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PBL in Engineering Education: International Perspectives on Curriculum Change presents diverse views on the implementation of PBL from across the globe. The purpose is to exemplify curriculum changes in engineering education. Drivers for change, implementation descriptions, challenges and future perspectives are addressed. Cases of PBL models are presented from Singapore, Malaysia, Tunisia, Portugal, Spain and the USA. These cases are stories of thriving success that can be an inspiration for those who aim to implement PBL and change their engineering education practices. In the examples presented, the change processes imply a transformation of vision and values of what learning should be, triggering a transition from traditional learning to PBL. In this sense, PBL is also a learning philosophy and different drivers, facing diverse challenges and involving different actors, trigger its implementation. This book gathers experiences, practices and models, through which is given a grasp of the complexity, multidimensional, systemic and dynamic nature of change processes. Anette Kolmos, director of Aalborg PBL Centre, leads off the book by presenting different strategies to curriculum change, addressing three main strategies of curriculum change, allowing the identification of three types of institutions depending on the type of strategy used. Following chapters describe each of the PBL cases based upon how they implement the seven components of PBL: (i) objectives and knowledge; (ii) types of problems, projects and lectures; (iii) progression, size and duration; (iv) students’ learning; (v) academic staff and facilitation; (vi) space and organization; and (vii) assessment and evolution. The book concludes with a chapter summarizing all chapters and providing an holistic perspective of change processes.
Modern industry faces complex and 'wicked' problems that require engineering professionals to go beyond traditional natural science-based linear problem-solving approaches and adopt collaborative, multidisciplinary, and iterative problem-solving strategies. To tackle these kinds of problems, organizations are increasingly turning to design problem- solving methods based on the designer’s way of thinking, acting, and doing. Designers have a distinctive ability to deal with poorly defined, ambiguous, or "wicked" problems by emphasizing iterative exploration of both the problem and the solution spaces. They do this through design reasoning patterns that involve constant iteration and temporary solutions. This shift towards designerly ways of problem-solving has, in turn, had an effect on engineering education, where there has been a significant shift towards educational models that utilize design methodologies to engage students in immersive problem-solving experiences. One challenge for educators who utilize models based on designerly thinking is to create structures that actually support the learning objectives, and the development of student skills that are rooted in design reasoning and acting, and not merely in design tools. Another challenge is to support collaboration across multiple areas that traditionally had clear boundaries. This thesis studies practices utilized by educators in problem-based designerly education to understand the underlying mechanisms and theoretical underpinnings of problem exploration in multidisciplinary education. Additionally, this thesis aims to explore and discuss the same processes and methods in the context of multidisciplinary education and design objects that can support collaboration across boundaries. This thesis's key contributions are the exploration and discussion of aspects of problem exploration, framing, and reframing in a designerly problem-based multidisciplinary educational environment, as well as the challenges and difficulties that educators and students encounter in the process of exploring problems and collaborating and crossing disciplinary boundaries with participants from multiple disciplines. To do so, this thesis first explores the importance that (the framing of the) design brief has in the problem-solving process. Furthermore, the design briefs are discussed as boundary objects that serve a crucial role in negotiation, communication, and coordination tools between stakeholders. Second, the importance of the reflective process that follows the idea generation and prototype-building activities are discussed as an aspect of an educational model that allows participants to explore problems and avoid design fixation. Moreover, these objects are discussed based on their function as disciplinary boundary crossing objects and as an aid in negotiation, and collaboration objects in problem exploration. Thirdly, methods and processes for assessment of student characteristics and skills are discussed, where tensions and trade-offs between self-reporting and observer-based methods are studied and explored. These methods then serve as boundary objects in the discussions between teaching teams in the student team formation process. Furthermore, team building and specifically the process of trust-building and objects that aid in boundary-crossing collaboration and communication to develop trust between students are also discussed. Den moderna industrin står inför komplexa och så kallade "lömska"(eng. wicked) problem som kräver att ingenjörer går längre än traditionella naturvetenskapsbaserade linjära problemlösningsmetoder och antar samarbetande, multidisciplinära och iterativa problemlösningsstrategier. För att ta itu med den här typen av problem vänder sig organisationer i allt högre grad till designproblemlösningsmetoder baserade på designerns sätt att tänka, agera och göra. Designers har en utmärkande förmåga att hantera dåligt definierade, tvetydiga och "lömska" problem genom att betona iterativ utforskning av både problemet och lösningsutrymmena. De gör detta genom designresonemangsmönster som involverar konstant iteration och tillfälliga lösningar. Denna förändring mot designmässiga sätt att lösa problem har i sin tur haft en effekt på ingenjörsutbildningen, där det har skett en betydande förändring mot utbildningsmodeller som använder designmetoder för att engagera studenter i verklighetsnära problemlösningsupplevelser. En utmaning för pedagoger som använder modeller baserade på designtänkande är att skapa strukturer som faktiskt stödjer lärandemålen och utvecklingen av studenters färdigheter som är förankrade i designresonemang och agerande, och inte bara i designverktyg. En annan utmaning är att stödja samarbete över flera områden som traditionellt har haft tydliga gränser. Denna avhandling studerar den praxis som används av lärare i problembaserad designutbildning för att förstå de underliggande mekanismerna och teoretiska grunderna för problemutforskning i multidisciplinär utbildning. Dessutom syftar denna avhandling till att utforska och diskutera samma processer och metoder inom ramen för multidisciplinär utbildning och skapa designobjekt som kan stödja samarbete över gränser. Den här avhandlingens nyckelbidrag är utforskandet och diskussionen av aspekter av problemutforskning, inramning och omformulering i en designmässigt problembaserad multidisciplinär pedagogisk miljö, såväl som de utmaningar och svårigheter som lärare och studenter möter i processen att utforska problem och samarbeta när disciplinära gränser korsas med deltagare från flera discipliner. För att göra det undersöker denna avhandling först vilken betydelse (utformningen av) "designbriefs" har i problemlösningsprocessen. Vidare diskuteras "designbriefs" som gränsobjekt som har en avgörande roll i förhandlings-, kommunikations- och samordningsverktyg mellan intressenter. För det andra diskuteras vikten av den reflekterande process som följer på idégenereringen och prototypbyggande aktiviteter som en aspekt av en utbildningsmodell som tillåter deltagarna att utforska problem och undvika designfixering. Dessa objekt diskuteras också utifrån sin funktion som disciplinära gränsöverskridande objekt och som hjälpmedel vid förhandling, och samverkansobjekt vid problemutforskning. För det tredje diskuteras metoder och processer för bedömning av studenters egenskaper och färdigheter, där spänningar och avvägningar mellan självrapportering och observatörsbaserade metoder studeras och utforskas. Dessa metoder fungerar sedan som gränsobjekt i diskussionerna mellan lärarlag i teamformeringsprocessen. Vidare diskuteras teambuilding och specifikt processen att bygga upp tillit och objekt som hjälper till i gränsöverskridande samarbete och kommunikation för att utveckla tillit mellan studenterna.
Problem-based learning is becoming increasingly popular in higher education because it is seen to take account of pedagogical and social trends (such as flexibility, adaptability, problem-solving and critique) in ways which many traditional methods of learning do not. There is little known about what actually occurs inside problem-based curricula in terms of staff and student lived experience. This book discloses ways in which learners and teachers manage complex and diverse learning in the context of their lives in a fragile and often incoherent world. These are the untold stories. The central argument of the book is that the potential and influence of problem-based learning is yet to be realized personally, pedagogically and professionally in the context of higher education. It explores both the theory and the practice of problem-based learning and considers the implications of implementing problem-based learning organizationally.
Engineering skills and knowledge are foundational to technological innovation and development that drive long-term economic growth and help solve societal challenges. Therefore, to ensure national competitiveness and quality of life it is important to understand and to continuously adapt and improve the educational and career pathways of engineers in the United States. To gather this understanding it is necessary to study the people with the engineering skills and knowledge as well as the evolving system of institutions, policies, markets, people, and other resources that together prepare, deploy, and replenish the nation's engineering workforce. This report explores the characteristics and career choices of engineering graduates, particularly those with a BS or MS degree, who constitute the vast majority of degreed engineers, as well as the characteristics of those with non-engineering degrees who are employed as engineers in the United States. It provides insight into their educational and career pathways and related decision making, the forces that influence their decisions, and the implications for major elements of engineering education-to-workforce pathways.
Effective design and manufacturing, both of which are necessary to produce high-quality products, are closely related. However, effective design is a prerequisite for effective manufacturing. This new book explores the status of engineering design practice, education, and research in the United States and recommends ways to improve design to increase U.S. industry's competitiveness in world markets.
Like most good educational interventions, problem-based learning (PBL) did not grow out of theory, but out of a practical problem. Medical students were bored, dropping out, and unable to apply what they had learned in lectures to their practical experiences a couple of years later. Neurologist Howard S. Barrows reversed the sequence, presenting students with patient problems to solve in small groups and requiring them to seek relevant knowledge in an effort to solve those problems. Out of his work, PBL was born. The application of PBL approaches has now spread far beyond medical education. Today, PBL is used at levels from elementary school to adult education, in disciplines ranging across the humanities and sciences, and in both academic and corporate settings. This book aims to take stock of developments in the field and to bridge the gap between practice and the theoretical tradition, originated by Barrows, that underlies PBL techniques.
The Cambridge Handbook of Engineering Education Research is the critical reference source for the growing field of engineering education research, featuring the work of world luminaries writing to define and inform this emerging field. The Handbook draws extensively on contemporary research in the learning sciences, examining how technology affects learners and learning environments, and the role of social context in learning. Since a landmark issue of the Journal of Engineering Education (2005), in which senior scholars argued for a stronger theoretical and empirically driven agenda, engineering education has quickly emerged as a research-driven field increasing in both theoretical and empirical work drawing on many social science disciplines, disciplinary engineering knowledge, and computing. The Handbook is based on the research agenda from a series of interdisciplinary colloquia funded by the US National Science Foundation and published in the Journal of Engineering Education in October 2006.
A fast paced changing world requires dynamic methods and robust theories to enable designers to deal with the new product development landscape successfully and make a difference in an increasingly interconnected world. Designers continue stretching the boundaries of their discipline, and trail new paths in interdisciplinary domains, constantly moving the frontiers of their practice farther. This book, the successor to "Industrial Design - New Frontiers" (2011), develops the concepts present in the previous book further, as well as reaching new areas of theory and practice in industrial design. "Advances in Industrial Design Engineering" assists readers in leaping forward in their own practice and in preparing new design research that is relevant and aligned with the current challenges of this fascinating field.
Engineering education in K-12 classrooms is a small but growing phenomenon that may have implications for engineering and also for the other STEM subjects-science, technology, and mathematics. Specifically, engineering education may improve student learning and achievement in science and mathematics, increase awareness of engineering and the work of engineers, boost youth interest in pursuing engineering as a career, and increase the technological literacy of all students. The teaching of STEM subjects in U.S. schools must be improved in order to retain U.S. competitiveness in the global economy and to develop a workforce with the knowledge and skills to address technical and technological issues. Engineering in K-12 Education reviews the scope and impact of engineering education today and makes several recommendations to address curriculum, policy, and funding issues. The book also analyzes a number of K-12 engineering curricula in depth and discusses what is known from the cognitive sciences about how children learn engineering-related concepts and skills. Engineering in K-12 Education will serve as a reference for science, technology, engineering, and math educators, policy makers, employers, and others concerned about the development of the country's technical workforce. The book will also prove useful to educational researchers, cognitive scientists, advocates for greater public understanding of engineering, and those working to boost technological and scientific literacy.
The first book to offer an in-depth exploration of the topic of problem-based learning with contributions from international experts The Wiley Handbook of Problem-Based Learning is the first book of its kind to present a collection of original essays that integrate the research and practice of problem-based learning in one comprehensive volume. With contributions from an international panel of leading scholars, researchers, practitioners and educational and training communities, the handbook is an authoritative, definitive, and contemporary volume that clearly demonstrates the impact and scope of research-based practice in problem-based learning (PBL). After many years of its successful implementation in medical education curricula, problem-based learning is now being emphasized and practiced more widely in K-12, higher education, and other professional fields. The handbook provides timely and stimulating advice and reflection on the theory, research, and practice of PBL. Throughout the book the contributors address the skills needed to implement PBL in the classroom and the need for creating learning environments that are active, collaborative, experiential, motivating and engaging. This important resource: Addresses the need for a comprehensive resource to problem-based learning research and implementation Contains contributions from an international panel of experts on the topic Offers a rich collection of scholarly writings that challenge readers to refresh their knowledge and rethink their assumptions Takes an inclusive approach that addresses the theory, design, and practice of problem-based learning Includes guidelines for instructional designers, and implementation and assessment strategies for practitioners Written for academics, students, and practitioners in education, The Wiley Handbook of Problem-Based Learning offers a key resource to the most recent information on the research and practice of problem-based learning.