Interdisciplinarities: Students’ Perception of Interdisciplinary Engineering Education in Europe (original) (raw)
Related papers
2001
In this paper we first provide the background of an undergoing project for enhancing the technological creativity. Next, we summarize the student responses of last year, especially their learning difficulties, in order to look for directions of improvement for the course. With the evaluation collected for last year as a base, we re-design the activity of case study to help student speculate about the possible explanations of a real-life problem. Next, we supplement the activity of mind-mapping to encourage students to learn divergent thinking skills and be able to select one path for further implementation through the integration of technical concepts of design. The goal of the improved course content is to link the classroom activities more effectively to the theory being taught and to appeal to students' diverse interests. The overall perception of the improved curriculum was determined using a Likert rating scale, while students' feedback was collected using open-ended ...
Is the Engineering Education Community Becoming More Interdisciplinary?
2012 ASEE Annual Conference & Exposition Proceedings
NSF and several private foundations fund his research. His research and teaching focuses on policy of P-12 engineering, how to support teachers and students' academic achievements through engineering learning, the measurement and support of change of habits of mind, particularly in regards to sustainability and the use of cyber-infrastructure to sensitively and resourcefully provide access to and support learning of complexity.
Engineering Education in Higher Education in Europe
Cognition, Metacognition, and Culture in STEM Education, 2018
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Perceptions of Interdisciplinary Learning : A qualitative approach
2019
Despite the fact that interdisciplinarity is on top of the agenda at many higher education institutions, there are few practical guidelines on which to build interdisciplinary engineering curricula. This study focused on how interdisciplinarity is perceived at TU Delft, which interdisciplinary skills are assessed in these programmes, how these are assessed and how they relate to the interdisciplinary problem being addressed. Results indicate that the perception of interdisciplinarity varies thereby influencing programme design. Communication and collaboration skills are important interdisciplinary skills. Assessment of these skills seem in its infancy. We may conclude that interdisciplinarity seems only occasionally to be a systemic endeavour due to different interpretations of interdisciplinary education itself and subsequently the knowledge of how to design interdisciplinary education.
Impact of interdisciplinary learning on the development of engineering students' skills
European Journal of Engineering Education , 2018
This paper intends to present an interdisciplinary project carried out in a School of Engineering, and to refer to its effects in the development of students’ skills. This project’s main goal was to present students with an intellectually demanding challenge which implied overcoming the disciplinary barriers thus integrating knowledge to solve the problems they were challenged with. After the project had been concluded, a study was carried out using a qualitative methodology by conducting two focus groups (n = 16). The main goal of this procedure was to get a better perception of (1) how students understood the project; (2) what kind of skills students considered to have developed throughout the project, and (3) the importance they have attributed to this kind of project. The results demonstrate that students are aware of the relevance of the project not only for their education process but also for the development of their skills. The results of the study also reveal that the students involved in the project have been capable of identifying the specific skills that the project work had intended to address and develop. KEYWORDS: Interdisciplinary teaching, higher education, engineering education, soft skills
Engineering Education: Multidisciplinary and Global
Proc. Inter. Conf. on Engng. Educ
"Globalization" means that there are fewer resources and more competitors. It also defines new rules of the game. We must think locally and act globally. In the new Creative Economy, the most important force of the present change is the growing power of ideas. Ideas like germs and viruses are infectious. This is the exactly the university environment that must be protected, nurtured, and funded. Furthermore, synergy and ideas from multidisciplinary activities must be encouraged by tearing down old divisions between colleges, schools, departments and alike. Global Engineering Education must prepare the future human resources for a rapidly changing environment, driven by the accelerated rate of technical innovation and opportunities; engagement in lifelong learning; and collaboration across geographical, cultural and time domains. What is essential are teamwork, and creative problem solving skills. We are challenged by the fact that engineering knowledge becomes obsolete quickly making new professions appear and others disappear.