The Changing Engineering Educational Paradigm

Fromm, Eli

doi:10.1002/j.2168-9830.2003.tb00749.x

Cited by 79 publications

(64 citation statements)

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“…The two pyramids (or dual-tetrahedrons) converge at the design solution and the process of optimizing this convergence requires critical thinking and self-directed learning. Leaders in engineering education have recognized for a long time that engineering and science curricula have too many courses where problems are presented to the students as a tidy application of a few technical principles, whereas, in industry, most problems are multi-disciplinary, open-ended in nature and often have economic constraints [15,16,17]. William Wolf, President of the National Engineering Academy, has suggested that students should be given design problems with a limited number of constraints, then ask the students to articulate their own unique design solutions [18].…”

Section: The Dual Tetrahedron Approachmentioning

confidence: 99%

Integrating project-based learning throughout the undergraduate engineering curriculum

Savage¹,

Chen²,

Vanasupa³

2009

IEEE Eng. Manag. Rev.

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Section: The Dual Tetrahedron Approachmentioning

confidence: 99%

Integrating project-based learning throughout the undergraduate engineering curriculum

Savage¹,

Chen²,

Vanasupa³

2009

IEEE Eng. Manag. Rev.

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“…In 2009, the Canadian Engineering Accreditation Board (CEAB) began an outcomes-based approach for engineering curriculum development and assessment [25][26] [27]. Similar to events that took place in the U.S. in the 1990s due to their changing accreditation requirements through ABET [28][29] [30], Canadian engineering schools are now seeking and embracing educational expertise in order to engage in rigorous, scholarly, and scientifically driven research in engineering education [1][3] [8].…”

Section: Engineering Education Programs and Initiatives In Canadamentioning

confidence: 99%

Pathways Between Engineering and Education Faculties: Efforts to Establish an Engineering Education Graduate Program at the University of Manitoba

Ingram

Hechter

Cicek

et al. 2015

PCEEA

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“…In addition, strong connections between science and industry have placed a new set of pressures on research organizations in terms of conflicting interests, intellectual property rights, and start-up technology ventures. Furthermore, international cooperation and globalization of the scientific enterprise has introduced cross-cultural differences in expectations for ethical conduct [11,31].…”

Section: Introductionmentioning

confidence: 99%

A Qualitative Approach to Responsible Conduct of Research (RCR) Training Development: Identification of Metacognitive Strategies

et al. 2007

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Although Responsible Conduct of Research (RCR) training is common in the sciences, the effectiveness of RCR training is open to question. Three key factors appear to be particularly important in ensuring the effectiveness of ethics education programs: (1) educational efforts should be tied to day-to-day practices in the field, (2) educational efforts should provide strategies for working through the ethical problems people are likely to encounter in day-to-day practice, and (3) educational efforts should be embedded in a broader program of on-going career development efforts. This article discusses a complex qualitative approach to RCR training development, based on a sensemaking model, which strives to address the afore-mentioned training concerns. Ethnographic observations and prior RCR training served the purpose of collecting information specific to a multi-disciplinary and multi-university research center with the goal of identifying metacognitive reasoning strategies that would facilitate ethical decision-making. The extensive qualitative analyses resulted in the identification of nine metacognitive reasoning strategies on which future RCR training will be developed. The implications of the findings for RCR training in the sciences are discussed.

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The Changing Engineering Educational Paradigm

Cited by 79 publications

References 0 publications

Integrating project-based learning throughout the undergraduate engineering curriculum

Integrating project-based learning throughout the undergraduate engineering curriculum

Pathways Between Engineering and Education Faculties: Efforts to Establish an Engineering Education Graduate Program at the University of Manitoba

A Qualitative Approach to Responsible Conduct of Research (RCR) Training Development: Identification of Metacognitive Strategies

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