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Interdisciplinary Future of Engineering Education: Breaking Through Boundaries in Teaching and Learning [Hardback]

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  • Formāts: Hardback, 224 pages, height x width: 234x156 mm, weight: 453 g, 11 Tables, black and white; 18 Line drawings, black and white; 17 Halftones, black and white
  • Izdošanas datums: 27-Nov-2018
  • Izdevniecība: Routledge
  • ISBN-10: 1138481211
  • ISBN-13: 9781138481213
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Interdisciplinary Future of Engineering Education: Breaking Through Boundaries in Teaching and LearningPalielināt
  • Formāts: Hardback, 224 pages, height x width: 234x156 mm, weight: 453 g, 11 Tables, black and white; 18 Line drawings, black and white; 17 Halftones, black and white
  • Izdošanas datums: 27-Nov-2018
  • Izdevniecība: Routledge
  • ISBN-10: 1138481211
  • ISBN-13: 9781138481213
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781138481213.html
Keywords:

The Interdisciplinary Future of Engineering Education discusses the current state of engineering education and addresses the daily challenges of those working in this sector. The topics of how to do a better job of teaching a specific audience, how to facilitate learning and how to prepare students for their future careers are extensively covered, and innovative solutions are proposed throughout. This unique book brings together a breadth of expertise, attested by the broad backgrounds of the experts and educational practitioners contributing to this volume, to lay the foundations for the future direction with the improvement of education of engineers in mind.

This collaborative effort by a group of uniquely placed educational practitioners provides guidance on the status of current engineering education and lays the foundations for its future direction. The reasons ‘why we teach’, ‘what we teach’, ‘how we teach’, ‘when we teach’, ‘where we teach’ and ‘who teaches’ are all re-examined in a new light and ideas and solutions are proposed and evidentially supported. The book sets out ideas for the need to develop a systemic and interdisciplinary approach to the education of future engineers on a model of student-based learning.

This book will be of great interest to academics and educational researchers in the fields of engineering education and higher education. It will also appeal to Higher Education policy makers, educators and university teachers.

List of contributing authors
xiv
Acknowledgements xx
Foreword xxi
Summary
1(2)
Part I Setting the scene
3(25)
1 The case for new pedagogies in engineering education
5(12)
Rhys Morgan
The challenges for engineering in the 21st century
6(1)
A fundamental misunderstanding
7(4)
GCSES
8(1)
Post-16 education pathways
9(1)
Higher education
10(1)
Shortfall
11(1)
Addressing the skills challenge
11(4)
Visualization
15(1)
References
16(1)
2 Why go to university? The past and future of engineering education
17(11)
Martin Pitt
Introduction
17(2)
Open University and others
17(1)
Open resources and MOOCs
18(1)
Distance learning and physical attendance
18(1)
What makes engineering special?
19(1)
Science and engineering
19(1)
Engineering is not science
20(1)
Lectures and other university activities
20(4)
The lecture --- real and virtual
20(1)
Problem-based learning
21(1)
Interactions with staff
21(1)
The timetable
22(1)
Laboratories
22(1)
Other practical skills
23(1)
Back to the future
24(1)
Conclusions and recommendations
24(2)
Conclusions
24(1)
Recommendations
25(1)
References
26(2)
Summary
28(3)
PART 2 Recent innovations in delivering effective engineering education
31(59)
3 Pedagogical and cost advantages of a multidisciplinary approach to delivering practical teaching
33(16)
Andrew Garrard
Stephen Beck
Introduction
33(2)
Costing model and operations
35(2)
Academic liaisons and communication structure
37(1)
Design of the teaching spaces
38(1)
Oversight of the practical teaching in a degree programme
38(2)
Timeliness of activity
38(1)
Progressive practical curriculum
39(1)
Commonality of student experience and expectations
40(3)
Induction labs
41(1)
Teaching sandwich
41(1)
Health and safety
42(1)
Lab books
43(1)
Efficiency through commonality of business processes and utilization
43(2)
Utilization
45(1)
Concluding remarks
45(3)
References
48(1)
4 Engineering with a human face
49(10)
Peter Goodhew Freng
Introduction
49(1)
Current practice
50(2)
Potential future programmes
52(4)
Question 1 :Why?
53(1)
Question 2 How could this experience be improved?
53(1)
Question 3 How many?
54(1)
Question 4 Cost?
54(1)
Question 5 Who pays?
54(1)
Question 6 What will be the impact?
55(1)
Question 7 What are the risks?
55(1)
Question 8 What happens afterwards?
55(1)
Question 9 Which language/country?
56(1)
Discussion
56(1)
References
57(2)
5 Interdisciplinary project weeks
59(18)
Patricia B. Murray
Rachel Horn
Introduction
59(1)
Two weeks and a spiral curriculum
60(2)
Enabling PBL at scale
60(1)
Features of both weeks
61(1)
Inspiration and context
61(1)
The problems and learning
61(1)
Alumni/industry
61(1)
Team outputs
62(1)
Marking and feedback
62(1)
Celebration of success
62(1)
The core learning
62(1)
Progression: the spiral
62(1)
Facilitator recruitment
63(1)
Successes
63(5)
For the undergraduates
66(1)
For the postgraduate student facilitators
66(1)
For the organizers
67(1)
For the faculty
68(1)
Challenges and changes
68(5)
Challenges and changes: student motivation
68(1)
Subject interest
68(1)
Valuing skills development
69(1)
The challenge
69(1)
Changes
69(1)
Team working
70(1)
The challenge
70(1)
Changes
70(1)
Depth of investigation
71(1)
The challenge
71(1)
Changes
72(1)
No-credit
72(1)
The challenge
72(1)
Changes
73(1)
Challenges and changes: delivery
73(1)
Cascade teaching
73(1)
The challenge
73(1)
Changes
74(1)
Staff engagement
74(1)
The challenge
74(1)
Changes
74(1)
Challenges and changes: the impact
74(1)
The future
75(1)
References
76(1)
6 Towards improved engineering education in the United Kingdom
77(13)
Wayne Seames
Introduction
77(1)
Active learning concepts
77(2)
Course design
79(3)
The learning unit method
79(1)
The flipped class method
80(2)
Active learning techniques
82(3)
Problem-based learning
82(1)
Case studies
83(1)
In-class reflections
84(1)
Working in groups
84(1)
The Engagement Teaching Methods for Engineers workshop
85(1)
Workshop assessment
86(2)
In conclusion
88(1)
References
89(1)
Summary
90(3)
PART 3 Linking education to employability
93(54)
7 Efficiency of teaching core knowledge and employability competencies in chemical engineering education
95(18)
Jarka Glassey
Introduction
95(1)
Methodology
96(2)
Exploration of the significance of learning outcomes
96(1)
Framework development and testing
97(1)
Results
98(12)
Learning outcomes
98(5)
Framework development and testing
103(7)
Conclusions
110(1)
References
111(2)
8 Personal and professional skills: something they do teach you at university
113(20)
Plato Kapranos
Introduction
113(2)
Current state of affairs
115(4)
What should the engineer of the future look like?
119(3)
Challenges and solutions in delivering the engineer of the future
122(2)
Diploma in personal and professional skills
124(4)
Learning outcomes of the PG diploma course
125(1)
Personal Development Planning (PDP)
125(1)
Course structure
126(2)
In conclusion
128(1)
References
129(4)
9 Breaking boundaries with liberal studies in engineering
133(14)
Louis Bucciarelli
David Drew
Introduction
133(1)
Engineering practice changed, engineering education challenged
133(2)
Two design challenges
135(1)
Two design requirements
136(1)
Rooted in the liberal arts
137(2)
Four modules illustrate "infusion"
139(3)
Possible venues, strategies for implementation
142(1)
Reflections
143(2)
References
145(2)
Summary
147(2)
PART 4 The affective side of education
149(2)
10 Through the lenses of the two I's: implement or innovate?
151(14)
Andy Penaluna
Purpose
151(1)
Design /methodology /approach
151(1)
Findings
151(1)
Practical implications
151(1)
Social implications
152(1)
Originality / value
152(1)
Introduction and context
152(8)
Discussion --- where are we now?
152(1)
Discussion --- where could we go next?
153(1)
Thinking deeper and deeper or thinking wider and wider?
154(1)
The role of the educator, guide-on-the-side, meddler-in-the middle, or simply sage-on-the-stage?
155(1)
Tell, conspire, or support: the contrasting roles of pedagogy, andragogy, and heutagogy
156(1)
Mind matters
157(3)
From complexity to pragmatism, introducing the two I's model
160(1)
Summary and conclusions
161(1)
References
161(4)
11 Enterprise education: outside classrooms, inside students' hearts
165(12)
Colin Jones
Introduction
165(1)
Enterprising engineering graduates
166(1)
Contemplating enterprise education
167(2)
Signature pedagogy for enterprise education
169(1)
Integrating enterprise and engineering education
170(1)
Tools of integration
171(3)
Conclusions
174(1)
References
174(3)
12 Enhancing and managing group creativity through off-task breaks
177(1)
Dermot Breslin
Introduction
177(1)
Individual creativity and off-task breaks
178(1)
The unconscious and off-task breaks
178(1)
Mind wandering and off-task breaks
178(1)
Group creativity and off-task breaks
179(3)
Group creativity and social-cognitive factors
179(1)
Individual versus group breaks
180(1)
Group processes and naturally occurring breaks
181(1)
The time of the day effect
182(2)
Individual creativity and time-of-day
182(1)
Group creativity and time-of-day
183(1)
Managing off-task breaks
184(3)
The nature of the off-task break
185(1)
The duration and frequency of off-task breaks
185(1)
Individual or group off-task breaks
186(1)
The timing of off-task breaks
186(1)
Conclusions
187(1)
References
187(3)
PART 5 Concluding remarks: the way ahead
190(4)
Index 194
Plato Kapranos is a Senior University Teacher at the Department of Materials Science & Engineering, The University of Sheffield. He teaches Personal & Professional Skills, Innovative Approaches in Teaching and Learning, and Creativity, Innovation, Enterprise, and Ethics for Engineers for both undergraduates and postgraduates.