The Making of an Expert Engineer

Trevelyan, James

doi:10.1201/b17434

Cited by 127 publications

(121 citation statements)

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“…Research studies and reports have stressed the importance of bridging the gap between university and the workplace, and of developing in engineering students the generic skills and attributes necessary to operate successfully on the job [7]- [9]. Additionally, it has been found that students come to higher education institutions poorly informed or misinformed about the role of an engineer and the work he/she actually carries out [1], which may prevent them from fully appreciating the value of, and actively engaging with, many of the learning opportunities with which they are presented in their courses.…”

Section: Introductionmentioning

confidence: 99%

“…Engineering is a practically oriented profession, and the ultimate purpose of engineering education is to equip students with the knowledge, skills, and attributes they need to tackle real-world problems of relevance to society and for the advancement of humankind [1], [2]. The teaching laboratory plays an important part in preparing students for professional practice, and a body of research has looked at how engineering laboratory experiences can be improved and enhanced to facilitate more authentic, professionally relevant learning for students [3]- [6].…”

Section: Introductionmentioning

confidence: 99%

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Addressing misconceptions about engineering through student-industry interaction in a video-augmented 3D immersive virtual world

Nikolic

Goldfinch

Lee

et al. 2016

2016 IEEE Frontiers in Education Conference (FIE)

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A key goal of engineering education is to ensure students are adequately prepared to enter professional practice. Unfortunately, students have been found to bring to university significant misconceptions about the types of work engineers perform, which can have an adverse impact on their readiness to fully appreciate and benefit from course activities. This paper presents a case study of how iSee, a collaborative online platform that allows for video conferencing within a three-dimensional immersive virtual world, was used to host a careers fair event in which students learned about the engineering profession and about the various engineering majors available to them by networking and interacting with alumni and faculty. The planning and execution of the event are described, along with the pedagogical, technological, and logistical considerations and design decisions that were made. Preliminary results suggest the activity, despite being low cost, was effective at generating productive dialogue between participants that focused on what students could expect upon graduating in terms of employment prospects, as well as the academic pathways and other learning opportunities they needed to pursue to realize their goals. Abstract-A key goal of engineering education is to ensure students are adequately prepared to enter professional practice. Unfortunately, students have been found to bring to university significant misconceptions about the types of work engineers perform, which can have an adverse impact on their readiness to fully appreciate and benefit from course activities. This paper presents a case study of how iSee, a collaborative online platform that allows for video conferencing within a three-dimensional immersive virtual world, was used to host a careers fair event in which students learned about the engineering profession and about the various engineering majors available to them by networking and interacting with alumni and faculty. The planning and execution of the event are described, along with the pedagogical, technological, and logistical considerations and design decisions that were made. Preliminary results suggest the activity, despite being low cost, was effective at generating productive dialogue between participants that focused on what students could expect upon graduating in terms of employment prospects, as well as the academic pathways and other learning opportunities they needed to pursue to realize their goals.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Addressing misconceptions about engineering through student-industry interaction in a video-augmented 3D immersive virtual world

Nikolic

Goldfinch

Lee

et al. 2016

2016 IEEE Frontiers in Education Conference (FIE)

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“…It is incumbent on the engineering profession to limit the extent of such uncertainty. One approach for working with uncertainty and managing it is managing risk [12]. This process is discussed in the Risk Management Standard AS/NZS ISO 31000:2009, "Risk managementPrinciples and guidelines."…”

Section: Uncertainty and Riskmentioning

confidence: 99%

Meeting the Challenges of Engineering a Sustainable Future

Thorpe¹

2018

GEOMATE

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Engineers have a significant role in the sustainable development and management of resources. This responsibility encompasses the three generally accepted dimensions of sustainability -environment, economic and social -and applies to engineering projects throughout their life cycle. Sustainable engineering practice is supported by professional engineering associations, such as Engineers Australia, which includes the promotion of sustainability as a principle of its Code of Ethics. It has also been given impetus by the recent Paris Agreement on climate change. However, while there has been considerable progress in this field, there is much work required to achieve a truly sustainable future. While the industry has a major role in promoting and encouraging sustainable practices in engineering projects, educators also have a significant role in this process, through developing and fostering the knowledge and skills of sustainability in engineers. At the undergraduate level, this task is normally undertaken through courses that teach the principles of sustainable engineering practice. A major challenge for educators, however, is the ongoing development of the knowledge and skills of sustainable engineering taught in such courses. While postgraduate courses can achieve this objective, the majority of practicing engineers are unlikely to be able to undertake the detailed formal study. Meeting this gap between sustainable engineering knowledge and its implementation, therefore, presents challenges to educators. Possible options proposed include an ongoing commitment by government and society to sustainability in engineering projects, ongoing implementation of innovative sustainable engineering practices, and lifelong learning in sustainable engineering practices by professional engineers.

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“…Both engineers and healthcare providers must precede and drive science by translating social needs into technical problems to solve urgent social needs 5,8,12,13 . We need to determine how to provide "higher quality healthcare to more people at lower cost" and train bioengineering leaders of tomorrow to drive "Moore's law for health care 14 .…”

Section: Introductionmentioning

confidence: 99%

“…This alignment created a social-technical duality in engineering where the technical skills were elevated, social skills were relegated [3][4][5] . In response, calls have recently risen for holistic training of engineering students who understand the societal needs and the societal implications of their practice [5][6][7][8] . The need to create holistic engineers is particularly important in bioengineering, where the technologies and systems we develop directly impact people, diseases, pathologies, and challenges that they experience on a daily basis.…”

Section: Introductionmentioning

confidence: 99%

Board # 50: Defining the Frontiers of Bioengineering Education at Illinois and Beyond

Amos¹,

Bashir²,

Cross³

et al.

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Lille in France to benchmark and help create a new hybrid masters program combining medicine and engineering and also has led multiple curricular initiative in Bioengineering and the College of Engineering on several NSF funded projects. Prof. Rashid Bashir, University of Illinois, Urbana-ChampaignRashid Bashir completed his Ph.D. from Purdue University in Oct. 1992. From Oct. 1992 to Oct. 1998 He has authored or co-authored over 200 journal papers, over 200 conference papers and conference abstracts, over 100 invited talks, and has been granted 42 patents. He is a fellow of 6 international professional societies (IEEE, AIMBE, AAAS, APS, IAMBE, and BMES). His research interests include bionanotechnology, BioMEMS, lab on a chip, interfacing of biology and engineering from the molecular to the tissue scale, and applications of semiconductor fabrication to biomedical engineering, all applied to solving biomedical problems. Prof. Bashir's key technical contributions and achievements lie in the area of BioMEMS and biomedical nanotechnology, especially in the use of electrical-or mechanical-based label-free methods for detection of biological entities on a chip. In addition, he has also made key contributions to 3-D fabrication methods that can be used for tissue engineering and development of cellular systems. He has been involved in 3 startups that have licensed his technologies (BioVitesse, Inc., Daktari Diagnostics, and most recently Prenosis, Inc.).Dr. Kelly J Cross, University of Illinois, Urbana-Champaign Dr. Cross completed her doctoral program in the Engineering Education department at Virginia Tech in 2015 and worked as a post-doctoral researcher with the Illinois Foundry for Innovation in Engineering Education at the University of Illinois at Urbana-Champaign. At UIUC she has collaborated with multiple teams of engineering faculty on implementing and assessing instructional innovation. Dr. Cross is currently a Research Scientist in the Department of Bioengineering working to redesign the curriculum through the NSF funded Revolutionizing Engineering Departments (RED) grant. She is a member of the ASEE Leadership Virtual Community of Practice that organizes and facilitates Safe Zone Training workshops. Dr. Cross has conducted multiple workshops on managing personal bias in STEM, both online and in-person. Dr. Cross' scholarship investigated student teams in engineering, faculty communities of practice, and the intersectionality of multiple identity dimensions. Her research interests include diversity and inclusion in STEM, teamwork and communication skills, assessment, and identity construction. Prof. Jeffrey Loewenstein, University of Illinois, Urbana-Champaign Dr. Marcia Pool, University of Illinois, Urbana-Champaign Dr. Marcia Pool is a Lecturer in bioengineering at the University of Illinois at Urbana-Champaign. In her career, Marcia has been active in improving undergraduate education through developing problem-based laboratories to enhance experimental design skills; developing a preliminary design cour...

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The Making of an Expert Engineer

Cited by 127 publications

References 0 publications

Addressing misconceptions about engineering through student-industry interaction in a video-augmented 3D immersive virtual world

Addressing misconceptions about engineering through student-industry interaction in a video-augmented 3D immersive virtual world

Meeting the Challenges of Engineering a Sustainable Future

Board # 50: Defining the Frontiers of Bioengineering Education at Illinois and Beyond

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