Opportunities for and Barriers to Innovation in Engineering Education
Notice bibliographique
Résumé
The 21st Century has brought both tremendous promise and challenge for engineers. The need for sustainable development and growing pressures from automation are some of the societal challenges facing tomorrow’s engineering graduates. Educational institutions must ensure students possess competencies in professional skills, such as adaptability, critical thinking and creativity to thrive in today’s rapidly evolving ecosystem. Continuous improvement in teaching techniques and content will be required to ensure students are prepared for life beyond graduation. Technology-mediated course delivery, blended learning, and project-based learning are promising approaches to work lateral thinking and professional skills into the curriculum; but no new solution comes without drawbacks. It is critical that ongoing research be conducted and documented into the effectiveness of interventions so that informed decisions on course and program design can be made. This work presents findings and experiences of implementing a technical project-based, blended fluid mechanics course; analyzes factors that affected professional skills development indicated by twelve Graduate Attributes. Project-based and blended learning were found to be effective in developing professional skills, however several institutional barriers were identified to the scalability of these approaches. Two self-efficacy surveys were assessed for their reliability, and opportunities were identified for future improvements to be made on several survey questions. Opportunities for the development of professional modules on ethics and equity, professionalism, and lifelong learning were identified. End of term student surveys revealed that as student-centred approaches to teaching and learning increased, student perception of teaching quality decreased and workload increased, indicating a potential barrier to achieving buy-in from tenure-track instructors who rely on student end of term survey results for promotion. Teaching assistant training, resource allocation, risk management, and institutional memory were identified as critical areas requiring interventions for project-based learning to be sustained within the system. This work can be utilized to inform discussions on local program design within the University of Calgary, but the insights and ideas presented are relevant for instructors, institutions, and international initiatives looking to facilitate sustainable educational change across the post-secondary system as well.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».