Interdisciplinary engineering education in the context of digitalization and global transformation prozesses.

Research output: Contributions to collected editions/worksArticle in conference proceedingsResearchpeer-review

Standard

Interdisciplinary engineering education in the context of digitalization and global transformation prozesses. / Block, Brit-Maren; Haus, Benedikt; Stenken, Anton et al.

Engaging Engineering Education : Books of Abstracts - SEFI 48th Annual Conference Proceedings. ed. / Jan van der Veen; Natascha van Hattum-Janssen; Hannu-Matti Järvinen; Tinne de Leat; Ineke ten Dam. Enschede : European Society for Engineering Education, 2020. p. 617-627.

Research output: Contributions to collected editions/worksArticle in conference proceedingsResearchpeer-review

Harvard

Block, B-M, Haus, B, Stenken, A & von Geyso, T 2020, Interdisciplinary engineering education in the context of digitalization and global transformation prozesses. in JVD Veen, NV Hattum-Janssen, H-M Järvinen, TD Leat & IT Dam (eds), Engaging Engineering Education : Books of Abstracts - SEFI 48th Annual Conference Proceedings. European Society for Engineering Education, Enschede , pp. 617-627, 48th Annual Conference on Engaging Engineering Education, SEFI 2020, Enschede, Online, Netherlands, 20.09.20. <https://www.sefi.be/wp-content/uploads/2020/11/Proceedings-2020-web.pdf>

APA

Block, B-M., Haus, B., Stenken, A., & von Geyso, T. (2020). Interdisciplinary engineering education in the context of digitalization and global transformation prozesses. In J. V. D. Veen, N. V. Hattum-Janssen, H-M. Järvinen, T. D. Leat, & I. T. Dam (Eds.), Engaging Engineering Education : Books of Abstracts - SEFI 48th Annual Conference Proceedings (pp. 617-627). European Society for Engineering Education. https://www.sefi.be/wp-content/uploads/2020/11/Proceedings-2020-web.pdf

Vancouver

Block B-M, Haus B, Stenken A, von Geyso T. Interdisciplinary engineering education in the context of digitalization and global transformation prozesses. In Veen JVD, Hattum-Janssen NV, Järvinen H-M, Leat TD, Dam IT, editors, Engaging Engineering Education : Books of Abstracts - SEFI 48th Annual Conference Proceedings. Enschede : European Society for Engineering Education. 2020. p. 617-627

Bibtex

@inbook{3b19778552894361a5c0ea7b869f5c74,
title = "Interdisciplinary engineering education in the context of digitalization and global transformation prozesses.",
abstract = "Global transformation processes and sustainability issues lead to 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 takeup 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 papercontributes twofold to that discourse; (1) by a novel theory-based teaching and learning conceptfor an engineering course for bachelor students of non-engineering disciplines (e.g. sustainabilitysciences) and associated empirical findings of implementation, and (2) by innovative project-basedlaboratory experiments that encourage interdisciplinary approaches. As a specific contribution tothe innovative practice of engineering education, part (1) outlines the student-centered lecturescheme ”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 theengineering key topics in the context of smart technologies and sustainability are presented. Part(2) details novel practices in the area of engineering education by two specially designed lab exper-iments. Starting from the theory framework, the paper contributes to a theoretical understandingand educational practice of engineering courses designed for a specific group of students at thecrossroads of engineering and other disciplines.",
keywords = "Engineering, Interdisciplinary engineering education, sustainability, theory-based engineering course design for non-engineering studendtsn, educational reconstruction, practice-based learning concepts, rapid prototyping, maker culture",
author = "Brit-Maren Block and Benedikt Haus and Anton Stenken and {von Geyso}, Torge",
year = "2020",
month = nov,
language = "English",
isbn = "978-2-87352-020-5",
pages = "617--627",
editor = "Veen, {Jan van der} and Hattum-Janssen, {Natascha van} and J{\"a}rvinen, {Hannu-Matti } and Leat, {Tinne de} and Dam, {Ineke ten}",
booktitle = "Engaging Engineering Education",
publisher = "European Society for Engineering Education",
address = "International",
note = "48th Annual Conference on Engaging Engineering Education, SEFI 2020 : Engaging Engineering Education ; Conference date: 20-09-2020 Through 24-09-2020",
url = "https://www.sefi2020.eu/",

}

RIS

TY - CHAP

T1 - Interdisciplinary engineering education in the context of digitalization and global transformation prozesses.

AU - Block, Brit-Maren

AU - Haus, Benedikt

AU - Stenken, Anton

AU - von Geyso, Torge

N1 - Conference code: 48

PY - 2020/11

Y1 - 2020/11

N2 - Global transformation processes and sustainability issues lead to 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 takeup 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 papercontributes twofold to that discourse; (1) by a novel theory-based teaching and learning conceptfor an engineering course for bachelor students of non-engineering disciplines (e.g. sustainabilitysciences) and associated empirical findings of implementation, and (2) by innovative project-basedlaboratory experiments that encourage interdisciplinary approaches. As a specific contribution tothe innovative practice of engineering education, part (1) outlines the student-centered lecturescheme ”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 theengineering key topics in the context of smart technologies and sustainability are presented. Part(2) details novel practices in the area of engineering education by two specially designed lab exper-iments. Starting from the theory framework, the paper contributes to a theoretical understandingand educational practice of engineering courses designed for a specific group of students at thecrossroads of engineering and other disciplines.

AB - Global transformation processes and sustainability issues lead to 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 takeup 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 papercontributes twofold to that discourse; (1) by a novel theory-based teaching and learning conceptfor an engineering course for bachelor students of non-engineering disciplines (e.g. sustainabilitysciences) and associated empirical findings of implementation, and (2) by innovative project-basedlaboratory experiments that encourage interdisciplinary approaches. As a specific contribution tothe innovative practice of engineering education, part (1) outlines the student-centered lecturescheme ”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 theengineering key topics in the context of smart technologies and sustainability are presented. Part(2) details novel practices in the area of engineering education by two specially designed lab exper-iments. Starting from the theory framework, the paper contributes to a theoretical understandingand educational practice of engineering courses designed for a specific group of students at thecrossroads of engineering and other disciplines.

KW - Engineering

KW - Interdisciplinary engineering education

KW - sustainability

KW - theory-based engineering course design for non-engineering studendtsn

KW - educational reconstruction

KW - practice-based learning concepts

KW - rapid prototyping

KW - maker culture

UR - https://www.sefi.be/wp-content/uploads/2020/11/Proceedings-2020-web.pdf

M3 - Article in conference proceedings

SN - 978-2-87352-020-5

SP - 617

EP - 627

BT - Engaging Engineering Education

A2 - Veen, Jan van der

A2 - Hattum-Janssen, Natascha van

A2 - Järvinen, Hannu-Matti

A2 - Leat, Tinne de

A2 - Dam, Ineke ten

PB - European Society for Engineering Education

CY - Enschede

T2 - 48th Annual Conference on Engaging Engineering Education, SEFI 2020

Y2 - 20 September 2020 through 24 September 2020

ER -

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