Engineering the future: the social necessity of communicative engineers

Ravesteijn, Wim; Graaff, Erik de; Kroesen, Otto

doi:10.1080/03043790500429005

Cited by 50 publications

(33 citation statements)

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“…Achieving about half of the IEAust attributes within the traditional engineering curriculum is difficult, in particular the communication with the larger community -the importance of which has also been highlighted by Ravesteijn et al as the ability to function in multidisciplinary teams; the ability to be a manager or leader; understanding social, cultural, global and environmental responsibilities; the ability to see a project through from conception to completion; and the self-motivation to learn independently and continuously (Ravesteijn et al 2006). The project described in this paper was designed to deliver progress with the attributes that are difficult to inspire in classroom activities.…”

Section: Desirable Engineering Student Graduate Attributes And/or Capmentioning

confidence: 99%

From concept to commercialisation: student learning in a sustainable engineering innovation project

Schäfer

Richards

2007

European Journal of Engineering Education

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An interdisciplinary sustainable design project that combines membrane technology with renewable energy to provide water for remote communities and developing countries was offered to students for voluntary participation. Through continuous design stages and improvements on several prototypes, laboratory testing and several field trials in Australia, and interactions with industry partners and funding agencies, the project has offered very important experience to students and contributes significantly to graduate attributes that are difficult to gain during traditional coursework education. Such initiatives offer an exciting addition to the environmental engineering curriculum and can be adapted to various teaching frameworks and topic areas. In addition to acquiring technical skills, the students gained skills in the areas of team-work and interpersonal skills, project management, interdisciplinary skills, and confidence in interacting with non-engineers.A number of the students involved who have now graduated as well as peers were subsequently surveyed to evaluate student learning using critical incident questionnaires. One student felt that the involvement in the project was more important than the entire engineering degree. Students reported also a boost in confidence, motivation, inspiration, pride to be involved, high degree of engagement, especially during field trips. One drawback was negative team experiences, caused by students who thought they should have been selected as project managers. However, this was described by a student (now in the workforce) as a representation of later office politics and as a good opportunity to develop character strength. Poor communication, team building tools and lack of institutional support were additional issues needing addressing, as well as concerns from other academics that such activities could be to the detriment of other, more traditional, coursework-based learning activities. Significantly enhanced employment opportunities and extremely positive industry feedback were also noted. Industry emphasised the need for more project and time management skills.

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Section: Desirable Engineering Student Graduate Attributes And/or Capmentioning

confidence: 99%

From concept to commercialisation: student learning in a sustainable engineering innovation project

Schäfer

Richards

2007

European Journal of Engineering Education

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“…These typically seek to raise student engagement by embedding the student into the context, for example by simulating a creative environment, e.g. creating a game or simulation around the learning [11][12][13][14], or putting the student into a project-based environment [15][16][17].…”

Section: Existing Literaturementioning

confidence: 99%

“… Ethical and social responsibility [56].  Communication stands out as a particular need [15,41,47,57,58].…”

Section: Curriculum Topicsmentioning

confidence: 99%

Relative importance of professional practice and engineering management competencies

Pons

2015

European Journal of Engineering Education

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Problem-The professional practice of engineering always involves engineering management, but it is difficult to know what specifically to include in the undergraduate curriculum. Approach-The population of New Zealand practising engineers was surveyed to determine the importance they placed on specific professional practice and engineering management competencies. Findings-Results show that Communication and Project planning were the two most important topics, followed by others as identified. The context in which practitioners use communication skills was found to be primarily with project management, with secondary contexts identified. The necessity for engineers to develop the ability to use multiple soft skills in an integrative manner is strongly supported by the data. Originality-This paper is one of only a few large-scale surveys of practising engineers to have explored the soft-skill attributes. It makes a didactic contribution of providing a ranked list of topics which can be used for designing the curriculum and prioritising teaching effort, which has not previously been achieved. It yields the new insight that combinations of topics are sometimes more important than individual topics.

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“…Hay autores [7] [8] [9] que desde hace muchos años han disertado sobre las competencias del ingeniero como consecuencia de la globalización, ellos han mencionado las siete tendencias que cambiaría la práctica de la ingeniería de manera significativa. Entre las tendencias se encuentran: la amplia gama de nuevos materiales y procesos que amplían el espacio de diseño de un ingeniero; El uso omnipresente de la tecnología de la información; El número creciente y la complejidad de las limitaciones (costos, seguridad, ecología); El aumento de la necesidad de tener tanto conocimientos técnicos específicos como amplitud de conocimientos; La necesidad de trabajo en equipo y amplio conocimiento de negocios; El rápido ritmo de cambio que exige el aprendizaje permanente; La globalización, el cambio de una empresa de ingeniería nacional diferenciada a una que es mucho más cosmopolita.…”

Section: Ingenieros Y Sus Competencias Específicasunclassified

Propuesta de Flipped Classroom para el desarrollo de las competencias genéricas en estudiantes de ingeniería

2017

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Resumen. Este artículo trata sobre la importancia de las competencias en los estudiantes de pregrado, define las competencias, muestra sus ventajas, indica su clasificación y, sobre todo, describe las principales competencias genéricas deseables según la Agencia Nacional de Evaluación de la Calidad y Acreditación (ANECA). Posterior a esto, se trata el Flipped Classroom, su definición, sus principios, algunas recomendaciones para su implementación y se muestran sus tres principales ventajas. El principal aporte de este trabajo es una propuesta que tiene como base al Flipped Classroom y como pilares a las actividades preclase y las actividades en clase, donde estas acciones deben tener una fuerte conexión que les permita trabajar coordinadamente, integrado en la planeación estratégica didáctica para desarrollar las competencias. Dentro de las principales conclusiones se tienen es que el Flipped Classroom es ideal para desarrollar las competencias genéricas deseables, tanto las instrumentales, personales y las sistemáticas. Otra conclusión es que no hay modelo pedagógico o propuesta didáctica que tenga éxito sin el trabajo arduo del profesor.

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Engineering the future: the social necessity of communicative engineers

Cited by 50 publications

References 1 publication

From concept to commercialisation: student learning in a sustainable engineering innovation project

From concept to commercialisation: student learning in a sustainable engineering innovation project

Relative importance of professional practice and engineering management competencies

Propuesta de Flipped Classroom para el desarrollo de las competencias genéricas en estudiantes de ingeniería

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