This open access book is dedicated to exploring methods and charting the course for enhancing engineering education in and beyond 2023. It delves into the idea that education, coupled with social ...connections, is indispensable for a more profound comprehension of the world and the creation of an improved quality of life. The book serves as a conduit for incorporating complex problem-solving into engineering education across various formats. It offers a structured approach for tackling complex issues, comparing an array of techniques for managing complexity within the realm of engineering education. Moreover, the book scrutinizes several complex case studies derived from the United Nation's Sustainable Development Goals. Additionally, it explores intricate problem-solving and curriculum change case studies specific to engineering education from Harvard University, the University of Technology Sydney, and Aalborg University.
This open access book is dedicated to exploring methods and charting the course for enhancing engineering education in and beyond 2023. It delves into the idea that education, coupled with social ...connections, is indispensable for a more profound comprehension of the world and the creation of an improved quality of life. The book serves as a conduit for incorporating complex problem-solving into engineering education across various formats. It offers a structured approach for tackling complex issues, comparing an array of techniques for managing complexity within the realm of engineering education. Moreover, the book scrutinizes several complex case studies derived from the United Nation's Sustainable Development Goals. Additionally, it explores intricate problem-solving and curriculum change case studies specific to engineering education from Harvard University, the University of Technology Sydney, and Aalborg University.
The Future of Engineering Education Schor, Dario; Lim, Teng Joon; Kinsner, Witold
IEEE potentials,
03/2021, Letnik:
40, Številka:
2
Journal Article
Recenzirano
Odprti dostop
Given all of the extreme changes experienced over the last year, this issue of IEEE Potentials gives us an opportunity to look back at our engineering programs, assess the current state, and think of ...what the “Future of Engineering Education” entails. This issue contains five theme articles on engineering education that highlight different initiatives from around the world and give some insight into what the future has in store. We encourage current students to use this as an opportunity to reflect on how their programs are structured, in what ways the different components fit together, and how this process will lead them to become professional engineers. For those interested in learning more about this subject, we encourage you to look at the many publications from the IEEE Education Society that dive into these and many other emerging topics.
Undergraduate education in biomedical engineering (BME) and bioengineering (BioE) has been in place for more than 50 years. It has been important in shaping the field as a whole. The early ...undergraduate programs developed shortly after BME graduate programs, as universities sought to capitalize on the interest of students and the practical advantages of having BME departments that could control their own resources and curriculum. Unlike other engineering fields, BME did not rely initially on a market for graduates in industry, although BME graduates subsequently have found many opportunities. BME undergraduate programs exploded in the 2000s with funding from the Whitaker Foundation and resources from other agencies such as the National Institute of Biomedical Imaging and Bioengineering. The number of programs appears to be reaching a plateau, with 118 accredited programs in the United States at present. We show that there is a core of material that most undergraduates are expected to know, which is different from the knowledge base of other engineers not only in terms of biology, but in the breadth of engineering. We also review the role of important organizations and conferences in the growth of BME, special features of BME education, first placements of BME graduates, and a few challenges to address in the future.
Every work needs inspiration, and so, too, does pursuing a Ph.D. degree. However, a problem occurs when most of the scholars studying for a doctorate are doing so only to hold another degree or ...obtain higher title. The "why" to obtain a Ph.D. degree should focus on research, as most doctoral candidates will be in either academia or industry research-not something a general engineering student will pursue.
Background
Pre‐college engineering education reform documents aim to help students develop engineering literacy. Helping students develop sophisticated epistemological views about engineering makes a ...significant contribution toward developing engineering‐literate citizenry. Despite these widely recognized benefits, research on students' and teachers' epistemological views about engineering, commonly termed nature of engineering (NOE) views, has remained stagnant due to the absence of an open‐ended questionnaire whose collected evidence of validity indicates its appropriateness for assessing students' and teachers' NOE understanding.
Purpose
The purpose of this study is threefold: (a) describing the development of a new open‐ended instrument, the Views of Nature of Engineering Questionnaire version B (VNOE‐B), (b) providing evidence in support of the VNOE‐B validity and reliability, and (c) discussing the implications of the newly developed instrument for future research.
Design/Method
We aimed to provide evidence for the content and face validity of the VNOE‐B by seeking input from a panel of science/engineering educators. Evidence for the construct validity was determined by analyzing the open‐ended questionnaire and semistructured interview responses provided by pre‐service and in‐service teachers (considered novices in this field) and experts (engineers and engineering educators).
Results
Our findings indicate that the VNOE‐B is consistently successful in differentiating between experts' and novices' NOE views. All engineering experts held sophisticated NOE views across all NOE views under study, whereas most novices held partially informed or uninformed NOE views.
Conclusion
Evidence of validity supports the appropriateness of the VNOE‐B as an open‐ended instrument for assessing adults' NOE views. Its application may guide teacher educators in determining the efficacy of teacher professional development in meeting the aim of improving in‐service teachers' NOE understanding. Additionally, VNOE‐B may potentially inform the success of pre‐service teacher training.
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