Exploring Student Impressions of and Navigations through a Flexible and Customizable Multidisciplinary Engineering Program

Forbes, Marissa H.; Sullivan, Jacquelyn F.; Myers, Beth A.; Reamon, Derek T.

doi:10.18260/p.26861

Cited by 2 publications

(3 citation statements)

References 3 publications

(4 reference statements)

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“…Modernization of educational programs is a complex task. The very vision of the educational program was transformed from a simple list of courses and their teaching plan to a complex model that connects the content, program learning outcomes, student, and teaching activities and more [30]. Emphasizing the complexity of work on updating educational programs, researchers identify several key strategies implemented in educational institutions: an add-on strategy, an integration strategy, and a re-building strategy [31].…”

Section: Flexibility Of the Educational Process: Conceptual Principlesmentioning

confidence: 99%

“…At once one shall note that the above-mentioned flexible approaches to the organization of project activity of students a priori provide use of project-based learning in educational process. Analysis of modern sources shows that learning on the basis of project-based and/or problem-based learning is a globally recognized pedagogical approach that is actively implemented in the training of engineering students [30].…”

Section: Flexibility Of the Educational Process: Ways To Ensurementioning

confidence: 99%

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Introducing of Flexible Approaches to Teaching and Learning in an Engineering Education

Луценко¹

2020

Integration of Traditional and Innovative Scientific Researches: Global Trends and Regional As

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The ability to adapt to the demands of a rapidly changing world is currently considered as a competence that is critical for engineering students to successfully self-actualize in the professional field. Therefore, the significance of the coordinated efforts of universities and stakeholders aimed at ensuring the flexibility of the teaching and learning is immensely increasing. Such efforts are the part of the effective formation of the future engineers’ ability to adapt to changing circumstances and environments as well as the ability to engage in lifelong learning. The goal of this work is twofold. At first, this study focuses on the challenges and opportunities for modern engineering and engineering education in the Industry 4.0 framework. The key requirement to future engineers’ skills and competences, that had been caused by intensive development of Industry 4.0, are reviewed. It was shown that flexibility and adaptability are considered by accreditation boards, researchers, and teachers as mandatory skills for modern engineers. Also, the concept of flexible teaching and learning is reviewed. The structure of flexible teaching and learning is analyzed in order to outline the directions and ways of its introducing in an engineering curriculum. The organizational and pedagogical framework for ensuring the flexible teaching and learning is proposed. Such framework is based on an analysis of modern requirements to future engineers. Also, the peculiarities of the system of Ukrainian engineering education had been taken into account. The proposed organizational and pedagogical framework includes five interconnected aspects, that are related to issues of the institutional support of educational process, the evolution of the content of an engineering education in the framework of Industry 4.0, the pedagogical approaches that are should be used, ways of using of information and communication technologies in an engineering education, and the personal values and motivation of students. It is emphasized that the institutional support plays an important role in improving the flexibility of the educational process by supporting the integration into the educational process of innovative student-centered approaches to teaching and learning. The increasing role of information and communication technologies leads to the necessity to introducing blended learning approaches as obligatory element of engineering degree programmes.

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Section: Flexibility Of the Educational Process: Conceptual Principlesmentioning

confidence: 99%

Section: Flexibility Of the Educational Process: Ways To Ensurementioning

confidence: 99%

Introducing of Flexible Approaches to Teaching and Learning in an Engineering Education

Луценко¹

2020

Integration of Traditional and Innovative Scientific Researches: Global Trends and Regional As

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“…While engineering programs attempt to make sweeping redesigns of their curriculum to promote flexibility to attract students, the issue experienced by the lead author in their institution with these redesign efforts is that they failed to examine daily practices and instead focused on high level curricula [9][10][11]. Rearranging courses to allow students freedom to select more of their classes is helpful in that it may give students the ability to sample a wider range of discourses but does not necessarily address what may be ineffective engineering education practices within an institution or curriculum.…”

Section: Project Motivation and Approachmentioning

confidence: 99%

Writing as a Method to Build Better Engineers: Examining Faculty Perceptions of Writing’s Importance

Kovalchuk¹,

Schell²

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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Writing is a critical skill for professional communication, providing a way to develop and examine ideas, and a method to test learning. When perceived as meaningful by the writer, writing is fundamental for identity formation in disciplines, such as engineering. The formation of an engineering identity is an area of increasing interest in engineering education research due to its link to student retention, particularly for those underrepresented in the profession. In addition, industry demands that engineering graduates possess improved abilities to communicate in a variety of mediums and cross-culturally. Improved integration of writing into the technical curriculum could serve as a concrete method to develop these critical skills and attributes while potentially improving student retention. Despite these numerous benefits and efforts to increase engineering writing through efforts like Writing Across the Curriculum, it seems most engineering programs do little to engage their students in meaningful writing. This study investigates faculty perceptions regarding the role and importance of writing in undergraduate engineering curricula as a factor in writing's integration in engineering educational practices. This study examined faculty perceptions of writing in the Norm Asbjornson College of Engineering at Montana State University , gauged where and in what capacity writing assignments occurred across the curricula in the college, and examined faculty opinions held on writing and its relation to the technical aspects of engineering education. This study provides a baseline for understanding areas of future improvement and integration of writing into the engineering curricula.

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Exploring Student Impressions of and Navigations through a Flexible and Customizable Multidisciplinary Engineering Program

Cited by 2 publications

References 3 publications

Introducing of Flexible Approaches to Teaching and Learning in an Engineering Education

Introducing of Flexible Approaches to Teaching and Learning in an Engineering Education

Writing as a Method to Build Better Engineers: Examining Faculty Perceptions of Writing’s Importance

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