CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Teaching design engineering in an interdisciplinary programme
Tác giả
Wits W.; Homminga J.; Endedijk M.; Visscher K.; Krab-Hüsken L.; Van Den Berg F.; Wilhelm P.
Năm xuất bản
2014
Source title
Proceedings of the 16th International Conference on Engineering and Product Design Education: Design Education and Human Technology Relations, E and PDE 2014
Số trích dẫn
3
DOI
Liên kết
Tóm tắt
ATLAS, the Academy of Technology and Liberal Arts & Sciences, is an interdisciplinary three-year Bachelor of Science honours programme for talented students that opened its doors in September 2013. This international programme uses the concept of project-led education to teach students to integrate both technical and social perspectives into a new engineering approach. It aims to educate the so-called 'new engineer': a generalist who can combine technological and societal approaches with design solutions that can be implemented in a range of technical, social, and cultural contexts. The programme has a thematic structure, in which a large project is the foundation of every semester. At the start of the semester the students write their own personal development plan framed by three domains (Engineering, Mathematics and Social Sciences) and six learning lines (Research, Design, Organization, Communication, Learning Capacity and Interdisciplinarity). In an interdisciplinary programme like ATLAS students have to learn to use knowledge from different disciplines and integrate it. This is also demanded by the project description, which is always a complex open-ended interdisciplinary problem. Design models from both engineering and social sciences are combined to develop new solutions for boundary-crossing problems. In this paper we will describe the programme and its underlying educational principles in detail. We will show the interdisciplinary design-engineering model that we use in our programme. We will reflect upon our first experiences with the programme and define a set of challenges for teaching design engineering in an interdisciplinary programme.
Từ khóa
Design education; Engineering education; Interdisciplinary design methodology; New engineer
Tài liệu tham khảo
Duderstadt J.J., Engineering for a Changing World: A Roadmap to the Future of Engineering Practice, Research, and Education, (2008); National Academic Research and Collaborations Information System; Spelt E.J.H., Biemans H.J.A., Tobi H., Luning P.A., Mulder M., Teaching and learning in interdisciplinary higher education: A systematic review, Educational Psychology Review, 21, 4, pp. 365-378, (2009); Scager K., Akkerman S.F., Pilot A., Wubbels T., Challenging high-ability students, Studies in Higher Education, pp. 1-21, (2012); Nicol D.J., Macfarlane-Dick D., Formative assessment and self-regulated learning: A model and seven principles of good feedback practice, Studies in Higher Education, 31, 2, pp. 199-218, (2006); Loyens S.M.M., Magda J., Rikers R.M.J.P., Self-directed learning in problem-based learning and its relationships with self-regulated learning, Educational Psychology Review, 20, pp. 411-427, (2008); Powell P., Weenk W., Project-led Engineering Education, (2003); Vermunt J.D., The regulation of constructive learning processes, British Journal of Educational Psychology, 68, pp. 149-171, (1998)
Nơi xuất bản
Institution of Engineering Designers, The Design Society
Hình thức xuất bản
Conference paper
Open Access
Nguồn
Scopus