty decisions; however the implications for using the various strategies are very different in terms of system change, role of disciplines, leader inter- ventions and faculty development strategies. Furthermore, institutions might use all types of response strategies in different programs and in different semesters. The conceptual framework presented here can provide analytical anchors, hopefully creating more awareness of the complexity of systemic change.