|
||||||||||||||||
|
||||||||||||||||
The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy. abstraction, 136 benefits of engineering education, 53 critical thinking, 93 current understanding of engineering education, 140–141 design process approach to problem-solving, 4, 37, 39–41 engineering habits of mind, 5–6, 152 experimentation and testing, 137–140 implications for engineering education, 23 multivariable analysis, 128–130, 138 optimization concepts, student capacity for understanding, 128 recognition of emergent properties, 125–127 role of modeling, 88 structure-behavior-function analysis, 122–125 systems thinking, 5, 42, 91–92 systems thinking, student capacity for, 122–127 trade-offs, student capacity to understand, 130–133 Coherence in educational systems, 12, 163–164 Collaboration in current engineering curricula, 85 as engineering habit of mind, 5, 152 in engineering profession, 31 in research and development, 20 shortcomings of current STEM education, 20 College of New Jersey, 110 Colorado State University, 110 Communication as engineering habit of mind, 5, 152 goals of education for engineering profession, 31 Computer-aided design, 133 Computer modeling, 87 Constraints influencing design, 25, 38, 39–40, 43, 86–87 Core engineering concepts and skills, 22–23, 41–43, 76–77, 119–121 drawing and representing, 133–137 effective teaching strategies, 140–142 experimenting and testing, 137–141 necessary skills, 133 See also Optimization of design; Systems thinking Credentialing for engineering education, 9 Critical thinking, 93 Cunningham, Christine, 112 Curricula, K–12 engineering benefits of engineering instruction in math and science achievement, 53–55 current shortcomings, 7–8, 20, 155–156 demographic diversity in, 101–103, 161 descriptive summaries of, 74, 75–76 implementation and costs, 95–99 modeling in, 87 optimization in, 89 recommendations for diversity promotion, 10, 161 recommendations for research, 7, 154–155 research objectives, 3, 21, 71 state-mandated standards, 163 strategies for incorporating engineering education, 10–11, 162–164 teaching approaches with, 94, 99–101 technology content, 82 variety of programs, 76
|
|
|||||||||||||||
