A Holistic View on Engineering Education: How to Educate Control Engineers

The Canadian Engineering Education Association Research Collaboration (CEEA-RC): Annual Survey of Canadian Engineering Instructors

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.5814 ◽

2015 ◽

Author(s):

Jake Kaupp ◽

Sylvie Doré ◽

Sue Fostaty Young ◽

Brian Frank ◽

Pete Ostafichuk ◽

...

Keyword(s):

Engineering Education ◽

Teaching And Learning ◽

Research Collaboration ◽

Faculty Perceptions ◽

Faculty Attitudes ◽

Holistic View ◽

Annual Survey ◽

Depth Analysis ◽

Education Association ◽

Insight Into

This paper will focus on the design anddevelopment of the Survey of Canadian EngineeringInstructors (SCEI), from framework to final implementedversion. The primary goal of this project was to increasethe experience and capacity for rigorous educationalresearch within the CEEA community, and to benchmarkengineering faculty attitudes towards teaching andlearning.The development, approval and implementation of thestudy are a key focus presented in this paper, with theintent of providing a holistic view of how the project ismanaged and enacted. Alongside this narrative are thepreliminary findings from the project thus far. Thesefindings provide insight into faculty perceptions andattitudes towards teaching and learning. These responseshighlight the need for a more in-depth analysis todetermine the interesting trends observed in the data.

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Developing Systemic Thinking through Gamification with Invention System Kits

Academia y Virtualidad ◽

10.18359/ravi.4888 ◽

2021 ◽

Vol 14 (1) ◽

pp. 23-40

Author(s):

Ivonne Angélica Castiblanco Jiméneza ◽

Joan Paola Cruz González ◽

Carlos Rodrigo Ruiz Cruz

Keyword(s):

Higher Education ◽

Developing Countries ◽

Engineering Education ◽

Production Line ◽

Assembly Line ◽

Education Institution ◽

Effective Strategy ◽

Systemic Thinking ◽

Holistic View ◽

Practical Education

Developing countries like Colombia have understood that education is an effective strategy in closing social inequality gaps to improve population’s skills. In the last decade, coverage in higher education went from 30 to 50 percent. One of the most important factors in this achievement is Colombia’s transition to peace, increasing the development of the population towards higher levels of competitiveness and education. In consequence, it is necessary to reinforce the development of competences, to encourage systemic thinking that allows the solution of problems from a holistic view and achieves effective solutions in the improvement of the local industry. During this study, an applied ludic strategy involving an airplane assembly line made with Lego blocks is created, looking for an effective and practical education framework in teaching the attributes that generate impact in a production line of goods; in this way, students can be involved in a clear and creative manner in their search for solutions. This project was developed by member professors and students from an engineering education institution in Bogotá, Colombia. The results show that through gamification, students develop skills to take decisions leading to increase the production’s competitiveness from a systemic thinking view.

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Cross Reality Spaces in Engineering Education – Online Laboratories for Supporting International Student Collaboration in Merging Realities

International Journal of Online and Biomedical Engineering (iJOE) ◽

10.3991/ijoe.v16i03.12849 ◽

2020 ◽

Vol 16 (03) ◽

pp. 4

Author(s):

Dominik May

Keyword(s):

Engineering Education ◽

International Student ◽

Three Dimensional ◽

Physical Reality ◽

Student Body ◽

Holistic View ◽

Laboratory Education ◽

Online Laboratories ◽

Remote Lab ◽

Remote Labs

<span>This paper discusses online laboratories as cross reality spaces in education. Cross Reality (also XR) as a term is borrowed from the field of gaming and broadly describes the integration of immersive, augmented, mixed, and virtual reality technology within physical reality. Online laboratories form an ideal example, as different realities (the real hands-on world in real labs, the virtual world in simulated labs or even a mixture of both in context with remote labs) are merged. The connection between different realities in laboratory education and their relation to engineering education contexts are discussed by describing a three-dimensional matrix for categorizing (online) laboratories in teaching and displaying current research results in this area. On basis of this, a scholarly research study is discussed, which is making use of a remote lab in mechanical engineering education for an international student body. In this study, the lab and its application are evaluated from the learner, the system, and the course perspective. These three perspectives offer a holistic view of the lab and the students’ learning. The study proofs a positive effect on the students learning experiences. The results also show which current needs and future potentials lie on the intersection of engineering education, internationalization, and digitalization in terms of collaborating and learning in Cross Reality Spaces.</span>

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Continuing Education for Practicing Engineers

ASME 2002 Citrus Engineering Conference ◽

10.1115/cec2002-4806 ◽

2002 ◽

Author(s):

Jonathan F. K. Earle

Keyword(s):

Engineering Education ◽

Continuing Education ◽

21St Century ◽

International Perspective ◽

Working Environment ◽

Global Marketplace ◽

Professional Engineer ◽

Broad Perspective ◽

Holistic View ◽

International Projects

The professional engineer of the 21st century must have a holistic view of his/her world, and recognize that continuing education is vital for maintenance of professional competitiveness.. Engineering education has generally responded to workforce technology needs which have traditionally changed rather slowly. Today’s professional engineer must be prepared to meet the challenges of an increasingly complex physical, legal, technical, and social climate with which he/she is confronted. Accordingly, today’s engineering education system is structured to prepare graduates for life-long learning, by placing greater emphasis on the learning process. In the 21st century, workforce technology and demands are changing at an extremely rapid pace, and in order to remain current, the modern engineering professional must adapt to those rapid changes. Within this environment, expertise in a single discipline or technology is no longer considered adequate for the professional engineer, since he/she must be comfortable working in multi-disciplinary teams, be capable of integrating a broad range of knowledge, and working across intellectual boundaries. The modern engineer must understand the global marketplace and its working environment, and in so doing develop an international perspective, and be prepared for participation in international projects. He/she must appreciate the issues relating to sustainability, and design accordingly to address the concerns. The engineer is expected to maintain a broad perspective, and be prepared to adjust to the rapid, dynamic changes which are encountered. This paper identifies some of the reasons for the pursuit of continuing education, and reviews options which are available to the practicing engineer in Florida, with particular emphasis on opportunities offered by the University of Florida. Paper published with permission.

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