Transforming the Engineering Curriculum: Lessons Learned from a Summer at Boeing

Gorman, Michael E.; Johnson, Vicki S.; Ben‐Arieh, David; Bhattacharyya, S.P.; Eberhart, Scott; Glower, Jacob; Hoffmann, Klaus A.; Kanda, Arun; Kuh, Anthony; Lim, Tae W.; Lyrintzis, Anastasios S.; Mavris, Dimitri N.; Schmeckpeper, Edwin R.; Varghese, Philip L.; Wang, Yu Michael

doi:10.1002/j.2168-9830.2001.tb00582.x

Cited by 25 publications

(17 citation statements)

References 8 publications

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“…In this discussion, lists from non-academic entities will be examined in order to best represent the desires of government and industry for their new hires. Tables 1 and 2 are engineer desired traits/skills lists from the National Association of Colleges and Employers (NACE), the Boeing Corporation, the International Engineering Alliance, former Boeing CEO Phil Condit, National Academy of Engineering and Leland Nicolai and Eric Schrock of Lockheed Martin Aeronautics Company [5][6][7][8][9] . Though most of these entities have dealings with aerospace engineering, all but the necessary skills suggested by Nicolai and Schrock 10 are generic traits that could be applied in any field of engineering.…”

Section: A Specifics Of the Industry And Academia Gap In Student Prementioning

confidence: 99%

“…A review of the literature also reveals a number of papers [14][15][16][17][18][19][20][21][22][23][24][25][26] where employers specifically state areas where engineering graduates could have improved preparation for real world practice and these are shown in Tables 3a through 3d. The table contains the article name and journal or proceedings title, the publication year of the article, the phrasing used to indicate an improvement is needed in the engineering graduate and the exact skill or attribute mentioned by the employer as needing improvement.…”

Section: A Specifics Of the Industry And Academia Gap In Student Prementioning

confidence: 99%

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Engineering Design Education - Core Competencies

Goff

Terpenny

2012

50th AIAA Aerospace Sciences Meeting Including the New Horizons Forum and Aerospace Exposition

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In the past, it was very common for students to come to the university to study engineering with basic design and build skills acquired through hands-on experiences acquired through play with friends, work on farms, work on cars and general tinkering. Engineering students were predominantly white males and eager to dive into design projects that could call upon skills in spatial reasoning, problem solving, working with others, and more. Currently, students who enter the university to study engineering are more diverse in race, gender, and background. The pervasiveness of computers, computer gaming, and social networking has also shifted the competencies of most incoming students. Many incoming students do not have the background and skills required to succeed in the design of solutions to engineering problems. This paper suggests there is a need to identify and better understand the basic set of core competencies that, if possessed by the student, would assure their success in the engineering education environment as well as in industry upon graduation. This paper identifies industry lists and critiques and academic efforts to catalogue core competencies and gives an example of one core competency, after being identified as being weak and remediated, showed dramatically improved student performance. In the past, it was very common for students to come to the university to study engineering with basic design and build skills acquired through hands-on experiences acquired through play with friends, work on farms, work on cars and general tinkering. Engineering students were predominantly white males and eager to dive into design projects that could call upon skills in spatial reasoning, problem solving, working with others, and more. Currently, students who enter the university to study engineering are more diverse in race, gender, and background. The pervasiveness of computers, computer gaming, and social networking has also shifted the competencies of most incoming students. Many incoming students do not have the background and skills required to succeed in the design of solutions to engineering problems. This paper suggests there is a need to identify and better understand the basic set of core competencies that, if possessed by the student, would assure their success in the engineering education environment as well as in industry upon graduation. This paper identifies industry lists and critiques and academic efforts to catalogue core competencies and gives an example of one core competency, after being identified as being weak and remediated, showed dramatically improved student performance. Disciplines Engineering Education | Industrial Engineering Nomenclature ABET= Accreditation Board for Engineering and Technology (ABET, Inc.)

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Section: A Specifics Of the Industry And Academia Gap In Student Prementioning

confidence: 99%

Section: A Specifics Of the Industry And Academia Gap In Student Prementioning

confidence: 99%

Engineering Design Education - Core Competencies

Goff

Terpenny

2012

50th AIAA Aerospace Sciences Meeting Including the New Horizons Forum and Aerospace Exposition

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“…Like other professions, engineering faces the challenge of preparing graduates for professional practice through an undergraduate curriculum framed largely on theory and analysis [1,2]. In the engineering education context, "design" has become a catchword for many of the professional competencies that complement a solid understanding of engineering science fundamentals and engineering theories and methods [3,4].…”

Section: Introductionmentioning

confidence: 99%

A Qualitative Study of a Course Trilogy in Biosystems Engineering Design

Friesen¹,

Taylor²,

Britton³

2005

J of Engineering Edu

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Engineering design encompasses professional competencies that complement a solid understanding of engineering science fundamentals, theories, and methods. Engineering schools are increasing their efforts to integrate design into the curriculum, and this paper critically analyses one initiative at a research‐intensive Canadian university, where a three‐course sequence (Design Trilogy) forms the design education backbone in the undergraduate Biosystems Engineering program. Data collection consisted of focus groups with students and one‐on‐one interviews with instructors and industry cooperators. The findings yielded authentic understandings of teaching and learning engineering design, many areas of common perceptions between participant groups, congruence with design concepts in the literature, and areas where students' perceptions and experiences did not correspond to instructors' intentions. Teaching implications include the importance of instructors' transparency and integration in teaching and the need to explicitly prepare students for a different kind of learning experience in the Design Trilogy.

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“…There is a distinct call in industry and academia alike for engineers to be tolerant of ambiguity [34][35][36][37][38] , to be flexible [39][40][41][42] , and to be adaptable [39,40,[43][44][45][46] . This skill appears to be in contrast to the Piagetian human tendency to attempt to reduce uncertainty and non-equilibrium [47] .…”

Section: Example Of Phenomenography In Aerospace Engineeringmentioning

confidence: 99%