The future of engineering education

Shuman, Larry J.; Atman, Cynthia J.; Eschenbach, Elizabeth A.; Evans, D. L.; Felder, Richard M.; Imbrie, P.K.; McGourty, Jack; Miller, R.L.; Richards, Larry G.; Smith, Karl A.; Soulsby, E.P.; Waller, A.A.; Yokomoto, C.F.

doi:10.1109/fie.2002.1157986

Cited by 145 publications

(23 citation statements)

References 12 publications

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“…"PSS" term have been explicitly mentioned in a wide variety of literature, such as: [37] [38], also the term have been coined with relevant terms and phrases in other literature, such as: "Ability to frame problems, putting them in a socio-technical and operational context" [2] [3]; "The ability to analyze and solve complex problems" [39]. "PSS" where emphasized in 64.9% of the [3], also the term have been coined with relevant terms and phrases in other literature, such as: "Project Management and Finance" [40]; "an ability to understand the business context of engineering" [41].…”

Section: -Problem Solving Skills (Pss)mentioning

confidence: 99%

Skills of engineers in knowledge based economies: A comprehensive literature review, and model development

Abdulwahed

Balid

Hasna

et al. 2013

Proceedings of 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)

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Recent studies emphasize the needs of a wider set of skills engineers require than ever thought. In this paper, authors report on a systematic literature review on this issue. Findings of the review are spanned over two main folds: 1-A conceptual ontological framework of engineering skills in the context of generic-and employability-skills of KBS and KBEs citizens and workforce, and 2-A global set of 24 mutual common skills, but different in topology, between engineering and generic competencies. The work outlined in this paper is probably one of the most comprehensive and wide scan of literature on the required talent and skills of current and future engineers.

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Section: -Problem Solving Skills (Pss)mentioning

confidence: 99%

Skills of engineers in knowledge based economies: A comprehensive literature review, and model development

Abdulwahed

Balid

Hasna

et al. 2013

Proceedings of 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)

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“…As the ability of technology to provide interactive multi-media instruction continues to improve, this rich mixture of visual and verbal information, self-assessment of knowledge and understanding, practice in problem-solving and immediate individual feedback can provide deep learning far better than traditional lecturing approaches can possibly do. Richard Felder pointed out a decade ago that the role of technology in engineering education delivery is one of the main critical issues facing the future of engineering education and that 'the potential impact on traditional campuses that fail to meet the challenge is not pleasant to contemplate' (Shuman et al 2002). Together with colleagues, he contributed a series of articles to chemical engineering education on 'The Future of Engineering Education'.…”

Section: Introductionmentioning

confidence: 99%

Implementation and student perceptions of e-assessment in a Chemical Engineering module

Sørensen

2013

European Journal of Engineering Education

101

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This paper describes work carried out at the Department of Chemical Engineering at UCL into the use of e-assessment in a second year module and, in particular, the student perceptions of this mode of assessment. Three quizzes were implemented in Moodle, the first two as formative assessment and the final quiz as summative assessment. The results were very encouraging and practically all students engaged with the process. An online survey was delivered to all students after the module, which showed that the students felt that e-assessment added value to their learning and they would like to see it implemented in other modules. The quizzes were intended to be mainly beneficial to the weaker students as it gave them an opportunity to go over key aspects of the material in their own time. Interestingly, the stronger students were even more in favour of e-learning than the weaker students, for whom the quizzes were originally designed.

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“…A distinctive attribute of engineers is their problem-solving ability. Indeed, ABET criteria 5,6 reflect this since at least five of the eleven outcomes relate directly to problemsolving skills. Many engineering curricula have focused strongly on providing students a through grounding in the basics of a given discipline as delivered through lecture.…”

Section: Rationalementioning

confidence: 98%