The Engineering Design Competency

Ángeles, Jorge; Britton, Ron; Chang, Liuchen; Charron, Franҫois; Gregson, Peter H.; Gu, Peihua; Lawrence, Peter A.; Stiver, Warren; Strong, D. F.; Stuart, Paul; Thompson, B. S.

doi:10.24908/pceea.v0i0.3991

Cited by 13 publications

(14 citation statements)

References 26 publications

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“…Each of these competencies is a combination of knowledge, skills, and abilities, including several sub-competencies. Among the five competencies and 16 sub-competencies, Communication and Cooperation (ABET 2004;ECUK 2003;Gonzalez and Wagenaar 2008;IES 2004;OECD 2002) andMoral Traits (ABET 2004;ECUK 2003;Gonzalez and Wagenaar 2008;IES 2004) occur often, whereas Mathematical Modeling (ABET 2004;Angeles et al 2004;IES 2004) and Insight and Sensitivity to Change and Development (ABET 2004;ECUK 2003;Rugarcia et al 2000) are included in several studies as well. Organizational Management is seldom analyzed, particularly for the sub-competency of logical thinking, which cannot be found in other lists.…”

Section: Competency Mismatch Of Meng Education In Chinamentioning

confidence: 97%

Evaluating the competency mismatch between Master of Engineering graduates and industry needs in China

Peng

Zhang

2014

Studies in Higher Education

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This study investigates the mismatch between the educational attainment of a graduate with a Master of Engineering (MEng) degree and the industry needs in China. A competency list for MEng graduates from the perspective of industry needs was constructed. And a survey was conducted among MEng graduate students, alumni, and employers to assess the listed items. The analysis of the survey data yielded five competencies. Mismatches were found for all five factors. Each discrepancy is discussed in detail in this paper.

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Section: Competency Mismatch Of Meng Education In Chinamentioning

confidence: 97%

Evaluating the competency mismatch between Master of Engineering graduates and industry needs in China

Peng

Zhang

2014

Studies in Higher Education

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“…The education model became more theory-based, and exposure to practical skills was reduced. In parallel to these changes, the Canadian Engineering Accreditation Board (CEAB) was created in 1965 and began evaluating engineering programs offered by institutions to ensure that they met the educational standards needed for their graduates to register as professional engineers (Angeles et al, 2004). Recognizing that practicing engineers were no longer regularly teaching engineering courses, accreditation requirements were put in place such that engineering science and engineering design courses must be taught by licensed professional engineers.…”

Section: The Professional-teacher Modelmentioning

confidence: 99%

A “Lattice” Approach to Design Education: Bringing Real and Integrated Design Experience to the Classroom through Engineering Design Days

Hurst¹,

Rennick²,

Bedi³

2019

Proc. Int. Conf. Eng. Des.

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While design is fundamental to engineering practice, modern training in engineering design has almost exclusively moved to the classroom, providing students little exposure to holistic, real-world design experiences that are well-integrated with the rest of the academic curriculum. In this paper, we perform a short review of how the model of engineering education in Canada has evolved over the last two centuries, identify the current deficiencies in teaching design in engineering curricula, and review how Chairs in Design Engineering at various Canadian engineering schools have tackled this identified need. We then describe in detail how this problem is being addressed at the University of Waterloo through Engineering Design Days. This approach is presented as a design “lattice” around which other curriculum threads (math, natural sciences, engineering science, design etc.) can grow in an integrated way. Different Design Days examples from various engineering programs are described to illustrate the general structure. We conclude by assessing the program's impact and identifying opportunities for future development and assessment of the program's effectiveness.

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“…In general, design methodologies suggest processes, methods and tools (defined in Table 2) to support the design process (i.e., tasks and timeline in the capstone project) to achieve the creation of the desired design outcomes (i.e., expected deliverables in the capstone project) [4][5][6][7]. The aerospace design process and deliverables in the capstone project imply necessary knowledge, skills and affect (KSA) [3,8] required by the new workforce to achieve the expected outcomes in Table 1. Main definitions of KSA can be found in Table 3.…”

Section: Introductionmentioning

confidence: 99%

Which Design Methodologies Are Effective to Support a Capstone Project in Aerospace Design Engineering?

Gutierrez¹,

Liu²,

Singh³

et al. 2018

PCEEA

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The Engineering Design Competency

Abstract: Abstract

Cited by 13 publications

References 26 publications

Evaluating the competency mismatch between Master of Engineering graduates and industry needs in China

Evaluating the competency mismatch between Master of Engineering graduates and industry needs in China

A “Lattice” Approach to Design Education: Bringing Real and Integrated Design Experience to the Classroom through Engineering Design Days

Which Design Methodologies Are Effective to Support a Capstone Project in Aerospace Design Engineering?

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