scholarly journals CDIO-CONCEPT FOR ENGINEERING EDUCATION IN MECHATRONICS-PROJECT TEAMS IN ACTIVE AND INTEGRATED LEARNING

2005 ◽  
Vol 2005 (6) ◽  
pp. 35-40
Author(s):  
Finn CONRAD ◽  
Torben O. ANDERSEN ◽  
Michael R. HANSEN ◽  
Torben SORENSEN
Keyword(s):  
Engineering Education ◽  
Project Teams ◽  
Integrated Learning

scholarly journals INTEGRATED LEARNING IN ENGINEERING - DEVELOPMENT OF THE FIRST YEAR ENGINEERING CURRICULUM AT UNB

2011 ◽  
Author(s):  
Michel Couturier ◽  
Dawn MacIsaac ◽  
Liuchen Chang
Keyword(s):  
Engineering Education ◽  
Task Force ◽  
First Year ◽  
Integrated Learning ◽  
New Approach ◽  
Engineering Programs ◽  
Disciplinary Boundaries ◽  
Undergraduate Engineering ◽  
Design Projects ◽  
The University

Following its rich tradition of over 150 years of excellence in engineering education, the Faculty of Engineering at the University of New Brunswick (UNB) is currently implementing an exciting first year program. In consultation with Atlantic businesses, governments and members of the Faculty, an Engineering Education Task Force was formed in the summer of 2003 with the mandate to enhance integrated learning in undergraduate engineering programs at UNB. The Task Force proposed a substantially-common first year program for all engineering disciplines with design projects in both the first and second terms. The design projects are used to integrate knowledge gained in the first year and are part of two new design courses. The first design course is centered on Design and Communications. The second design course is centered on Design and Computations. This new approach requires that teaching of core materials be integrated at a level that crosses disciplinary boundaries.

scholarly journals Engineering Co-op and Internship Experiences: The Roles of Workplaces, Academic Institutions and Students

2018 ◽  
Author(s):  
Qin Liu ◽  
Serhiy Kovalchuk ◽  
Cindy Rottmann ◽  
Doug Reeve
Keyword(s):  
Engineering Education ◽  
Learning Outcomes ◽  
Workplace Learning ◽  
Learning Process ◽  
Individual Factors ◽  
Integrated Learning ◽  
Engineering Programs ◽  
American Universities ◽  
Work Integrated Learning ◽  
Programming Practices

Work-integrated learning, particularly in theform of co-ops and internships, has long been an integralpart of many engineering programs. While recentgovernment interest in work-integrated learning hasraised its profile, it is unclear how the three main actors –the workplace, the academic institution and studentsthemselves – interact with each other to enhance students’learning experiences and outcomes. This paper attemptsto fill this gap by examining engineering co-op andinternship literature as well as programming practices atnineteen North American universities. In light of aconceptual framework foregrounding organizationalstructure, human agency and learning outcomes, weidentified five themes that demonstrated the interactionsbetween organizational and individual factors involved inthe workplace learning process of engineering co-ops andinternships. The paper contributes to the discussion onwork-integrated engineering education by highlightingthe usefulness of the conceptual framework to empiricalresearch on workplace learning and the practicalimplications of the findings for engineering educators,employers, and engineering co-op and internshipstudents.

scholarly journals Engineering Education Research and Development at Queen’s University

2013 ◽  
Author(s):  
David Strong ◽  
Brian Frank
Keyword(s):  
Education Research ◽  
Critical Thinking ◽  
Graduate Students ◽  
Research And Development ◽  
Engineering Education ◽  
Learning Outcomes ◽  
Integrated Learning ◽  
Innovative Pedagogy ◽  
Queen's University ◽  
Engineering Education Research

Research and development in engineering education has been prominent at Queen’s University since the early 1990’s. Initially focused on evolving improved methods to encompass theoretical, practical, industrial, and multidisciplinary aspects into undergraduate engineering programs, the outcome of those early endeavours became what is now known as “Integrated Learning” at Queen’s. This effort also recognized the need for a new and different facility to accommodate evolving pedagogical approaches and enhanced team-based activities, and in 2005, the 6,000 m2 Integrated Learning Centre was opened. Both the Integrated Learning philosophy and the corresponding facility have been a tremendous success. With the establishment of Integrated Learning , engineering education research began to expand both in breadth and depth. Research studies and publications have included topics such as optimized assessment of both students and pedagogical activities, understanding student attitudes towards learning, evaluating engineering practitioners’ needs and expectations of engineering graduates, defining needs for outreach activities, developing and assessing measurements for graduate attributes, and using web-based classroom response systems for quality student feedback. Graduate students have been engaged in engineering education research topics for nearly a decade, with the first Master’s student with a full- fledged engineering education research topic graduating in 2006, and the first post-doctoral researcher hired in 2011. Additional graduate students have been engaged in engineering education research since, producing four more Master’s graduates to date, and two more in process. The outcomes from this research, combined with collaborative efforts across the faculty, have resulted in new and innovative pedagogy, including the Multidisciplinary Design Stream and the recently introduced Engineering Design & Professional Practice sequence. Both of these programs include a combination of proven and innovative pedagogy, and through multiple assessment techniques, themselves become the subject of ongoing research and development. Further research studies are underway. One is exploring how critical thinking develops in first year engineering, and whether the use of complex authentic engineering problems assists in developing critical thinking. Queen’s is also part of a learning outcomes consortium project with Toronto, Guelph, and University of Kansas, and three Ontario colleges, to develop procedures for assessing learning outcomes at an institutional level. In addition, Queen’s is part of a collaboration with 7 Canadian and US schools on research into sustaining change in institutions and influencing adoption of evidence-based practices. The panel presentation will provide more detail on our past, present, and future research in this field. The engineering education research community in Canada is dynamic but under-represented, and it is hoped that this session will encourage more engineering academics to venture into this field.

Integrated Learning Platform for Internet-Based Control-Engineering Education

2010 ◽  
Vol 57 (10) ◽  
pp. 3284-3296 ◽  
Author(s):  
Carlos Andrés Ramos-Paja ◽  
José Miguel Ramirez Scarpetta ◽  
Luis Martinez-Salamero
Keyword(s):  
Engineering Education ◽  
Integrated Learning ◽  
Control Engineering ◽  
Learning Platform

scholarly journals Leadership in Multidisciplinary Project Teams: Investigating the Emergent Nature of Leadership in an Engineering Education Context

2020 ◽  
Author(s):  
Megan Feister ◽  
Carla Zoltowski ◽  
Patrice Buzzanell ◽  
William Oakes ◽  
Qin Zhu
Keyword(s):  
Engineering Education ◽  
Project Teams

scholarly journals Addressing Collaboration Challenges in Project-Based Learning: The Student’s Perspective

2021 ◽  
Vol 11 (8) ◽  
pp. 434
Author(s):  
Bassam Hussein
Keyword(s):  
Project Management ◽  
Qualitative Analysis ◽  
Engineering Education ◽  
Project Based Learning ◽  
Project Teams ◽  
Management Approach ◽  
Implementation Challenges ◽  
Collaboration Environment ◽  
Project Assignment

Project-based learning has been explored in a variety of contexts and different phases of education. Several implementation challenges are associated with project-based learning. Among these challenges is ensuring collaboration between students enrolled in a project assignment. The purpose of this study was to present several practical insights on how to tackle collaboration challenges in project-based learning. The study is based on the qualitative analysis of 67 reflections reports submitted by students who were enrolled in a project-based learning assignment in engineering education. The results suggest that collaboration challenges can be traced to priority conflicts between students as well as to the uncertainty in the project assignment. The results further suggest that these challenges can be successfully addressed by applying a structured project-management approach to planning, communication, and follow up. In addition, the findings suggest this structured approached should be supported by a mindset that recognizes the importance of adaptations and flexibility as the project develops. Moreover, the findings suggest that a collaboration environment based on inclusion, openness, and support enables students to respond to emerging problems and disagreements. The paper outlines several recommendations on how to improve students’ collaboration ability within project teams in the context of project-based assignments.

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