Framework For Engineering Education Research Articles

Re-Designing Curricula for Engineering Graduates: An Innovative 3-Dimensional Model Using Students’ Perceptions, Teachers’ Reflections, and Industry Demands

Abstract:A scientifically designed curriculum is a key to achieving outcomes of any engineering education program. Engineering education has become a highly transformative field in the past few years; its conventional curriculum requires rigorous face-lifting and redesigning. The new age engineering program curriculum demands the inclusion of several transformative teaching-learning models and modern methods of assessment. These modern pedagogical practices have been well incorporated from time to time within the engineering education framework at various levels and stages. However, owing to the lack of explicit information on the modern curriculum attributes, the curriculum design has remained an area of exploration. This paper represents a systematic and scientific approach of designing the curriculums for undergraduate engineering programs. There are three important aspects of curriculum attributes namely knowledge, skills and experiential learning have been emphasized constructing the base of 3-dimensional model of curriculum designing. The paper discusses the current scenario for the engineering curriculum, the present needs and feedback from three important stakeholders namely students, teachers, and employers. The feedback revealed that students are looking forward to learning inter-disciplinary courses in their regular curriculum. The teachers require freedom of re-planning sessions unconventionally and the variations in theassessment models. The employers expect state-of-the-art knowledge, skills, and industry exposure from the students. The article finally extracts the significant attributes from the feedback analysis received from the stakeholders and suggests the micro-contents and attributes to be incorporated within the existing curriculum structure. The article provides one of the most effective ways to design the curriculum for the undergraduate engineering programs by achieving the desired outcomes and attainment levels. Keywords:Curriculum design, Learners, Teachers, Employers, Engineering education

The Problems and Countermeasures of Ideological and Political Reform in the Course of "Quantitative Remote Sensing" under the Background of New Engineering Construction

Within the New Engineering Education framework, there's an urgent demand to nurture outstanding professionals equipped with exceptional skills and competencies. The course "Quantitative Remote Sensing" assumes a pivotal role in shaping highly proficient remote sensing experts. It requires a seamless integration of ideological and educational aspects, aiming to bolster students' ethical principles and expand the pool of adept professionals driving remote sensing in China. Grounded in the context of the New Engineering Education, this article offers an overview of the prevailing challenges within the ideological and educational dimensions of the "Quantitative Remote Sensing" course. It proposes a multifaceted approach to revamping these dimensions and outlines a practical pathway for enhancing the course. The ultimate goal is to boost the effectiveness of the ideological and educational elements by introducing innovative teaching philosophies, methods, and content. This approach will accelerate the attainment of moral education goals and contribute to the advancement of the New Engineering Education paradigm. The issues scrutinized, reform strategies delineated, and the practical roadmap provided in this article furnish both theoretical and practical guidance for addressing ideological and educational aspects in courses spanning diverse disciplines within the New Engineering Education framework.

THE CONCEIVE DESIGN IMPLEMENT OPERATE (CDIO) INITIATIVE - AN ENGINEERING PEDAGOGY APPLIED TO THE EDUCATION OF MARITIME ENGINEERS

The Conceive Design Implement Operate (CDIO) initiative is an innovative engineering education framework aiming to produce industry-ready graduates. Over the past two decades, the approach has been increasingly popular, particularly in the mechanical engineering field, thanks to its practical approach and outcome-based assessments. However, the CDIO approach remains absent from the pedagogical tools employed in marine engineering education curricula. This paper argues that, although unrecognized as such, modern marine engineering courses have been employing an approach akin to that of the CDIO initiative. Four international case studies, in both undergraduate and postgraduate higher education, are employed to demonstrate that the marine engineering courses under consideration indeed utilize the CDIO approach to engineering education. Furthermore, this paper identifies the CDIO initiative as a relevant pedagogy for the development of novel marine engineering courses and activities. It is anticipated that this first recognition of the use of the CDIO initiative in marine engineering education will contribute to formalizing the implementation of the CDIO initiative in this field, as well as enable greater synergies between the various disciplines of engineering education.

Exploring E-Learning Community of Inquiry Framework for Engineering Education

Exploring E-Learning Community of Inquiry Framework for Engineering Education

Developing a Ways of Thinking Framework for Engineering Education Research

<strong>Background:</strong> Numerous calls have urged researchers to adopt novel ways of thinking in order to address complex challenges within the engineering education system. The field lacks shared criteria and understanding to characterize ways of thinking, particularly in the context of engineering education research. Ways of thinking as a lens for considering and addressing complex challenges has the potential to bring about systemic change. <strong>Purpose:</strong> This work aims to initiate a vision for a ways of thinking framework specific to engineering education research contexts. The purpose is to highlight how ways of thinking can be embedded in research practice as a means to enact systemic change. <strong>Scope:</strong> Four specific ways of thinking – futures, values, systems, and strategic – are explored by reviewing literature from different fields and making connections to engineering education research. Each way of thinking is illustrated by application examples. A compilation of the underlying concepts, abilities, and enhancement approaches for each way of thinking is also presented. <strong>Discussion/Conclusions:</strong> Ways of thinking is perceived as a concept in theory, but can and should be used in practice to innovate. Using futures, values, systems, and strategic thinking in an integrated manner can build capacity for researchers to push toward systemic change.

Elementary preservice teachers' integration of engineering into STEM lesson plans

AbstractScience, technology, engineering, and mathematics (STEM) integration is a desired outcome according to Next Generation Science Standards. However, learning to teach integrated STEM content has been challenging for teachers. Consequently, the purpose of this qualitative study was to describe how 16 preservice teachers enrolled in a mathematics methods course created integrated STEM lesson plans that incorporated an authentic engineering problem. Content analysis of the completed integrated STEM lesson plans used the Quality K‐12 Engineering Education Framework to identify any characteristics of engineering. We found that 15 of 16 preservice teachers demonstrated at least an emerging ability to create an integrated STEM lesson that contained an engineering problem, constraints, a prototype or model, model testing, and data collection and analysis related to the model. We concluded that giving preservice teachers opportunities to experience engineering design problems could better prepare them to design and implement integrated STEM education in their classrooms. The findings from this study have practical implications for mathematics methods teacher educators who teach the pedagogy behind STEM education. This study also has theoretical implications because socially situated learning theory was extended to Model‐Eliciting Activities and connected them to the K‐12 Framework for Quality Engineering Education.

Safe building design by small architects: A design activity developed for elementary mathematics course

This study aims to develop an acquisition-oriented STEM activity that primary school teachers can implement in the classroom. The design-based teaching activity developed and implemented within this study is intended to be presented as an example of an activity suitable for STEM education focused on mathematics lessons. The activity was developed in line with the design process indicators within the K-12 engineering education framework. The steps of this framework are (1) problem and background, (2) plan and implementation, and (3) testing and evaluation. The activity particularly targets elementary school students produce an engineering design product using simple and low-cost materials. The four criteria presented to the students in this process were (1) apartments receiving light, (2) being earthquake resistant, (3) being economical and (4) aesthetics and marketing. Throughout the design process, the criterion that students had the most difficulty was observed as the sun exposure of the flats. Also, most of the students focused more on the aesthetic criterion than other criteria, and they emphasized this criterion most in the marketing process of their products.

On Interaction of School and University in the Framework of Engineering Education

The article discusses the problems that arise when engineering classes are organized in secondary schools with participation of universities, and ways to solve them. To strengthen the connection between the school and the university, it is necessary to use both methodological and technological capabilities. The analysis of topics close to the standard programs of higher engineering education, which have appeared recently in the school curriculum in mathematics, is carried out. Methods have been proposed for wider engagement of intellectual capacity of university staff by involving them in creation of teaching methods in schools and especially in the in-depth study of mathematics in engineering classes. The experience of a special mathematical seminar organized by university departments of mathematics for school teachers of engineering classes is considered.

Electrical Engineering Education in India: Past, Present &amp; Future

Abstract The present paper deals with the issue of Electrical Engineering, particularly its impact and standard of education in India from its initiation till present date. We have explored the transition of Electrical Engineering from disciplines of science to a discipline of engineering and technology. A comprehensive study of Electrical Engineering education framework in India at various stages has been done along with a comparison of educational institutes among BRICS nations, namely Brazil, Russia, India, China and South Africa. We have also acknowledged Electrical Engineering as an important domain of engineering and technology. Indian Government’s efforts to improve the quality of Electrical Engineering education in India through internet based interactive online tools and its endeavors to decrease the rising levels of greenhouse emissions for the betterment of our environment has been appreciated in this paper. We have analyzed a plethora of Electrical Computer Aided Design (ECAD) simulation tools, available for the welfare of electrical engineering academia, as well as industry based electrical engineering applications. Electrical Engineers are destined to play a decisive role in the socio-economic future of India and the world, as they have been doing this since the 19th century. Keeping this fact in mind, we have decided to refer to the present employment opportunities available in India covering the private sector as well as the public one. The role of renewable energy in the creation of numerous sustainable jobs for the already huge and exponentially growing youth population of India has a mention in this paper. In conclusion we have formulated some recommendations to educational institutes and Indian Government which will help Electrical Engineering academia-industry flourish in the near future.

Outcome Oriented Academia-Industry Handshaking: Improvised Strategy for Delivering Industry-Ready Engineers

This paper is an attempt to identify the gaps in engineering education framework which is failing to deliver market-ready professionals in real sense. A multi-layered analysis of existing engineering education practices was carried out to understand the significant reasons. The methodology of course delivery and evaluation has been critically examined. Further, the implementation aspect of industry-academia collaboration has been analysed. It has been observed that the academia has designed multiple options for engaging industry like guest lectures, workshop, industry visits, conferences etc. The main issue with this model is that there is no defined parameter to gauge the outcome of such academia-industry interaction. Many successful attempts have been carried out by academia to collaborate with industry for incubating the ideas but this doesn't contribute to imparting work-skills to the students. In absence of well-defined benefits to the industry, their participation in this collaboration appears to be limited. This study proposes an improvised strategy of outcome based academia-industry handshaking. The proposal includes the possible implementation methodology which can be adopted, its economic viability and benefits for industry, academia and students.

A desired continuing engineering education framework for Poland

Activities of a group of technical universities associated in the National Network of Cooperation for Continuing Engineering Education (UTKU in Polish) are aimed at coordinating efforts and promoting continuing engineering education. UTKU has been able to reveal and catalogue a rich offer by numerous Polish universities of short, intensive CEE courses in various forms of post–diploma studies. It has also identified a need for uniform and commonly accepted mechanisms and procedures which can guarantee satisfactory quality of the CEE courses. Unfortunately, procedures associating these courses with new, commonly recognised degrees virtually do not exist. This paper summarises results of a one year VACANT project supported by TEMPUS within the Complementary Measures (CME) scheme and constitutes a pioneering, and probably the first complete elaboration of this kind, devoted explicitly to quality assurance in CEE in Poland. The aim of this paper is to describe the proposed framework for CEE in Poland from the UTKU perspective.

Development of an Engineering Education Framework for Aerodynamic Shape Optimization

Design optimization is a mathematical process to find an optimal solution through the use of formal optimization algorithms. Design plays a vital role in the engineering field; therefore, using design tools in education and research is becoming more and more important. Recently, numerical design optimization in fluid mechanics, which uses computational fluid dynamics (CFD), has numerous applications in the engineering field, because of the rapid development of high-performance computing resources. However, it is difficult to find design optimization software and contents for educational purposes in aerospace engineering. In the present study, we have developed an aerodynamic design framework specifically for an airfoil, based on the EDucation-research Integration through Simulation On the Net (EDISON) portal. The airfoil design framework is composed of three subparts: a geometry kernel, CFD flow analysis, and an optimization algorithm. Through a seamless interface among the subparts, an iterative design process is conducted. In addition, the CFD flow analysis and the design framework are provided through a web-based portal system, while the computation is taken care of by a supercomputing facility. In addition to the software development, educational contents are developed for lectures associated with design optimization in aerospace and mechanical engineering education programs. The software and content developed in this study is expected to be used as a tool for e-learning material, for education and research in universities.

A Design-Build-Test Course in Electronics Based on the CDIO Framework for Engineering Education

A Design-Build-Test (DBT) course in electronics is presented. The course is designed based on the CDIO (Conceive-Design-Implement-Operate) framework for engineering education. It is part of the curriculum of two engineering programs at Linköping University, Sweden, where it has been given successfully for a number of years. The cornerstones of the course consist of carefully designed learning outcomes based on the CDIO Syllabus, a structured project management model such that the project tasks are carried out according to professional and industry-like routines, with well-designed organisation of the staff supporting the course, and challenging project tasks.