Zapisane w:
| Główni autorzy: | , |
|---|---|
| Format: | Recurso digital |
| Język: | angielski |
| Wydane: |
Zenodo
2019
|
| Hasła przedmiotowe: | |
| Dostęp online: | https://doi.org/10.5281/zenodo.14656621 |
| Etykiety: |
Dodaj etykietę
Nie ma etykietki, Dołącz pierwszą etykiete!
|
| _version_ | 1866901912851316736 |
|---|---|
| author | Schrey-Niemenmaa, Katriina Jones, Mervyn |
| author_facet | Schrey-Niemenmaa, Katriina Jones, Mervyn |
| contents | During the 46 years of SEFI's existence things have changed both in engineering practice, e.g. CAD/M and simulation, and in education, e.g. blended learning and MOOCs. However, there are some things that continue to be of concern, such as the expanding curriculum, engineering status in society, engineers' knowledge of the wider constraints affecting engineering decisions and the ability to communicate effectively to non-specialists. This has been brought into focus by the recently announced decision in the UK to establish a new university – the London Interdisciplinary School - with the expressed intention of providing a much broader curriculum of science, arts and design technology while at the same time receiving endorsement from several organisations that state they want 'a new style of graduate, who is more rounded and able to solve problems'. Knowing how much effort engineering academics make to produce a balanced curriculum, matching an understanding of basic principles with learning to address contemporary challenges, one wonders where the shortfalls exist. At the same time engineering educators are being asked to address sustainability and climate change issues, ethical dimensions, attractiveness whilst encouraging entrepreneurship. Where should we put our goals and ambitions? What is the role of lifelong learning? In this paper we try to inject clarity into the discussion by suggesting that the admission requirements of the students, the nature of the education, and the possible ongoing opportunities should be made more explicit. It is examined both from societal needs and issues bothering the profession. |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_14656621 |
| institution | Zenodo |
| language | eng |
| publishDate | 2019 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Quo Vadis' engineering education? Schrey-Niemenmaa, Katriina Jones, Mervyn future needs diversity competences During the 46 years of SEFI's existence things have changed both in engineering practice, e.g. CAD/M and simulation, and in education, e.g. blended learning and MOOCs. However, there are some things that continue to be of concern, such as the expanding curriculum, engineering status in society, engineers' knowledge of the wider constraints affecting engineering decisions and the ability to communicate effectively to non-specialists. This has been brought into focus by the recently announced decision in the UK to establish a new university – the London Interdisciplinary School - with the expressed intention of providing a much broader curriculum of science, arts and design technology while at the same time receiving endorsement from several organisations that state they want 'a new style of graduate, who is more rounded and able to solve problems'. Knowing how much effort engineering academics make to produce a balanced curriculum, matching an understanding of basic principles with learning to address contemporary challenges, one wonders where the shortfalls exist. At the same time engineering educators are being asked to address sustainability and climate change issues, ethical dimensions, attractiveness whilst encouraging entrepreneurship. Where should we put our goals and ambitions? What is the role of lifelong learning? In this paper we try to inject clarity into the discussion by suggesting that the admission requirements of the students, the nature of the education, and the possible ongoing opportunities should be made more explicit. It is examined both from societal needs and issues bothering the profession. |
| title | Quo Vadis' engineering education? |
| topic | future needs diversity competences |
| url | https://doi.org/10.5281/zenodo.14656621 |