New Values for Twenty-First Century Engineering

Ramírez, Francisco; Seco, A.; Cobo, Eduardo Prieto

doi:10.1061/(asce)ei.1943-5541.0000068

Cited by 7 publications

(4 citation statements)

References 5 publications

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“…In the last years, civil engineering curricula at graduate and postgraduate levels have been modified to incorporate progressively different aspects related to environmental engineering and sustainability because of the increasing demand for these types of skills in the civil construction field. Several subjects have been reported to give a solution to this issue, as shown by Manoliadis and Ramírez et al .…”

Section: Introductionmentioning

confidence: 99%

Teaching visual impact assessment at a master level

Manchado

Jáuregui

Manero

et al. 2015

Comp Applic In Engineering

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ABSTRACT:The purpose of this article is to describe a Master level subject on Visual Impact Assessment, presenting its most noteworthy contents, academic features, methodology, and technology. It also presents some practical results extracted from some outstanding final works submitted by the students during the academic year 2012-2013. These works can give a clear idea about the degree of achievement regarding competences and skills that students can achieve. As Visual Impact Assessment is a compulsory requirement in an Environmental Impact Assessment document, it needs to become incorporated in the professional curriculum and, therefore, needs to be taught in the classroom, for instance at an academic Master level. This paper describes a way to address it. ß 2015 Wiley Periodicals, Inc. Comput Appl Eng Educ 23:703-714, 2015; View this article online at wileyonlinelibrary.com/journal/cae;

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Section: Introductionmentioning

confidence: 99%

Teaching visual impact assessment at a master level

Manchado

Jáuregui

Manero

et al. 2015

Comp Applic In Engineering

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“…Years later, this same organization (now renamed as Accreditation Board for Engineering and Technology -ABET) redefined engineering as a professional who is more involved in the problems which affect and concern society: "Engineering is the knowledge of the mathematical and natural sciences, gained by study, experience, and practice, applied with judgment to develop ways to economically utilize the materials and forces of nature for the benefit of mankind" [2]. As can be seen, the association with the natural sciences remains within this definition, but a new link to mathematics has also been added [3]. In this new definition, it also highlights that engineering needs to be beneficial for humankind.…”

Section: Introductionmentioning

confidence: 99%

“…In this new definition, it also highlights that engineering needs to be beneficial for humankind. In this sense, the key point of promoting that engineers behave ethically based on knowledge and rationality, shows how they must deal with questions like: which social systems are affected by the projects; the people involved, their interests or purposes; and how scientific knowledge must be used to legitimize these goals or purposes [3].…”

Section: Introductionmentioning

confidence: 99%

“…These have decisively contributed to reaching lifestyle standards, which were unthinkable until only recently. However, society's evolution, rapid scientific advances, the appearance of new values and patterns of social conduct and the spectacular development of communications, demand profoundly reexamining certain aspects of engineering, both in academic and professional education [3,6,7].…”

Section: Introductionmentioning

confidence: 99%

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Proposal for a relationship between educational paradigms and engineering teaching-learning techniques

Garcés,

Forcael

2020

rev.digit.educ.ing

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Durante siglos, los docentes de ingeniería han utilizado paradigmas educativos y estrategias o técnicas de enseñanza que se asocian principalmente a la repetición de prácticas de enseñanza basadas en modelos exitosos que han visto, sin comprenderlos de manera más exhaustiva. El marco normativo de renombre internacional ABET ha redefinido el papel de la educación de ingenieros, incluidas las habilidades profesionales, como el liderazgo, la comunicación, la comprensión de la ética, la capacidad de trabajar en equipo y la profesionalidad de la ingeniería en un contexto global y social, fomentando el aprendizaje permanente, y el conocimiento de temas contemporáneos. Estas competencias que exigen estas organizaciones, es necesario utilizar técnicas didácticas de enseñanza-aprendizaje en el aula. Como resultado, la necesidad de analizar el papel y el propósito de los educadores de ingeniería, es algo esencial en el contexto de esta investigación, proporcionando una guía para comprender el complejo proceso de enseñanza y aprendizaje de sus estudiantes. Esta revisión bibliográfica, brinda al docente de ingeniería una guía de qué técnica didáctica se puede aplicar en el aula, según las habilidades y destrezas que desee desarrollar en sus alumnos.

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