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This book considers a radical change to engineering education. It argues for a reexamination of the traditional way in which engineering students are educated in disciplinary silos and how, instead, we might re-imagine their professional education to more appropriately prepare students to design innovative solutions to increasingly complex global challenges. It poses the question: “How can engineers think outside the engineers'box?'. A box that has over generations rendered engineers to be unquestioning servants of the socio-political systems in which they function. The book introduces a unique framework and language for engineering education which considers both the problems of the past and present, and the potential solutions offered for the future. By reaching out beyond the bounds of traditional knowledge and thought collectives, this book will also offer a pathway for other professional education programs to explore.

This study looks at how faculty view sponsored research projects and helps its readers to answer questions such as: how many sponsored research projects have faculty worked on? Which faculty defined by age, gender, academic field and many other variables have worked on sponsored research? How much interaction have faculty had with university officers entrusted with managing sponsored research? Have faculty benefited and, if so, how much, by alumni and industry boards designed to promote sponsored research? What is the outlook for sponsored research in the future and which research fields or topics might command the most attention? What percentage of faculty have had disputes with sponsored research partners? What percentage have signed nondisclosure agreements? How effective do faculty feel that their university has been in pursuing sponsored research projects?

Le livre Une approche d'équité sociopédagogique sensible à l'EDI (équité, diversité, inclusion) pour intéresser les filles et les garçons à s'orienter en STIM (sciences, technologies, ingénierie, mathématiques) vise à favoriser des carrières en STIM pour trois raisons : 1) La société actuelle a besoin de scientifiques, plus que jamais, avec la pandémie de COVID-19 et peut-être d'autres qui pourront advenir, mais aussi avec les progrès en intelligence artificielle et toutes les questions qui se posent en ce domaine ; 2) Les filles comme les garçons ne forment pas des groupes homogènes. Toutes les réflexions sur l'intersectionnalité font penser qu'autant dans le groupe des filles que dans celui des garçons, il y a des discriminations qui diffèrent d'une fille à l'autre ou d'un garçon à l'autre selon l'apparence, la situation socioéconomique, l'orientation sexuelle, les croyances religieuses, les expériences passées dans les domaines des STIM, etc. ; 3) Les réflexions actuelles à propos de l'élaboration de programmes EDI (équité, diversité, inclusion) mènent à élargir le débat et les réflexions collectives. Néanmoins, la situation des filles dans différents domaines des STIM est préoccupante, et il importe de ne pas l'oublier et d'en tenir compte. Dans la classe, il est possible d'y arriver, sans nécessairement dire que ce sont des filles qui sont particulièrement visées, mais en pensant à elles en sachant que des garçons seront aussi rejoints par les propositions. Cinq grandes parties sont proposées dans ce livre : 1) La prise en compte de la dimension affective en STIM ; 2) La prise en compte des dimensions cognitive et métacognitive dans les domaines des STIM ; 3) Un thème récurrent associé à l'utilité de ces différents domaines ; 4) Une pratique réflexive-interactive pour mettre en place des changements ; 5) De courts textes pour former et s'autoformer. Quelques expérimentations ont été réalisées ; elles sont résumées avec des commentaires.

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.

Experiential Learning presents an evolving form of education that fundamentally involves'learning by doing'and having students reflect on the work. The book discusses these recent developments pertaining to the use of experiential learning in engineering education. Covering a range of innovations in experiential learning, the book explores development in laboratories, in-class and problem-based learning, project work and society-based aspects, including Indigenous elements in the curriculum. It includes case studies and examples sourced from institutions around the world.Features Focuses on recent and practical aspects of implementing experiential learning to help improve engineering education Offers an examination of the undergraduate experience, which leads to professional certification Includes a chapter on lessons in other professional education areas, such as medicine and health care, business and social work A broad readership will find value in this book, including faculty who teach undergraduate engineering courses, engineering education researchers, industry partners that provide co-op experience and developers of training modules for practicing engineers.

En la enseñanza universitaria, la impartición de la docencia se ha caracterizado durante mucho tiempo por aulas de gran tamaño donde el profesor o profesora explica un temario o expone un tema delante de un gran número de alumnos. Clases magistrales que llevaban toda la carga docente con un marcado carácter unidireccional, donde la comunicación sólo se realiza en un sentido: del profesor al alumno. En las últimas décadas, con el objetivo de adaptarse a los nuevos desafíos y a la necesidad de progresar, la Universidad ha ido introduciendo cambios muy diversos, creando clases prácticas con un menor número de estudiantes, principalmente debido a la entrada en vigor de las adaptaciones al Espacio de Educación Superior Europeo.Junto con estas clases, al alumno también se le ofrece acceso a los contenidos universitarios, donde se incluye un apoyo de bibliografía al que los estudiantes pueden acceder, pero que suelen reservar al momento de estudiar para el examen final. Una vez que finalizan las clases de la materia, gran parte de las asignaturas emplean una única prueba de carácter escrito para evaluar los conocimientos adquiridos. Fruto de esta metodología, el profesor se mantiene como figura que explica y evalúa, mientras que el estudiante concentra su atención, en ocasiones de forma exclusiva, en estudiar de cara a superar el examen final.

Due to the recent global pandemic, educators of science and technology have had to pivot and adapt their delivery to create alternative virtual means of delivery. The COVID-19 pandemic has influenced a rapid change in teaching and learning in higher education. It is reshaping curriculum demands, the 21st century digital competence challenges, and learning technologies. These changes in education are likely to endure well past the COVID-19 pandemic, making it crucial for educators to consider teaching and learning under the perspectives of digital education and innovation. Advancing STEM Education and Innovation in a Time of Distance Learning highlights the contemporary trends and challenges in science, technology, mathematics, and engineering education. The chapters present findings and discussions of relevant research studies and theoretical frameworks for the provision of science, technology, engineering, and technical subjects. It not only presents successful practice examples from before and during the COVID-19 pandemic, but also provides useful information to assist educators in understanding the demands and challenges of digital education. Covering topics such as ethnically diverse students, foreign language learning, and mobile gamification, this premier reference source is an essential resource for educators and administrators of both K-12 and higher education, pre-service teachers, teacher educators, librarians, government officials, researchers, and academicians.

Entrepreneurship is defined in different fields with definitions ranging from a specific perspective such as starting a business to a broader perspective such as a process of establishing new social, economic, environmental, institutional, cultural and/or scientific environments. There has been some movement toward entrepreneurship in STEM education through hackathons and makerspaces, but they tend to be limited to informal settings. In higher education, there seems to be a border line between business schools and education departments. This book aims to remove the borders between the Business Schools and the Department of Education and help Business Schools to develop their educational practices further and help Education Departments to develop their knowledge of entrepreneurship from its formal discipline.The purpose of this book is to bring together experts from STEM education and the formal discipline of entrepreneurship to explore the role of STEM ineveryday life through an entrepreneurial lens and show how this integration can broaden STEM education practices.

Increasing corporate social responsibility demands professionals possess the necessary knowledge, abilities, and competencies to answer the needs of a diverse organization's stakeholders. This book highlights the most recent issues related to higher education in the fields of management and engineering. It explains why a sustainable education is a requirement for professionals, as well as the organizations they collaborate with.Higher Education: Progress for Management and Engineering focuses on the latest research findings in the field of higher and sustainable education. It discusses the progress, shares knowledge and insights on an international scale, and highlights the challenges faced to obtain and secure a more responsible and sustainable management system. Selecting different options and strategies, how to set priorities on managing competition, and how to succeed as an organization that can lead to successes in both national and international markets are covered within this book.This book can be used as a reference for researchers, academics, managers, engineers, and other professionals involved in higher and sustainable education in management and engineering.

Despite the importance of engineering and technology in economic, social, and other aspects of our lives what it means to develop as an engineer, and how this is to occur, is not widely discussed. Becoming a Human Engineer explores the moral and ethical challenges of educating engineers through the philosophical lens of personalism, a branch of philosophy that puts the person first, seeing human growth and development as central to good. Building from the philosophy of the 20th century philosopher John Macmurray, this book explores how ethics and education intersect through a continuous cycle of action and reflection. By pulling together disparate and wide-ranging topics across engineering education, several promising areas of future work are identified. Engineering methods and ways of reflection are deeply embedded in engineering education to the extent that they may interfere with becoming a person. A focus on specific knowledges must complement rather than distract from developing the habits of mind necessary for engineers to adapt to a changing world. Providing meaningful experiences and explicitly focusing on developing multiple ways to reflect on these experiences are shown to be critical for the holistic development of engineers as persons.

This book explores innovative pedagogical practices and teaching and learning strategies in the engineering curriculum for empowered learning. It highlights the urgency for developing specific skill sets among students that meet the current market recruitment needs. The authors present a detailed framework for fostering a higher level of competence in students especially in their communication skills, their knowledge of media and technology tools, and their leadership skills. The book offers examples of new and effective teaching strategies including cognitive, metacognitive, and socio-affective strategies which align well with the existing and evolving technical curriculum.The book will be of interest to teachers, students, and researchers of education, engineering, and higher education. It will also be useful for English language teachers, educators, and curriculum developers.

This work introduces methods that aid in freshman retention (in the transition from high school and to remain in the university of origin) and orient them towards a successful career in science. Specific examples of successful approaches are given as well as detailed plans for how to engage these students. Pitfalls as well as success are described. In addition this work provides a detailed description of how to develop the students into a cohort that exhibits comradery. Three types of cohort form, those within the freshman class, those among the upperclassmen and those between the freshmen and upperclassmen. The program works because the social reality is that the peer mentor has a better repertoire with the first semester freshmen than the faculty or staff and assists with student success. Factors such as financial aid, policy, and support systems influence student success. In the sciences, students often struggle with the content and adjusting to the college experience. Research states that a mentorship program supports retention as well as enhances the student experience during college. This program creates a cohort group among the upperclassmen mentors and freshmen and provides leadership development for all involved.

This timely volume brings together a range of international scholars to analyse cultural, political, and individual factors which contribute to the continued global issue of female underrepresentation in STEM study and careers. Offering a comparative approach to examining gender equity in STEM fields across countries including the UK, Germany, the United States, Hong Kong, Taiwan, South Africa, and China, the volume provides a thematic breakdown of institutional trends and national policies that have successfully improved gender equity in STEM at institutions of higher education. Offering case studies that demonstrate how policies interact with changing social and cultural norms, and impact women's choices and experiences in relation to the uptake and continuation of STEM study at the undergraduate level, the volume highlights new directions for research and policy to promote gender equity in STEM at school, university, and career levels. Contributing to the United Nations'(UN) 2030 Agenda for Sustainable Development, this text will benefit researchers, academics, and educators with an interest in science education, higher education, and gender equity in STEM fields. The text will also support further discussion and reflection around multicultural education, educational policy and politics, and the sociology of education more broadly.

As bibliometrics becomes a critical determinant in hiring and tenure decision, this PRG report provides essential intelligence on which bibliometric measures are the most broadly used, consulted and respected. The study gives a broad range of data on many different bibliometric tools, pointing out frequency and extent of use of Web of Science, Scopus, Google Scholar, CrossRef, Semantic Scholar, Lens.org, CiteSeerX, OpenCitations, Microsoft Academic and other tools. The study also presents data on the satisfaction level of STEM faculty with the range of bibliometric measures and services provided by their universities. Data in the report is derived from 172 scholars from 72 research universities worldwide.

This book details the key concepts, objectives and processes relating to the professional accreditation of engineering bachelor (honours) degrees. The contemporary context of accreditation is examined in terms of the globalised nature of both the engineering profession and higher education. Examples of the processes relating to single and dual accreditation are provided, with examination of the Washington Accord and the requirements of the European Network for Accreditation of Engineering Education. Details are also provided as to how learning outcomes can be structured to demonstrate compliance with accreditation criteria. The final chapters deal briefly with quality assurance processes used in education and the current international quality ranking systems which exist.This book will provide the reader with a detailed examination of outcome based education within the context of Bachelor of Engineering (honours) degrees. A key feature of this book is the side-by-side comparison of different accreditation criteria and a thorough discussion of the relatively new phenomenon of dual accreditation. The book seeks to provide a very clear explanation and exploration of accreditation within the context of engineering education and will benefit those practitioners involved in the accreditation process.

Thinking Like an Engineer, 5th Edition is designed to facilitate an active learning environment for first-year engineering courses. Checkpoints in each chapter provide worked-out problem sets for you to solve using your own logic, helping you develop the problem-solving skills you need to solve more difficult problems. A variety of collaborative problem-solving activities, computer-based activities, and hands-on experiments help you take your learning further and develop the skill set to begin thinking like an engineer. The 5th Edition is updated to incorporate current software releases, including Microsoft® Office 2019®, Office 365®, Excel® Online, and MATLAB® 2020a.

As explored in this open access book, higher education in STEM fields is influenced by many factors, including education research, government and school policies, financial considerations, technology limitations, and acceptance of innovations by faculty and students. In 2018, Drs. Ryoo and Winkelmann explored the opportunities, challenges, and future research initiatives of innovative learning environments (ILEs) in higher education STEM disciplines in their pioneering project: eXploring the Future of Innovative Learning Environments (X-FILEs). Workshop participants evaluated four main ILE categories: personalized and adaptive learning, multimodal learning formats, cross/extended reality (XR), and artificial intelligence (AI) and machine learning (ML). This open access book gathers the perspectives expressed during the X-FILEs workshop and its follow-up activities. It is designed to help inform education policy makers, researchers, developers, and practitioners about the adoption and implementation of ILEs in higher education.

This timely book addresses the increasing need for collaboration, innovation and solution-focussed skills by looking at examples of cutting-edge pedagogy that can inform future directions. Integrating STEM in Higher Education shows how applying digital innovations that can be generated through the implementation of deliberately designed STEM education can change the world for the better. References to over 45 higher education institutions from around the world are included, where integrated approaches are already occurring. A wide range of teaching strategies and assessment methods are discussed, promoting a transformative method in which students can generate new knowledge within coursework and simultaneously develop skills and attributes for their future careers, lives and the world's needs.This book is essential reading for STEM educators, administrators and academic leaders, as well as learning designers in higher education.

Demystifying the Engineering Ph.D. explores what it means to be an engineering Ph.D. holder, including insights from engineering professionals working in academia and industry across multiple institute types and companies. Topics covered include motivations for obtaining a Ph.D., the added value of a Ph.D., and career options for Ph.D. holders. The book concludes with recommendations for transforming engineering doctoral education to preparing doctoral students for diverse careers in industry and academia. Helps readers gain insights into diverse engineering work environments and explores ways to transition across engineering sectors and careers Presents real-world experiences of engineering Ph.D.'s working in academia, industry, government and other non-traditional areas Discusses how to communicate your work to a variety of audiences

This book chronicles the revolution in STEM teaching and learning that has arisen from a convergence of educational research, emerging technologies, and innovative ways of structuring both the physical space and classroom activities in STEM higher education. Beginning with a historical overview of US higher education and an overview of diversity in STEM in the US, the book sets a context in which our present-day innovation in science and technology urgently needs to provide more diversity and inclusion within STEM fields. Research-validated pedagogies using active learning and new types of research-based curriculum is transforming how physics, biology and other fields are taught in leading universities, and the book gives profiles of leading innovators in science education and examples of exciting new research-based courses taking root in US institutions. The book includes interviews with leading scientists and educators, case studies of new courses and new institutions, and descriptions of site visits where new trends in 21st STEM education are being developed. The book also takes the reader into innovative learning environments in engineering where students are empowered by emerging technologies to develop new creative capacity in their STEM education, through new centers for design thinking and liberal arts-based engineering. Equally innovative are new conceptual frameworks for course design and learning, and the book explores the concepts of Scientific Teaching, Backward Course Design, Threshold Concepts and Learning Taxonomies in a systematic way with examples from diverse scientific fields. Finally, the book takes the reader inside the leading centers for online education, including Udacity, Coursera and EdX, interviews the leaders and founders of MOOC technology, and gives a sense of how online education is evolving and what this means for STEM education. This book provides a broad and deep exploration into the historical context of science education and into some of the cutting-edge innovations that are reshaping how leading universities teach science and engineering. The emergence of exponentially advancing technologies such as synthetic biology, artificial intelligence and materials sciences has been described as the Fourth Industrial Revolution, and the book explores how these technologies will shape our future will bring a transformation of STEM curriculum that can help students solve many the most urgent problems facing our world and society.

The journey to becoming an exemplary engineering educator is one that is rarely simple and straightforward. Simply being exposed to active learning strategies or innovative pedagogies rarely leads to a transformation of one's own teaching. In this book, we present a collection of stories from exemplary engineering educators that are told in their own voices. These stories are shared to enable readers to immerse themselves in first-person recollections of transformation, involving engineering educators who changed their teaching strategies from the ways that they were taught as engineering undergraduate students to ways that more effectively fostered a conducive learning atmosphere for all students. It is our hope that providing stories of successful engineering educators might stimulate thoughtful and productive self-reflection on ways that we can each change our own teaching. These stories are not simple, linear stories of transformation. Instead, they highlight the complexities and nuances inherent to transforming the way that engineering faculty teach. Through our strategy of narrative storytelling, we hope to inspire future and current engineering educators to embark on their own journeys of teaching transformations. We conclude the book with some lessons that we learned during our readings of these stories, and invite readers to extract lessons of their own.

With a new century, new methodologies and new resources, what do university engineering classrooms demand? People are faced with a society immersed in technology, and as a result, education requires new teaching methods integrated with technology. The objective is to build competencies to acquire and develop specific linguistic and digital competencies in which the student is the one who controls his or her process of knowledge acquisition, and the teacher is the guide. In the virtual learning environment, there are virtual educational platforms (LMS, LCMS and VLE) with different teaching models (MLearning, BLearning, and ELearning). There are also endless creative and narrative possibilities that offer a unique format capable of converting conventional audio-visual content into an interactive and immersive 360º experience. With virtual reality, it is possible to go beyond solely analysing information; transmitting sensations, emotions and seeing in an immersive way what is explained in class is now a reality. Education, specifically university education and training in engineering through second languages, has been mimicked in the evolution of society. Virtual reality allows the student to experience from a first person perspective the subject that is delivered through a second language. It is an important tool to tell what, and more importantly, how this action is experienced. With immersive technology we turn the class into a life experience. Virtual environments enhance a favourable environment to acquire knowledge and stimulate interactive learning. This book presents eight chapters, which develop real case studies. These examples have been taught in different engineering areas of different universities of the world. Chapter One shows the influence of virtual reality on educational practice and didactics on the areas of pedagogy and psychology that was applied in hydraulic areas. Chapter Two describes an innovative teaching process based on problem-based learning techniques (PBL) to be integrated in a photovoltaic systems course. Chapter Three describes a method to improve the skills of technicians in the plastic sector in tasks related to the planning of the manufacturing processes and the exploitation of advanced ICT tools. Chapter Four shows an experience to increase the student's motivation, and provide them essential key competencies such as instrumental competence, autonomy and self-confidence. The fifth chapter describes two different experiences carried out in mathematics subjects using ICT tools, showing the results via bachelor degrees. Chapter Six shows the advantages and disadvantages obtained from a flipped classroom experience in a university course. In Chapter Seven, the augmented reality will be introduced as a tool that facilitates learning, while discovering what kind of applications and educational materials can be made with this technology and how they can be used in the classroom to enhance and consolidate the linguistic skills of our students in the area of English. Finally, in the last chapter the integration of technologies in all areas of people's lives is considered, showing the use of video as an example.

In an increasingly complex, competitive, and global world, organizations require highly skilled professionals who have the capacity to proactively answer challenges. Thus, educational institutions must update the curricula of their courses to better contribute to the training and development of professionals in order to ensure that they are prepared to face increasing levels of organizational competitiveness. Higher Education and the Evolution of Management, Applied Sciences, and Engineering Curricula is a collection of innovative research that fosters discussion on the evolution of higher-education in management, applied sciences, and engineering with an emphasis on curriculum development, pedagogy, didactic aspects, and sustainable education. This publication presents models, theories, and tools that allow individuals to take a more strategic role in their organizations. It is ideally designed for managers, engineers, human resource officials, academicians, researchers, administrators, and lecturers.

The book focuses on teaching knowledge and principles (Higher Education) regarding professional practice of engineering (life and lifelong learning). It covers recent developments in engineering education. This book comprises the select proceedings of the conference organised by the Portuguese Society for Engineering Education. This book goes beyond the examination of the economic, culture, and social factors, which influence the education of engineers in different higher education institutions, and encompasses critical thinking and problem solving, communication, collaboration and creativity and innovation. These are essential components of engineering education. The contents of this book are useful to researchers and professionals engaged in the re-engineering of engineering education.

Der Tagungsband ist dreigeteilt: Im ersten Teil wird erörtert, welche Kompetenzen zukünftig bei MINT-Absolvierenden gefragt sind und wie Lehrende bei der Konzeption sowie Umsetzung internationaler Curricula unterstützt werden können. Teil zwei ist die Bestandsaufnahme zu Internationalität der MINT-Curricula an deutschen Hochschulen und präsentiert Good-Practice-Beispiele. Im dritten Teil blicken die Autorinnen und Autoren in die Zukunft'minternationaler'Curricula und diskutieren Standards der Evaluation und Qualitätssicherung.

This second edition goes beyond the question of whether or not a pedagogical technique is effective, towards more of a focus on answering the question of why a particular technique or class of techniques is effective. In particular it is shown that students'epistemological beliefs could become more expert-like with a combination of appropriate instructional activities. The debate in the science education community between those who believe that students come in to the classroom with a theory about the subject which is different from that described by the teacher and their textbooks and those who feel that students'knowledge consists of isolated structures is elaborated especially in the light of the work by M.J. Lattery. Discussion of the stages in epistemic development in students beginning with the Perry model and continuing through later developments is now included. In this edition there is a discussion of how an instructor can enable the student to resolve cognitive dissonance in the difficulties students have in transcending their misconceptions. The second edition includes research comparing Peer Instruction with the Conceptual Conflict Collaborative Group Activity that had been described in the first edition. Much better instructions are available for students on how to use Reflective Writing including a rubric that simplifies the marking of Reflective Writing.

The study presents extensive data from 167 faculty and administration, primarily drawn from many of the world's the world's leading engineering programs, especially from the United States but also from Canada, Australia, the UK and New Zealand. The 64-page report presents findings on how faculty and administration evaluate the efforts of their respective universities to manage patents, organize sponsored research opportunities, incentivize faculty to develop and submit technology to university authorities, publicize university research and pursue research opportunities for faculty. The study provides specific data on each of these areas, as well as measuring feelings about university policies on the role of Chinese and Russian nationals in technology research. The report also gives detailed data on opinions on whether financial support to departments promoting and managing university technology transfer, sponsored research and other related areas should be increased, decreased or left unchanged.

The Scholarship of Teaching and Learning: A Guide for Scientists, Engineers, and Mathematicians shows college and university faculty members how to draw on their disciplinary knowledge and teaching experience to investigate questions about student learning. It takes readers all the way through the inquiry process beginning with framing a research question and selecting a research design, moving on to gathering and analyzing evidence, and finally to making the results public. Numerous examples are provided at each stage, many from published studies of teaching and learning in science, engineering, or mathematics. At strategic points, short sets of questions prompt readers to pause and reflect, plan, or act. These questions are derived from the authors'experience leading many workshops in the United States and Canada on how to do the scholarship of teaching and learning (SoTL). The taxonomy of SoTL questions-What works? What is? What could be?-that emerged from the SoTL studies undertaken by scholars in the Carnegie Academic for the Scholarship of Teaching and Learning serves as a framework at many stages of the inquiry process. The book addresses the issue of evaluating and valuing this work, including implications for junior faculty who wish to engage in SoTL. The authors explain why SoTL should be of interest to STEM (science, technology, engineering, and mathematics) faculty at all types of higher education institutions, including faculty members active in traditional STEM research. They also give their perspective on the benefits of SoTL to faculty, to their institutions, to the academy, and to students.

Each one of us has views about education, how discipline should function, how individuals learn, how they should be motivated, what intelligence is, and the structures (content and subjects) of the curriculum. Perhaps the most important beliefs that (beginning) teachers bring with them are their notions about what constitutes'good teaching'. The scholarship of teaching requires that (beginning) teachers should examine (evaluate) these views in the light of knowledge currently available about the curriculum and instruction, and decide their future actions on the basis of that analysis. Such evaluations are best undertaken when classrooms are treated as laboratories of inquiry (research) where teachers establish what works best for them. Two instructor centred and two learner centred philosophies of knowledge, curriculum and instruction are used to discern the fundamental (basic) questions that engineering educators should answer in respect of their own beliefs and practice. They point to a series of classroom activities that will enable them to challenge their own beliefs, and at the same time affirm, develop, or change their philosophies of knowledge, curriculum and instruction.

Engineering professional societies in the United States are engaged in a wide range of activities involving undergraduate education. However, these activities generally are not coordinated and have not been assessed in such a way that information about their procedures and outcomes can be shared. Nor have they been assessed to determine whether they are optimally configured to mesh with corresponding initiatives undertaken by industry and academia. Engineering societies work largely independently on undergraduate education, leaving open the question of how much more effective their efforts could be if they worked more collaboratively—with each other as well as with academia and industry. To explore the potential for enhancing societies'role at the undergraduate level, the National Academy of Engineering held a workshop on the engagement of engineering societies in undergraduate engineering education. This publication summarizes the presentations and discussions from the workshop.

PBL in Engineering Education: International Perspectives on Curriculum Change presents diverse views on the implementation of PBL from across the globe. The purpose is to exemplify curriculum changes in engineering education. Drivers for change, implementation descriptions, challenges and future perspectives are addressed. Cases of PBL models are presented from Singapore, Malaysia, Tunisia, Portugal, Spain and the USA. These cases are stories of thriving success that can be an inspiration for those who aim to implement PBL and change their engineering education practices.In the examples presented, the change processes imply a transformation of vision and values of what learning should be, triggering a transition from traditional learning to PBL. In this sense, PBL is also a learning philosophy and different drivers, facing diverse challenges and involving different actors, trigger its implementation. This book gathers experiences, practices and models, through which is given a grasp of the complexity, multidimensional, systemic and dynamic nature of change processes.Anette Kolmos, director of Aalborg PBL Centre, leads off the book by presenting different strategies to curriculum change, addressing three main strategies of curriculum change, allowing the identification of three types of institutions depending on the type of strategy used. Following chapters describe each of the PBL cases based upon how they implement the seven components of PBL: (i) objectives and knowledge; (ii) types of problems, projects and lectures; (iii) progression, size and duration; (iv) students'learning; (v) academic staff and facilitation; (vi) space and organization; and (vii) assessment and evolution. The book concludes with a chapter summarizing all chapters and providing an holistic perspective of change processes.

Based on the author's work in science and engineering educational research, this book offers broad, practical strategies for teaching science and engineering courses and describes how faculty can provide a learning environment that helps students comprehend the nature of science, understand science concepts, and solve problems in science courses. This book's student‐centered approach focuses on two main themes: writing to learn (especially Reflective Writing) and interactive activities (collaborative groups and labatorials). When faculty incorporate these methods into their courses, students gain a better understanding of science as a connected structure of concepts rather than as a toolkit of assorted practices.

The purpose of this book is to describe critical success factors impacting students pursuing degrees in science, technology, engineering, and mathematics at historically Black colleges and universities. The information in this book is designed to enhance strategies and research to improve students'engagement experiences, graduation rates, and career development outcomes.

Explores how we judge engineering education in order to effectively redesign courses and programs that will prepare new engineers for various professional and academic careers Shows how present approaches to assessment were shaped and what the future holds Analyzes the validity of teaching and judging engineering education Shows the integral role that assessment plays in curriculum design and implementation Examines the sociotechnical system's impact on engineering curricula

The undergraduate research project is almost universally treated as the culmination of all previous lecture, lab and tutorial work. The project allows for the development of individuality and confers ownership of a challenge possessing an originality that goes far beyond the communal legacy presented by age old lab scenarios. Central to this is the magical transition of the student from a consumer of knowledge to a producer, yet the journey is often both daunting and perplexing when considering where to start and how to reach the destination using the resources provided and in the allotted time. There are numerous books within the social sciences which provide students with guidance on how to conduct a'successful'project but few can be found in relation to the physical sciences. This can be ascribed to the fact that the former has a very similar structure and procedural methodology whereas the latter can possess a near fractal differentiation into a myriad of sub disciplines and specialisms thereby preventing the provision of a single, expansive catchall text. This book adapts some of the components and ethos of the Projects in Controlled Environments (PRinCE2) project management approach to physical science projects. This is the industry and government standard and was introduced to address the common causes of project failure ie. not delivering projects on time, within budget, within scope or to the right quality. It has rapidly emerged as an international standard and most graduates will doubtless encounter it upon moving outside academia and into the wider world. It is a concise, multilevel resource that provides guidance on the core components common to almost every project within the physical, engineering and life sciences (problem assessment and contextualisation, literature review practices, sources and citation, data presentation, reporting styles, data analysis and error etc). It standardises the delivery of the material but, more importantly, links the components together by outlining a coherent procedural road map that can highlight to the student'what to do','when to do it'and'how to solve it'procedures. The content of the book is presented through case studies so as to enhance the relevance of the processes, presents examples of good practice and, in keeping with the toolbox approach, can be readily adapted and applied by the students. The book is an accessible reference guide for students, written in a light style, suitable for dipping in and out of as required and the'how to/when to/what if'examples are presented in an often humorous light. It includes flow charts to emphasize the project planning, dissertation components etc and charts to highlight presentation of data, analysis, interpretation and error.

Thinking Like an Engineer: An Active Learning Approach, 3rd Edition, is specifically designed to utilise an active learning environment for first-year engineering courses. The full text downloaded to your computer With eBooks you can: search for key concepts, words and phrases make highlights and notes as you study share your notes with friends eBooks are downloaded to your computer and accessible either offline through the Bookshelf (available as a free download), available online and also via the iPad and Android apps. Upon purchase, you'll gain instant access to this eBook. Time limit The eBooks products do not have an expiry date. You will continue to access your digital ebook products whilst you have your Bookshelf installed.

Engineering education'is the actions of education understanding and truths associated to the non-amateur exercise of designing and building. It contains the opening teaching for getting to be an architect and whatever developed teaching and specializations that come after. Engineering teaching is characteristically escorted by extra inspections and supervised instruction as the conditions for a non-amateur designing and building permit.There has never been a Engineering Education Guide like this. It contains 200 answers, much more than you can imagine; comprehensive answers and extensive details and references, with insights that have never before been offered in print. Get the information you need--fast! This all-embracing guide offers a thorough view of key knowledge and detailed insight. This Guide introduces what you want to know about Engineering Education. A quick look inside of some of the subjects covered: University of Miami - Organization, Architectural engineering - The architectural engineer (PE) in the United States, Institute of Engineering Education Taiwan, Engineering education research - History Background, Madrasa - Madrasa and university, Software Engineering 2004, Engineers for a Sustainable World - Organization History, École nationale de l'aviation civile - New missions, Madrasa - Early history, Global Engineering Education - Benchmark Organizations, Classes préparatoires aux grandes écoles, IEEE Education Society - Publications, Warsaw University of Technology, Bihar - Education, Cooperative education - Post-Cincinnati evolutions, University of the Immaculate Conception - Graduate School, Worcester Polytechnic Institute - History, Royal Institute of Technology, Autodesk Sustainability, CSA (database company) - Civil Engineering Abstracts, Dublin Accord - Signatories, Regulation and licensure in engineering - Germany, Higher education - Professional education, and much more…

'This book highlights the lack of understanding of teaching and learning with technology in higher education engineering programs while emphasizing the important use of this technology'--

Surmounting the Barriers: Ethnic Diversity in Engineering Education is the summary of a workshop held in September 2013 to take a fresh look at the impediments to greater diversification in engineering education. The workshop brought together educators in engineering from two- and four-year colleges and staff members from the three sponsoring organizations: the National Science Foundation, the National Academy of Engineering and the American Society for Engineering Education. While the goal of diversifying engineering education has long been recognized, studied, and subjected to attempted interventions, progress has been fitful and slow. This report discusses reasons why past recommendations to improve diversity had not been adopted in full or in part. Surmounting the Barriers identifies a series of key impediments, including a lack of incentives for faculty and institutions; inadequate or only short-term financial support; an unsupportive institutional and faculty culture and environment; a lack of institutional and constituent engagement; and inadequate assessments, metrics, and data tracking. The report also shares success stories about instances where barriers to diversity have been identified and surmounted, and the resources that could enable real solutions to implement steps toward progress.

Are you looking for ways to incorporate rigorous problem solving in your classroom? Are you struggling with how to include the'E'in your STEM instruction? Here is where to start.In this practical introduction to engineering for elementary through high school teachers, you'll learn how to create effective engineering-infused lessons that break down the barriers between science, math, and technology instruction. Veteran teacher Pamela Truesdell highlights engineering's connection to 21st century skills and college and career readiness, addresses the Next Generation Science Standards, and walks you through each step of the simple but powerful engineering design process. This is the essential tool of professional engineers and the key to engaging students in hands-on, collaborative projects that ask them to apply content area knowledge to find solutions for real-world problems. A sample lesson, links to additional resources, and guidelines for assessment ensure you'll have the essentials you need to kick off your students'exploration of engineering.

Information about engineering education is highly relevant for improving communication between professors, researchers and students in engineering schools, institutions, laboratories and industry. Technological change is fundamental to the development of education systems. Engineering Education emphasises curriculum development, pedagogy and didactic aspects of engineering education, covering relevant aspects from more classical engineering courses such as mechanical, manufacturing, industrial, chemical, environmental, civil and systems courses, to more contemporary courses including nano-engineering and bioengineering along with information on sustainable development in the context of engineering education. - Rigorously covers this timely and relevant area - A diverse range of subjects examined by international experts - Written by highly knowledgeable and well-respected experts in the field

This book describes an approach to engineering education that integrates a comprehensive set of personal, interpersonal, and professional engineering skills with engineering disciplinary knowledge in order to prepare innovative and entrepreneurial engineers. The education of engineers is set in the context of engineering practice, that is, Conceiving, Designing, Implementing, and Operating (CDIO) through the entire lifecycle of engineering processes, products, and systems. The book is both a description of the development and implementation of the CDIO model and a guide to engineering programs worldwide that seek to improve the education of young engineers.

This volume aims to provide the reader with a broad cross-section of empirical research being carried out into engineers at work. The chapters provide pointers to other relevant studies over recent decades � an important aspect, we believe, because this area has only recently begun to coalesce as a field of study and up to now relevant empirical re

The Busy Librarian's Guide to Information Literacy in Science and Engineering provides a practical guide for librarians responsible for science, engineering, and/or technology information literacy instruction to understand and apply the Information Literacy Standards for Science and Engineering/Technology into curriculum design and ongoing instruction. The book highlights unique needs and challenges for information literacy instruction within science/engineering curricula. Experienced science and engineering librarians share their effective approaches and concrete strategies for meeting the information literacy needs of students in a variety of science and engineering disciplines. Each chapter details the unique aspects of a particular discipline, key information literacy standards and outcomes for the discipline along with strategies for instruction and integration into the curriculum. The book is particularly helpful for librarians new to science or engineering, instruction librarians, instruction coordinators and generalists who need to understand the nature of information literacy in the sciences, technology and engineering.

Women continue to comprise a small minority of students in engineering education and subsequent employment, despite the numerous initiatives over the past 25 years to attract and retain more women in engineering. This book demonstrates the ways in which traditional engineering education has not attracted, supported or retained female students and identifies the issues needing to be addressed in changing engineering education to become more gender inclusive. This innovative and much-needed work also addresses how faculty can incorporate inclusive curriculum within their courses and programs, and provides a range of exemplars of good practice in gender inclusive engineering education that will be immediately useful to faculty who teach engineering students.

'This book explores best practices in assisting students in understanding engineering concepts through interactive and virtual environments'--Provided by publisher

'This book evaluates the usefulness of advanced learning systems in delivering instructions in a virtual academic environment for different engineering sectors. The learning process discussed in each chapter will include a walk-through of a case problem-solving exercise in the virtual company environment'--Provided by publisher.

The 21st century is witnessing a rapid increase in the pace of knowledge creation in the sciences and engineering. Competing in this global economy requires a science and engineering workforce that is consistently at the technological forefront. Dr. Charles Vest, President of the National Academy of Engineering, in a speech at the University of Michigan on October 15, 2007, put it simply: prospering in the knowledge age requires people with knowledge. The purpose of the Lifelong Learning Imperative Workshop, summarized in this volume, was to consider learning opportunities for the engineering professional. The participants in the workshop addressed the necessity of lifelong learning, the history of continuing education, possible delivery systems, systems used by other professions, and the current state of learning when viewed in the light of the rapid rate of technological change.