Integrating Professional Skills in the 21st Century Engineering and Technical Curriculum

Abstract

The Engineering Challenge for the 21st Century Program was initially based on concepts from the Transferable Integrated Design Engineering Education (TIDEE) model. The TIDEE model was developed in the mid 1990s to focus on continuous improvement of engineering design education. The primary thrust of the TIDEE model focuses on team-based activities that allow students to effectively develop the necessary skills to become qualified, productive, and successful engineers and technologists of the future. The Engineering Challenge Program focuses on project based learning in a team environment and targets two important educational groups: underrepresented students as well as faculty from high schools and community colleges in Connecticut. In order to further develop the students’ interpersonal and organizational skills, the Engineering Challenge Program expands on the TIDEE model through development of technical writing and professional skills including project management, teamwork skills, understanding behavioral diversity using DISC behavioral profiles, and personal accountability. Interdisciplinary teams of high school teachers and college faculty work with a CT-based management consultant group to deliver the program by “teaching teachers” effective methods to assess and coach teamwork in the classroom and labs. The Engineering Challenge Program has impacted over 250 students composed of high school and undergraduate students from community colleges and to a lesser degree four-year universities. By targeting underrepresented student participants, the program has been effective in engaging its participants in pursuing education and careers in STEM-related disciplines. Approximately 35% of the participants have been females and 53% of the participants’ non-Caucasian.

Integrating Writing and Engineering Instruction to build a foundation for student success in their engineering disciplines

“…Integrating writing instruction in engineering courses is not a novel idea [33]. It is based on an established tradition of integrating writing instruction and professional competencies in engineering education [4,11,39]. However, integration sometimes lacks clear exposition for systematic implementation.…”

“…Our integrated approach borrows from an established tradition of integrating writing instruction and professional competencies in engineering education [4,11,39], which however has not been commonly practiced in US and Canadian engineering programs. We created rhetorical situations that promoted the use of genres linked to the activity system of Mech 2 [36,37].…”