Engineering education

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

Empowering Engineering College Staff to Adopt Active Learning Methods

Abstract: There is a growing consensus that traditional instruction in basic science courses, in institutions of higher learning, do not lead to the desired results. Most of the students who complete these courses do not gain deep knowledge about the basic concepts and develop a negative approach to the sciences. In order to deal with this problem, a variety of methods have been proposed and implemented, during the last decade, which focus on the “active learning” of the participating students. We found that the methods developed in MIT and NCSU were fruitful and we adopted their approach. Despite research-based evidence of the success of these methods, they are often met by the resistance of the academic staff. This article describes how one institution of higher learning organized itself to introduce significant changes into its introductory science courses, as well as the stages teachers undergo, as they adopt innovative teaching methods. In the article, we adopt the Rogers model of the innovative-decision process, which we used to evaluate the degree of innovation adoption by seven members of the academic staff. An analysis of interview and observation data showed that four factors were identified which influence the degree innovation adoption: (1) teacher readiness to seriously learn the theoretical background of “active learning”; (2) the development of an appropriate local model, customized to the beliefs of the academic staff; (3) teacher expertise in information technologies, and (4) the teachers’ design of creative solutions to problems that arose during their teaching.

What do EESD “experts” think sustainability is? Which pedagogy is suitable to learn it? Results from interviews and Cmaps analysis gathered at EESD 2008

Abstract: Purpose – The purpose of this paper is to study how experts on teaching sustainability in engineering education contextualize sustainability; also to evaluate the understanding of sustainability by engineering students. The final aim is to evaluate what pedagogy experts believe provides better opportunities for learning about sustainability in engineering education.Design/methodology/approach – The authors used conceptual maps (cmaps) analysis with two taxonomies of four and ten categories. The first taxonomy clusters the significance of sustainability in environmental, technological, social and institutional aspects and shows the main trends; the second (of ten categories) divides the previous categories into greater detail. To evaluate the experts' cmaps two indices were defined that provide information about what experts think sustainability is most related to and evaluate how complex they see the sustainability concept. In total, 500 students from five European engineering universities were then surve...

Educating Engineers for the 21st Century

Abstract: Engineering education today does not appear to be keeping pace with the broader challenges facing practising engineers, in terms of the need to address not only technological change, but also the social, economic, environmental and sustainability aspects of engineering endeavours. This paper argues that engineering education is approached in terms of engineering science with an overemphasis on theoretical, scientific and technical aspects of engineering, at the expense of the development of capability in dealing with engineering problems in an increasingly complex world, and answering to an increasingly diverse range of stakeholders. The paper further argues that the emphasis on research in universities, and on promotion by research at the expense of teaching, is further exacerbating this inability of engineering academia to adapt to new methods of teaching that will result in the consideration of these wider perspectives of engineering in context. The paper suggests some ways forward, including a focus on industry placements for staff, and overseas experience for students in real engineering projects of benefit to the third world.

Employing liberative pedagogies in engineering education

Abstract: Many educators in the humanities and social sciences employ pedagogies of liberation, including feminist and/or critical or radical pedagogies based on the works of bell hooks, Paulo Freire, and others, to engage students in collectively creating democratic classrooms that encourage all voices. This article motivates the use of these pedagogies in engineering education and presents their application in an engineering thermodynamics course. Implementation areas include relating course material to students' experiences, facilitating students' responsibility for learning and authority in the classroom, incorporating ethics and policy issues, and decentering Western civilization. Assessment approaches are discussed, as well as limitations of liberative pedagogies in an engineering context. Articles with similar content: EXPLORING LATINA FIRST-GENERATION COLLEGE STUDENTS’ MULTIPLE IDENTITIES, SELF-EFFICACY, AND INSTITUTIONAL INTEGRATION TO INFORM ACHIEVEMENT IN ENGINEERING Journal of Women and Minorities in Science and Engineering, Vol.24, 2018, issue 3 Allison Godwin, Dina Verdin \"I’M IN THE MATHEMATICAL SCIENCES BECAUSE...\" EXAMINING UNDERREPRESENTED STUDENTS’ MOTIVATIONS FOR PURSUING MATH Journal of Women and Minorities in Science and Engineering, Vol.25, 2019, issue 1 Casey E. George, Lisa Skultety STARTING AT THE CROSSROADS: INTERSECTIONAL APPROACHES TO INSTITUTIONALLY SUPPORTING UNDERREPRESENTED MINORITY WOMEN STEM FACULTY Journal of Women and Minorities in Science and Engineering, Vol.21, 2015, issue 2 Jasna Jovanovic, Mary A. Armstrong WOMEN ENGINEERS: FACTORS AND OBSTACLES RELATED TO THE PURSUIT OF A DEGREE IN ENGINEERING Journal of Women and Minorities in Science and Engineering, Vol.14, 2008, issue 1 Cristina Camacho, Rose Mary Wentling K–12 TEACHERS: IMPORTANT BRIDGES TO SUCCESS FOR AFRICAN-AMERICAN STUDENTS Journal of Women and Minorities in Science and Engineering, Vol.18, 2012, issue 4 Sharon Fries-Britt, Rebecca Villarreal, Tiffany Blacknall, Dora Elias McAllister Library Subscription: Guest Begell Digital Portal Begell Digital Library Contact Us Site Map A-Z Product Index Privacy Policy © Begell House Inc. 2019 Employing liberative pedagogies in engineering education pedagogy in the design of engineering courses. In Proceedings of the 2011 Frontiers in Education Conference, Rapid City, SD. Turns, J., Atman, C. J., & Adams, R. (2000). Here she managed funding for engineering education programs that focused on “informing the creation of a more agile engineering education ecosystem that offers diverse pathways to engineering careers to all members of society and that dynamically and rapidly adapts to meet the changing needs of society and the nation's economy.”[4]. Virginia Tech[edit]. After leaving the NSF in 2014, Riley moved on to be a professor of engineering education at Virginia Tech. Here she continued her research in engineering education and the ways that it intersects with science and technology studies. Employing liberative pedagogies in engineering education (2003). Resisting neoliberalism in global development engineering (2007).