scholarly journals Developing Engineering Curriculum In An Integrated Knowledge Environment

2020 ◽  
Author(s):  
Josef Rojter
2011 ◽  
Vol 17 (4) ◽  
pp. 257-263 ◽  
Author(s):  
Patrick M. Blake ◽  
David A. Decker ◽  
Timothy M. Glennon ◽  
Yong Michael Liang ◽  
Sascha Losko ◽  
...  

2014 ◽  
Vol 1 (1) ◽  
pp. 393-398
Author(s):  
Andreas Ahrens ◽  
Olaf Bassus ◽  
Jeļena Zaščerinska

AbstractUniversity as a social enterprise has become the dominant response to the challenge of bringing up an engineer as a first-rate technical expert who acts as a social agent, rather than just a technician, with a “broad understanding of the social and philosophical context in which he will work” [3]. Aim of the research is to analyze student engineers' Enterprise 3.0 application in engineering curriculum. The meaning of the key concepts of university as a social enterprise, engineering curriculum and Enterprise 3.0 is studied. Explorative research has been used. The empirical study was conducted at Riga Technical University, Riga, Latvia, in 2011. Descriptive statistics was implemented for primary data analysis. The findings of the research allow drawing the conclusions on the favourable context of Enterprise 3.0 application in engineering curriculum as the student engineers' knowledge and attitude towards Enterprise 3.0 application are positive. Direction of further research are proposed.


2016 ◽  
Vol 32 (2) ◽  
pp. 1-30
Author(s):  
Sidek Bin Baba ◽  
Mohamad Johdi Salleh ◽  
Tareq M Zayed ◽  
Ridwan Harris

Integrating knowledge and education has become a major issue in Malaysia in the context of globalization. This study develops a teacher-centered Qur’anic methodology based on the integration of acquired (‘aqlī) and revealed (naqlī) knowledge as regards content, as well as the integration of teachers’ role in a teaching-learning process designed to empower students to manage “self” and “system.” It further investigates the existing curriculum and institutional efforts to integrate these two types of knowledge, students’ understanding of the integrated knowledge and its learning process, as well as how the teachers and lecturers understand this integrated knowledge and apply it to their teaching methods. Data collected through interviews and surveys of participating school students and teachers, as well as university students and lecturers, revealed several issues that need to be addressed.


2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Chinweike Eseonu ◽  
Martin A Cortes

There is a culture of disengagement from social consideration in engineering disciplines. This means that first year engineering students, who arrive planning to change the world through engineering, lose this passion as they progress through the engineering curriculum. The community driven technology innovation and investment program described in this paper is an attempt to reverse this trend by fusing community engagement with the normal engineering design process. This approach differs from existing project or trip based approaches – outreach – because the focus is on local communities with which the university team forms a long-term partnership through weekly in-person meetings and community driven problem statements – engagement.


2021 ◽  
Vol 1835 (1) ◽  
pp. 012043
Author(s):  
Yupaporn Horasirt ◽  
Peter Charles Taylor ◽  
Chokchai Yuenyong

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