IIUM Engineering Education A Model (original) (raw)
Related papers
Engineering education: Innovation through integration
… of Engineering Education, 1993
The several reports and papers of the past decade suggesting paradigm shifts in engineering education are shown to reveal a common theme, to wit: engineering is an integrative process and thus engineering education, particularly at the baccalaureate level, should be designed toward that end. Suggesting a change in intellectual culture, the roots of contemporary collegiate education in the United States are traced to their origin and attention is given to discussing the current emphasis on reductionism vis-à-vis integration or, said another way, a course-focused education compared to a more holistic approach in which process and knowledge are woven throughout the curriculum. A new construct for systemic change in baccalaureate engineering education is suggested in terms of a taxonomy of intellectual components connected holistically with a core focus on developing human potential, as opposed to the present system in which students are passed serially through course filters.
An Approach to Undergraduate Engineering Education for the 21st Century
Proceedings. Frontiers in Education. 36th Annual Conference, 2006
The complexity inherent in the newest technologies as well as the complexity inherent in the multiplicity and diversity of societal needs and perspectives in relation to those technologies calls for a new approach to undergraduate engineering education. We believe this new approach requires a paradigmatic shift from a linear reductionist mindset to a nonlinear holistic mindset.
Frontiers in Education …, 2000
In the early 1990's several national reports called for reform in engineering education and suggested that the current preparation of engineering students fell short of the skills and competencies that would be required of practicing engineers. Many engineering colleges across the country sought to address these problems with curricular reforms that incorporated more hands-on design work into the engineering curricula. The task of assessing the effectiveness of these design-infused curricula presents a critical challenge for engineering educators. At Penn State, we developed a longitudinal assessment program to evaluate the qualitative changes in students' thinking as they progressed through the engineering curriculum. This paper presents a summary of the results of the first longitudinal component of this assessment.
1998
This study sets out the institutional educational project for undergraduate students. At the same time, the authors have tried to adapt the current study programs to the extraordinary scientific and technological development in the second half of the 20th century. The paper tries to integrate various sources. Written documents and the structure of the Undergraduate Curriculum of Universities in some European countries have also included the opinions given by graduates, professors and professional people related to engineering. The authors have chosen different points to be taken into account through the analysis of the Undergraduate Curriculum. These points comprise the following: length of the engineering studies courses, credit-designed curriculum and the criteria to assign those credits, cycle division, distribution of subjects and akin activities in the Curricular Structure, Thesis in Engineering, the responsibility of connecting the student to the social situation, and the characteristics of their degrees and teaching methods. All these points have been taken into account to make a proposal to adapt the current syllabus to the social demands and production challenges. The conclusions of the paper are a synthesis of the different perspectives and the authors' views, which are not only open-ended but also try to foster an unpostponable debate about the teaching of engineering in a complex and changing world. (Contains 11 references.) (SAH) Reproductions supplied by EDRS are the best that can be made from the original document.
The future of engineering education I. A vision for a new century
… Engineering Education, 2000
When we walk into an arbitrarily chosen engineering classroom in 2000, what do we see? Too often the same thing we would have seen in 1970, or 1940. The professor stands at the front of the room, copying a derivation from his notes onto the board and repeating aloud what he writes. The students sit passively, copying from the board, reading, working on homework from another class, or daydreaming.
The formation of an engineer: A view on the engineering curriculum
2017
The development of professional engineers is a joint endeavour involving schools, colleges and universities and industry. Too often, these bodies have been siloed, influencing a single stage of linear pipeline, rather than being seen as part of a continual process that provides support to potential and professional engineers at all the different stages of their development. In redesigning our education programmes, we considered this broader view and aimed to develop programmes that connect with young people and practicing engineers outside of the traditional cohort. In this paper, we will outline the review process that took place as part of the Integrated Engineering Programme at UCL and give details of how we developed a strand of interconnected activities that forms the backbone of the curriculum across all the engineering departments at UCL.
Rethinking engineering education
2017 IEEE Frontiers in Education Conference (FIE), 2017
The Professional of today needs to acquire a dynamic ability to absorb information, adjust to organizational goals, and navigate in a complex work environment. For this reason, a classic approach seems to be more useful for the demands of today's job market. It is at least interesting to notice, that the classic approach is being neglected, at a time when its product might be more interesting than ever. The Engineering Education Team of COPEC-Science and Education Research Council has designed a program that is knowledge centered and specially challenging, which integrates classical engineering approaches and real experience in order to achieve a high level of engineers ready to perform as professionals or researchers. It aims to form the Engineer-a professional that is capable to learn for life and be creative in many ways.
Call for reading: Special Issue"Towards Excellence in Engineering Education"
Education Sciences, 2022
Engineers play different contextual roles in industry and academia, not only by teaching but by mentoring, supervising and training students. Engineers are educators who are expected to provide their students with authentic learning experiences that are relevant to contemporary concerns, and to produce engineers who are responsible, insightful, work independently, have favorable problem-solving skills, and can apply and adapt their knowledge to new and unexpected situations. This book from Education Sciences focuses on important issues in engineering education. In this Special Issue entitled "Towards Excellence in Engineering Education" we invite educators and researchers from engineering universities to discuss and share their experiences. What makes engineering education different to other educational disciplines? What are the challenges faced by engineering education and how should the educational system and curriculum be designed to cope with the high-speed development of technology? This book highlights 11 papers that cover a diverse range of topics of engineering education, mainly focusing on lecturers' personal experiences in engineering education shared through teaching portfolios, assessment styles and teaching methods. E-learning in engineering education is also covered in this book as many lecturers in the engineering field use technology to select, design, deliver, administer, facilitate, and support learning. Examples include computer-based, web-based, and mobile learning. The book covers curriculum in engineering education that offers rigorous analysis of theoretical principles as well as intensive hands-on experience. The engineering curriculum can be divided into three branches, namely engineering science, systems, and design and professional practice. Here, the authors present some of their contributions and the experiences they used to assess engineering students. The academics share the modern teaching methods they use in engineering education, for example, active classrooms, flipped classrooms, problem-based learning and many more that are suitable to the nature of engineering disciplines. This book highlights engineering education for community engagement. EPICS (engineering projects in community service) is an educational program that combines ideas surrounding teaching and learning with the community. Teams of students participate with local and global community organizations to address human, community, and environmental needs.
Trends in engineering education-Programs ' content , implementation to meet current challenges
2016
Many engineering issues cannot be addressed without profound knowledge of social and political dimensions, such as; energy supply, drinking water and preservation, mitigation of air and soil pollution, climate change, use of biotechnological potential in agronomy, food and medicine, closely interact with society, public sector and environment. Indeed, these topics are so complex that they must be treated by multidisciplinary teams with qualified members and where, each member is aware of concepts and approaches of others, while knowing that globalization produces major societal challenges with impacts flowing between and through borders in ways, we were unable to predict or expect. Also, engineering careers became more and more, entrepreneurial and global, while technological change pace has accelerated and expectations regarding engineering education have widened. Additionally, we know that scholarly and methodical improvement of engineering education are based on a continuous cycl...
Philosophies and pedagogies that shape an integrated engineering programme
Higher Education Pedagogies
Accredited engineering degrees call upon students to develop a wide range of knowledge and skills. These range from technical, scientific and mathematical knowledge, through to transferable skills such as communications, teamwork, business acumen and critical analysis. Through a faculty-wide curriculum development programme we have sought to implement cross-department teaching framework whereby a range of pedagogies are employed to deliver against core philosophies for a new way of teaching aimed at developing students' knowledge, skills and attitudes while meeting a diverse range of learning outcomes. We argue that is it vital that learning takes place in the context of authentic engineering problems and processes. In this paper, we look at the philosophies, pedagogies and outcomes of an educational-based project which creates a connected curriculum that joins distinct disciplines at key points during the students' education to provide preparation for, and experience of, professional engineering. It describes the motivation for change and described the implementation and impact of these approaches.