Training Versatile Engineers: A Historical and Present Perspective on the Place of the Humanites and Social Sciences in the Canadian Engineering Context

Abstract

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Why Does It Matter? Explaining the Importance of Complementary Studies to First-Year Engineering Students

“…A particularly interesting observation from the feedback is that although less than half (i.e., 47%) of the students rated the session as enjoyable, a strong majority (i.e., 84%) of the participants recommended that all first-year engineers receive a similar intervention. Like those fourth-year students who participated in the focus groups of the previous study [4], these first-year students recognize a need to learn about CS courses and their place in the engineering curriculum and its graduate attributes. This finding supports the notion that engineering programs should do more to convey information related to the importance of CS to their students.…”

“…This project builds on focus-group conversations with upper-year engineering students at both the University of Guelph and the University of Waterloo about their CS experience [4]. These focus groups revealed that while students understood the importance of all graduate attributes, including those associated with soft skills, they placed little importance on their CS courses in developing the graduate attributes.…”

“…Students generally felt that this lack of understanding had contributed to their attitude and approach to their CS requirement, that is, one of "hurdles" to get over. Reflecting back from their final semester on graduate attributes and soft skills, many could now see the potential usefulness of the CS courses and wished they had been provided with more information and greater guidance regarding their selection earlier in their degree [4] .…”

What’s in a Name? “Holistic,” Integrative,” and “Integrated” Engineering Education Through the Lens of Fink’s Taxonomy

“…That is why we must train our engineering students to become well-rounded professionals, teaching them how to recognize and care about the social, economic, environmental and cultural aspects embedded in every scientific and technological activity [30], while they develop a professional and individual identity, and become lifelong learners. A partnership between the humanities, arts and engineering is one way to bring a deeper awareness of these aspects, as well as improve students' critical thinking, flexibility and adaptability [31].…”

“…According to researchers, most engineers just saw the importance of non-technical courses after they graduated [31]. They argued that they could not understand the relevance and purpose of these courses.…”