Interdisciplinary engineering education in the context of digitalization and global transformation prozesses.
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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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 (SEFI), 2020. p. 617-627 (SEFI 48th Annual Conference Engaging Engineering Education, Proceedings).
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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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 - Educational reconstruction
KW - Maker culture
KW - Practice-based learning concepts
KW - Rapid prototyping
KW - Theory-based engineering course design for non-engineering students
KW - Engineering
UR - http://www.scopus.com/inward/record.url?scp=85104436035&partnerID=8YFLogxK
M3 - Article in conference proceedings
AN - SCOPUS:85104436035
SN - 978-2-87352-020-5
T3 - SEFI 48th Annual Conference Engaging Engineering Education, Proceedings
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 (SEFI)
CY - Enschede
T2 - 48th Annual Conference on Engaging Engineering Education, SEFI 2020
Y2 - 20 September 2020 through 24 September 2020
ER -