Integration of engineering practice into curriculum-25 years of experience with problem based learning

Fink, Flemming Kobberøe

doi:10.1109/fie.1999.839084

Cited by 52 publications

(25 citation statements)

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“…As a result, descriptions of PBL in engineering, particularly in design courses, abound. Perhaps the most well-known and well-established PBL work in engineering education is at Aalborg University in Denmark, where PBL is a central tenet of the curriculum (Fink, 1999). The IJEE special issue noted above, for example, includes examples of PBL in microelectronics (Cirstea, 2003) and civil engineering (Mgangira, 2003), while the special issue of IJPBL includes discussions of undergraduate research experiences in engineering through the lens of PBL (Pierrakos, Zilberberg, & Anderson, 2010).…”

Section: Introductionmentioning

confidence: 99%

The Effects of a Collaborative Problem-based Learning Experience on Students’ Motivation in Engineering Capstone Courses

Jones¹,

Epler²,

Mokri³

et al. 2013

Interdisciplinary Journal of Problem-Based Learning

113

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We identified and examined how the instructional elements of problem-based learning capstone engineering courses affected students' motivation to engage in the courses. We employed a two-phase, sequential, explanatory, mixed methods research design. For the quantitative phase, 47 undergraduate students at a large public university completed a questionnaire that measured the components of the MUSIC Model of Academic Motivation (Jones, 2009): empowerment, usefulness, success, situational interest, individual interest, academic caring, and personal caring. For the qualitative phase that followed, 10 students answered questions related to the MUSIC components. We identified several instructional elements that led to motivating opportunities that affected students' motivation to engage in the courses. We discuss how these motivating opportunities can foster or hinder students' engagement and provide implications for instruction.

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Section: Introductionmentioning

confidence: 99%

The Effects of a Collaborative Problem-based Learning Experience on Students’ Motivation in Engineering Capstone Courses

Jones¹,

Epler²,

Mokri³

et al. 2013

Interdisciplinary Journal of Problem-Based Learning

113

View full text Add to dashboard Cite

show abstract

“…Problem-based learning (PBL) is not a new concept and has been evolving for almost 30 years now [104], [105], [106]. It started in a few places but it has gained momentum as more universities and faculties embrace the method and try to integrate it within the curriculum [103].…”

Section: B Problem-based Learningmentioning

confidence: 99%

The future of power electronics/power engineering education: challenges and opportunities

Agelidis¹

2005

IEEE Workshop Power Electronics Education, 2005.

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Abstract-This paper discusses some factors affecting the education sector in the power electronics/power engineering area along with the renewed challenges and opportunities in the light of so many recent R&D developments at system level. It provides an overview of university-based curriculum initiatives and modern methods of instruction encouraging life long learning culture based on problem and project-based learning. The design studio approach currently used at Murdoch University, Perth, Western Australia is outlined. This approach is mapped to the modern attributes of engineering graduates along with Bloom's taxonomic levels of the cognitive domain. It is recognized that the aim should be to achieve learning in the highest possible level of the cognitive domain and the project-based approach is identified as the way forward. Finally, the assessment of students by an industrial panel is also presented as a complementary way to interact with the industry and involve their feedback directly with the educational process. I. INTRODUCTIONAdvances in semiconductor technology over the last two decades have made possible the application of high power electronics for utilities and the penetration of such technologies is ever increasing. On the other hand, the wide interest at government/political level for renewable energy systems (Kyoto) along with severe blackouts in many countries have pointed out the lack of investment associated with the power systems, a situation that has existed for decades. The problem of ageing infrastructure and the likelihood of further, perhaps inevitable, blackouts has also resulted in renewed interest in power engineering education.In the last few years, many universities worldwide have invested in renewing power engineering programs in trying to address these challenges. Market and job opportunities in this field have also increased. However, this does not necessarily mean that such opportunities will automatically translate into increasing numbers of students taking the power electronics/engineering streams needed to maintain the financial viability of these programs and the challenges ahead for educators/researchers are as many as ever.Power electronics technologies are enabling tools and will continue to make significant contributions to the way energy conversion is realized and ultimately controlled. Undoubtedly, these technologies will keep on moving forward creating unprecedented progress in all areas of industrial and human activities. Education and training remains an important industry by itself and traditionally universities play a leading role. In many countries undergraduate electrical and electronic engineering curricula continue to evolve as new digital technologies mature. Information technology and the use of computers make their contribution to the way teaching and learning is approached.On the other hand, traditional power engineering areas remained in the undergraduate curriculum as new disciplines such as software and computer engineering, telecommunications, bioengi...

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“…This requires the students to cooperate in carrying out the project work and communicate the curriculum between them. This teaching method yields higher level of reflection and deeper understanding [1,2] and at the same time promotes learning to "work like an engineer".…”

mentioning

confidence: 99%

Engineering Space Workforce of Tomorrow The Integrated Space Engineer

Nielsen

2007

AIAA SPACE 2007 Conference &Amp; Exposition

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The space engineer of tomorrow needs a variety of skills ranging from high specialized knowledge to cooperative capacities and the ability to understand and even to a certain degree to be productive outside their specialized skills.Newly educated engineers often lack many of these skills due to the nature of their education. It normally takes five years to become a M.Sc. At many universities these five years comprise mostly of lectures and small projects with no obligation for a success in regards to the final product or prototype.At Aalborg University(AAU) this is overcome by enhancement of the curriculum by combining Problem/Project Based Learning with actual design and construction of student nano satellites.

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Integration of engineering practice into curriculum-25 years of experience with problem based learning

Cited by 52 publications

References 0 publications

The Effects of a Collaborative Problem-based Learning Experience on Students’ Motivation in Engineering Capstone Courses

The Effects of a Collaborative Problem-based Learning Experience on Students’ Motivation in Engineering Capstone Courses

The future of power electronics/power engineering education: challenges and opportunities

Engineering Space Workforce of Tomorrow The Integrated Space Engineer

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