This paper reports on the development of a brief scenario-based challenge to prompt engineering students’ reflection about the broader impacts of their design decisions, and thereby increase their
This paper reports on the development of a brief scenario-based challenge to prompt engineering students’ reflection about the broader impacts of their design decisions, and thereby increase their
In this rapidly changing technological scenario, need for a well-qualified professionals with multidisciplinary abilities will be in greater demand.
Focus on sustainability is increasing in engineering and management education, businesses, and the larger society.
The University of Twente, Saxion University of Applied Sciences, ROC of Twente (vocational education), centre of expertise TechYourFuture and the H2Hub Twente, in which various regional hydrogen in
In this research, we define a framework for identifying the educational content of an existing university-level cybersecurity curriculum and aligning it with educational requirements distilled from
In recent years, practice-based learning has been establishing itself as a new norm in higher education: an enabler to foster knowledge, skills and innovative thinking in young learners.
Electronic engineering is an indispensable major for development in the Industry 4.0 era.
In the Australian context, greater emphasis has been placed on capstone design projects to address research requirements associated with honours-level engineering degrees.
Curriculum agility has recently drawn the attention of the engineering education sector as it addresses the challenging dynamic nature of engineering markets.
We present the design and evolution of our current first-year introductory course for the Electronics Engineering program of the School of Engineering at the University of Concepción, Chile based o
Project-based learning provides opportunities for learners to apply knowledge and skills that they have learned to answer driving question(s) based on authentic problems or projects provided by the
In Singapore Polytechnic, teamwork is valued as one of the graduate attributes expected of our students.
Innovation and creative capacity are integral skills for the development and training of engineering graduates.
At NTNU, the Faculty of Engineering and the Faculty of Architecture and Design have created a learning environment promoting collaboration between architecture and civil engineering students over t
This paper details the development and evolution of a reverse engineering project undertaken by all first-year engineering students at Nottingham Trent University (NTU).
The School of Engineering, University of Liverpool is trialling the use of Adaptive Comparative Judgement (ACJ) as tool to allow students to engage in a peer learning and assessment process.
Learning to work within a team is an essential part of an engineering student’s education.
As part of the Delft University of Technology's (TU Delft) bachelor programmes, mechanics courses are provided across 7 out of its 8 faculties by more than 70 mechanics lecturers.
Multidisciplinary Engineering Education (MEE) is a specialist department at the University of Sheffield, dedicated to the practical teaching of all the University's engineering students.
The CDIO initiative, an educational framework that comprises 12 standards for evaluating and reforming engineering programs.
This paper shares the experience of the Diploma in Chemical Engineering (DCHE) offered by Singapore Polytechnic (SP) in using the CDIO Framework to guide the design and implementation of the integr
As future system designers and decision-makers, engineering students should be trained to anticipate and navigate the unknown.
This paper describes a first-year undergraduate engineering course called Energy that has been developed and taught at the Department of Engineering at Reykjavik University.
We developed a new common core first-year “introduction to engineering” unit at Monash University, the number one Engineering school in Australia (THE, 2023).
According to literature, learning is most meaningful when it is deliberately applied in real-life contexts by incorporating real-life contexts that facilitate active, constructive, intentional, and
Defining customer needs; considering technology, enterprise strategy, and regulations; developing concepts, techniques and business plans.
Creating the design; the plans, drawings, and algorithms that describe what will be implemented.
The transformation of the design into the product, including manufacturing, coding, testing and validation.
Using the implemented product to deliver the intended value, including maintaining, evolving and retiring the system.