By Gretar Tryggvason
Engineering schooling is presently at the verge of an incredible transformation. despite the fact that, whereas the necessity has been a lot mentioned and several other proposals for swap were recommend, really little concentration has been wear real implementation of the proposed adjustments. This ebook examines a software that has an extended heritage of experimentation in engineering schooling. Written by means of specialists at the topic, it describes particular issues with every one bankruptcy concentrating on a particular innovation that has been performed and explaining the academic pedagogy the educational profit, in addition to the transferability of the technique.
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Additional resources for Shaping Our World: Engineering Education for the 21st Century
Sample text
Create new things. Add more value. For engineers this starts with the hard engineering competencies. The engineer of the future will need to be well schooled in the basics of engineering science – perhaps more so than in the past. Many of the basic tasks are now codified in the new tools (computer databases, simulations, and the like) and this new way of working presents practicing engineers with new challenges. Practicing engineers have had a tremendous boost in productivity with these new tools.
Courses would continue to be taught, but were no longer the stepping-stones to degrees. Rather, not unlike the library and the extensive availability of faculty for tutoring and advising, academic courses were regarded simply as set of resources for learning. The responsibility for learning was squarely on the student, not the teacher; the projects—with their practical requirements for teamwork, integration of knowledge, dealing with unscripted challenge, and goal orientation—provided a domain for a much higher order of learning than simple mastery of course content; and the faculty would now assume the roles of tutor, coach, mentor, and examiner to a much greater extent than simply that of lecturer.
And a devotion to professional integrity and ethical engineering practice. The education of engineers is a shared responsibility between the university, the student, and ultimately the employer. It is unreasonable to expect that the university alone can achieve all of this. Universities should focus on the top items on this list and set high standards for building these skills and competencies. We should avoid the trap of cutting out the fundamentals to make room for the enrichment. To the degree that the remaining items on the list can be integrated into the curriculum in creative ways, the new engineer will have a powerful foundation for building a successful career in whatever direction she or he decides to go.