Perspectives on Engineering Curriculum Change

Guerra, Aida; Ulseth, Ron

doi:10.1007/978-94-6300-905-8_8

Cited by 10 publications

(19 citation statements)

References 1 publication

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“…Educational change in Engineering does not simply come from the top-down direction; it requires leadership and collaboration from all involved parties [4,5]. In addition, Prince et al [6] indicate that educational change, particularly in engineering, requires varying the types of approaches used for delivering information, along with increasing the frequency at which information is delivered.…”

Section: Methodsmentioning

confidence: 99%

“…As previously discussed, these workshops were supported by inviting an Educational Developer to take up residence within the engineering buildings on campus once a week, providing an informal space for instructors to talk about learning outcomes and their courses. The team hoped that by introducing learning outcomes as being beneficial to instructors and students, and by providing informal collaboration space, that the idea of a "top down" directive could be avoided since educational change in Engineering has been shown to be most effective with leadership and collaboration from all involved parties [4]. The multipronged and collaborative approach gave space for the educational change process to occur with instructors in an informed and supported environment.…”

Section: Educational Changementioning

confidence: 99%

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Building a culture that values learning outcomes as an integral part of effective program development - one faculty’s example

Watson¹,

Ivey²,

Mohamed³

2018

PCEEA

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In 2016 and 2017, the Faculty of Engineering made significant efforts to review the state of all programs, and our course learning outcomes and redevelop them as necessary. This review was driven by new Canadian Engineering Accreditation Board (CEAB) requirements to report course learning outcomes as part of the Course Information Sheets. This paper looks at the work done in collaboration with the University’s Center for Teaching and Learning (CTL) in undertaking this initiative.Generally speaking, the experiences gained through this process were that learning outcomes benefit the instructors, students, and program alignment; regular workshops and one-on-one interactions improved the culture around learning outcomes amongst faculty members; having up-to-date learning outcomes must be a continuing process; learning outcomes are invaluable in ensuring continuity and consistency in course offerings; and, pedagogical/teaching service units are valuable partners in propagating pedagogical knowledge.

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Section: Methodsmentioning

confidence: 99%

Section: Educational Changementioning

confidence: 99%

Building a culture that values learning outcomes as an integral part of effective program development - one faculty’s example

Watson¹,

Ivey²,

Mohamed³

2018

PCEEA

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“…In that sense, it is important to implement challenging and motivating projects, generating in each student several skills such as creativity, innovation, teamwork, communication, ethics, management, organization, and leadership. 11,13,38…”

Section: New Proposal For Integration Projectsmentioning

confidence: 99%

“…The integration strategy is very important and must be discussed and defined by the staff faculty before the beginning of the course. 11…”

Section: New Proposal For Integration Projectsmentioning

confidence: 99%

Project-Based Learning in a Mechanical Engineering Course: A new proposal based on student's views

Barbosa

Lobarinhas

Teixeira

et al. 2022

International Journal of Mechanical Engineering Education

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The evolution of learning in higher education is nowadays evident. Several discussions and studies have been performed about new methodologies that can disrupt the way the classes are taught in universities. In this context, Project-Based Learning (PBL) is the most emphasized. In the Mechanical Engineering course at the University of Minho (UM), the Integration Project (IP) courses apply a PBL methodology, being these classes the differentiating element of the Integrated Master in Mechanical Engineering (IMME) compared with other Portuguese universities. However, even if the innovative aspect of this approach is recognized nationally, the opinions between students and Professors, about the structure and organization of this class, are still divided. In that sense, this work presents a new proposal for the IP courses in which the opinion of students and successful models implemented in international universities are considered. This study analyses the best PBL methodologies implemented in Engineering courses and presents a PBL model actually implemented at the IMME. This information is combined with the student's views obtained from a survey conducted at the Department of Mechanical Engineering (DEM), regarding the actual PBL model. Through this study, a new proposal for the IP courses is presented. This proposal intends to provide an effective answer to the necessity of the students, using successful tools and methodologies to improve the teaching and learning process in the IMME course. Through this proposal, it is expected to increase the learning process and motivation of the students making them better prepared for a productive profession.

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“…Moreover, this approach provides a context that makes learning the fundamentals more relevant and, hence, results in better memory by students. 16–19…”

Section: Introductionmentioning

confidence: 99%

Teaching ceramic materials in mechanical engineering: An active learning experience

Alves

Duarte

2022

International Journal of Mechanical Engineering Education

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Teaching in higher education is a very demanding task, as students have easy access to information through a computer or mobile device, and nothing seems to surprise them. One of the main concerns of Mechanical Engineering professors is the transmission of the best general competencies and scientific knowledge, and the development of skills that will be very useful in their future professional life in a global employment market. In this way, teachers must continually innovate to motivate students and catch their attention, adopting new teaching methodologies, such as active learning. The main objectives of this teaching methodology are: to provide advanced knowledge in engineering; resolve of engineering problems; experimentation and knowledge discovering and, improvement of soft skills. This paper describes a project entitled “Production of a ceramic component,” included in the Curricular Unit of Non-Metallic Materials, proposed to the students of the third year, the first semester of a Mechanical Engineering course. Each group is assigned a ceramic component and is asked to research and prepare an oral presentation and a poster where they describe all the stages of the manufacturing process. They must consider component requirements, and the scientific and technical details of its production from materials selection to its sale. To carry out this assignment, students must review their basic knowledge of materials science, technical drawing, and materials and manufacture of ceramic components (subjects previously taught in different courses), and search in databases of material properties. Although this assignment is very challenging and time-consuming, students report in informal conversations promoted by teachers that they enjoy it and feel very motivated. They consider that this type of work better prepares them for their future professional life, by improving their soft skills.

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Perspectives on Engineering Curriculum Change

Cited by 10 publications

References 1 publication

Building a culture that values learning outcomes as an integral part of effective program development - one faculty’s example

Building a culture that values learning outcomes as an integral part of effective program development - one faculty’s example

Project-Based Learning in a Mechanical Engineering Course: A new proposal based on student's views

Teaching ceramic materials in mechanical engineering: An active learning experience

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