Digital Transformation of Interdisciplinary Engineering Education
Publikation: Beiträge in Sammelwerken › Aufsätze in Konferenzbänden › Forschung › begutachtet
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Educating Engineers for Future Industrial Revolutions - Proceedings of the 23rd International Conference on Interactive Collaborative Learning ICL2020: Proceedings of the 23rd International Conference on Interactive Collaborative Learning (ICL2020). Hrsg. / Michael E. Auer; Tiia Rüütmann. Band 1 Cham: Springer, 2021. S. 284-296 (Advances in Intelligent Systems and Computing; Band 1328 AISC).
Publikation: Beiträge in Sammelwerken › Aufsätze in Konferenzbänden › Forschung › begutachtet
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, Tallin, Estland, 23.09.20. https://doi.org/10.1007/978-3-030-68198-2_26
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}
RIS
TY - CHAP
T1 - Digital Transformation of Interdisciplinary Engineering Education
AU - Block, Brit-Maren
AU - Haus, Benedikt
AU - Steenken, Anton
AU - von Geyso, Torge
N1 - Conference code: 23
PY - 2021/3/12
Y1 - 2021/3/12
N2 - Global transformation processes and sustainability issues will continue to yield a rapid increase in problems at the boundary between technical and non-technical disciplines in higher education. Furthermore, new fields of work emerge due to the digital transformation. Graduates need to be prepared to identify and describe problems and to develop appropriate solutions in teams in order to contribute to change processes related to the future in a smart world. Engineering sciences have to take up the challenge to provide suitable educational programs for a broader target group, i.e. non-technical students, especially in light of the current shortage of qualified specialists. This paper contributes twofold to that discourse; (1) by a novel theory-based teaching and learning concept for an engineering course for bachelor students of non-engineering disciplines (e.g. sustainability sciences) and associated empirical findings of implementation, and (2) by innovative project-based laboratory experiments that encourage interdisciplinary approaches. As a specific contribution to the innovative practice of engineering education, part (1) outlines the student-centered lecture scheme “Electrical and Automation Engineering” (four semester hours per week). The framework-based development, the objectives and the didactic design of the bachelor course as well as the engineering key topics in the context of smart technologies and sustainability are presented. Part (2) details novel practices in the area of engineering education by presenting two specially designed lab experimentation platforms. Starting from the theory framework, the paper contributes to a theoretical understanding and educational practice of engineering courses designed for a specific group of students at the crossroads of engineering and other disciplines.
AB - Global transformation processes and sustainability issues will continue to yield a rapid increase in problems at the boundary between technical and non-technical disciplines in higher education. Furthermore, new fields of work emerge due to the digital transformation. Graduates need to be prepared to identify and describe problems and to develop appropriate solutions in teams in order to contribute to change processes related to the future in a smart world. Engineering sciences have to take up the challenge to provide suitable educational programs for a broader target group, i.e. non-technical students, especially in light of the current shortage of qualified specialists. This paper contributes twofold to that discourse; (1) by a novel theory-based teaching and learning concept for an engineering course for bachelor students of non-engineering disciplines (e.g. sustainability sciences) and associated empirical findings of implementation, and (2) by innovative project-based laboratory experiments that encourage interdisciplinary approaches. As a specific contribution to the innovative practice of engineering education, part (1) outlines the student-centered lecture scheme “Electrical and Automation Engineering” (four semester hours per week). The framework-based development, the objectives and the didactic design of the bachelor course as well as the engineering key topics in the context of smart technologies and sustainability are presented. Part (2) details novel practices in the area of engineering education by presenting two specially designed lab experimentation platforms. Starting from the theory framework, the paper contributes to a theoretical understanding and educational practice of engineering courses designed for a specific group of students at the crossroads of engineering and other disciplines.
KW - Engineering
KW - Theory-based student-centered course design
KW - Engineering for non-engineering students
KW - Transformation processes in engineering education
UR - http://www.scopus.com/inward/record.url?scp=85104425136&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/efc4c1c6-fe0c-34f7-bdfd-de3d7bda7726/
U2 - 10.1007/978-3-030-68198-2_26
DO - 10.1007/978-3-030-68198-2_26
M3 - Article in conference proceedings
SN - 978-3-030-68197-5
VL - 1
T3 - Advances in Intelligent Systems and Computing
SP - 284
EP - 296
BT - Educating Engineers for Future Industrial Revolutions - Proceedings of the 23rd International Conference on Interactive Collaborative Learning ICL2020
A2 - Auer, Michael E.
A2 - Rüütmann, Tiia
PB - Springer
CY - Cham
T2 - 23rd International Conference on Interactive Collaborative Learning - ICL2020 <br/>
Y2 - 23 September 2020 through 25 September 2020
ER -