An integrative and holistic engineering education

Bordogna, Joseph; Fromm, Eli; Ernst, Edward W.

doi:10.1007/bf02211836

Cited by 20 publications

(14 citation statements)

References 2 publications

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“…A complete overhaul of the degree course would appear to be the most effective solution to address first-year issues, as many US universities have achieved [42][43][44][45][46][47][48][49][50]. Certainly, many of the desired aims were met by these courses.…”

Section: 24 An Entire Curriculum Changementioning

confidence: 99%

Addressing First-year Issues in Engineering Education

Baillie¹

1998

European Journal of Engineering Education

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Engineering education is being reviewed worldwide, for its approach to developing adaptiue, creatiue, communicalive engineers who can work effectioely in a team and be aware of the broader implications of engineering on society. The first year has been a focus for many coursesfor several reasons, and this paper attempts to col/ale various approaches which have been made across the world relating to first-year issues. The literature is reviewed and discussed alongside the results of a survey, exploring the various difficulties faced in first-year coursesand how the different institutions have addressed these concerns. Six major categories were identified: creating a short introductory course; additional help wilh one aspect of the course; developing a new or overhauled subject; introducing an entire curriculum change; mentoring/ tutoring by staff; peer tutoring. The effectiveness of such approaches is discussed alongside issues regarding implementation.

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Section: 24 An Entire Curriculum Changementioning

confidence: 99%

Addressing First-year Issues in Engineering Education

Baillie¹

1998

European Journal of Engineering Education

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“…He believed that engineering education discourages creativity and independent thinking. Though some scholars have optimistically believed that undergraduate engineering education has been gradually changed from passive knowledge learning to a holistic approach that integrate knowledge and skills throughout the curriculum with a focus of human development (Lohmann, 1991;Bordogna et al, 1995), some explorative studies contradict the belief. For example, some studies found that engineering education sometimes fail to contribute to students' intellectual, creative and critical thinking development (such as in Felder and Brent, 2004;Goel and Sharda, 2004).…”

Section: The Cdio Initiative and Its Application In Chinamentioning

confidence: 99%

Untitled

2016

JICE

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“…However, based on a study of engineering programs at some institutions in the U.S. [2], the current curricula are heavily weighted toward analysis at the expense of developing the design, experimentation, and professional skills. This goes against the idea of fostering innovative problem-solving skills and holds back engineers from successfully integrating systems, ideas and devices in order to create what has never been [3].…”

Section: Introductionmentioning

confidence: 99%

What’s in a Name? “Holistic,” Integrative,” and “Integrated” Engineering Education Through the Lens of Fink’s Taxonomy

Rodrigues

2019

PCEEA

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Some educators within engineering have used "holistic," "integrative" and "integrated" frameworks to support their initiatives. They intend to improve the connection between engineering courses, non-technical disciplines and aspects of human dimensions. The problem is that the vocabulary for these frameworks is not wholly shared, and their definitions are usually interchangeable. Associating these terms with their level of integration will facilitate communication between educators. Hence, the purpose of this paper is to explore what definitions authors give to the terms "holistic," "integrative" and "integrated" when used as frameworks, and to analyze their level of integration when compared to Fink's taxonomy. The conclusion was that "holistic" tended to incorporate most aspects of Fink’s taxonomy, "integrative" was more concerned with the integration of interdisciplinary knowledge, and "integrated" approaches were more focused on connecting the courses within engineering.

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An integrative and holistic engineering education

Cited by 20 publications

References 2 publications

Addressing First-year Issues in Engineering Education

Addressing First-year Issues in Engineering Education

Untitled

What’s in a Name? “Holistic,” Integrative,” and “Integrated” Engineering Education Through the Lens of Fink’s Taxonomy

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