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.
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.
The Future of Engineering Education Schor, Dario; Lim, Teng Joon; Kinsner, Witold
IEEE potentials,
03/2021, Letnik:
40, Številka:
2
Journal Article
Recenzirano
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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.
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.
Virtual Reality (VR) has been rapidly recognized and implemented in construction engineering education and training (CEET) in recent years due to its benefits of providing an engaging and immersive ...environment. The objective of this review is to critically collect and analyze the VR applications in CEET, aiming at all VR-related journal papers published from 1997 to 2017. The review follows a three-stage analysis on VR technologies, applications and future directions through a systematic analysis. It is found that the VR technologies adopted for CEET evolve over time, from desktop-based VR, immersive VR, 3D game-based VR, to Building Information Modelling (BIM)-enabled VR. A sibling technology, Augmented Reality (AR), for CEET adoptions has also emerged in recent years. These technologies have been applied in architecture and design visualization, construction health and safety training, equipment and operational task training, as well as structural analysis. Future research directions, including the integration of VR with emerging education paradigms and visualization technologies, have also been provided. The findings are useful for both researchers and educators to usefully integrate VR in their education and training programs to improve the training performance.
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