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Sohoni, Sohum
- A Blueprint for an Ecosystem for Supporting High Quality Education for Engineering
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Authors
Affiliations
1 The Polytechnic School, Ira A. Fulton Schools of Engineering, Arizona State University, Mesa, Arizona, US
2 The Polytechnic School, Ira A. Fulton Schools of Engineering, Arizona State University, Mesa, US
3 Chemical Engineering, University of Massachusetts Lowell, Massachusetts, US
1 The Polytechnic School, Ira A. Fulton Schools of Engineering, Arizona State University, Mesa, Arizona, US
2 The Polytechnic School, Ira A. Fulton Schools of Engineering, Arizona State University, Mesa, US
3 Chemical Engineering, University of Massachusetts Lowell, Massachusetts, US
Source
Journal of Engineering Education Transformations, Vol 30, No 4 (2017), Pagination: 58-66Abstract
This paper presents the idea and a proposed implementation of a network of Gurukuls or Centers of Excellence for engineering education in India. Facilitated by Indo Universal Collaboration for Engineering Education (IUCEE) in partnership with institutions in India, the IUCEE Gurukuls for Learning and Outcomes Based Education (iGLOBE) program addresses a vital need for institutions to develop self-reliance towards achieving excellence in engineering education. The primary role of the Gurukul in an institution is to provide an ecosystem for faculty development in a manner that will directly contribute to enhance students' learning experience. The mission of the Gurukul is to guide and mentor its faculty in improving their teaching and learning methods, in implementing outcomes based education and in conducting engineering education research.
There is a large body of literature available on effective teaching and learning through engineering education conference proceedings and journals, and in wider outlets.However, one of the key observations over the last two decades is that adoption of research based instructional techniques into engineering classrooms is extremely low. We believe that the main reason for such non-adoption is that potential adopters are unable to contextualize the pedagogical research.
The paper lays out a vision for a network of discipline-based education researchers to contextualize and coordinate efforts between the Gurukuls and participants/practitioners. The paper considers lessons learned and best practices from efforts in the United States and lays out a blueprint for catalyzing high quality instruction in engineering colleges in India.
Keywords
Centers of Excellence, Discipline Based Education Research, Translation of Research Based Pedagogies to Classroom, Indian Engineering Colleges, Gurukuls.
References
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- Editorial
Abstract Views :224 |
PDF Views:6
Authors
Source
Journal of Engineering Education Transformations, Vol 32, No 2 (2018), Pagination: 4-6Abstract
No abstract.- Editorial
Abstract Views :253 |
PDF Views:82
Authors
Affiliations
1 Professor, Milwaukee School of Engineering, IN
1 Professor, Milwaukee School of Engineering, IN
Source
Journal of Engineering Education Transformations, Vol 34, No 3 (2021), Pagination: 5-6Abstract
No Abstract.Keywords
No Keywords.Full Text
- Study of Secondary and Higher Secondary School Syllabi in India to Develop Engineering Thinking
Abstract Views :23 |
PDF Views:1
Authors
Affiliations
1 Centre for Engineering Education Research, KLE Technological University, Vidyanagar, Hubli 580031, IN
2 The University of Oklahoma, Norman 73069, US
3 Milwaukee School of Engineering, WI 53202, US
1 Centre for Engineering Education Research, KLE Technological University, Vidyanagar, Hubli 580031, IN
2 The University of Oklahoma, Norman 73069, US
3 Milwaukee School of Engineering, WI 53202, US
Source
Journal of Engineering Education Transformations, Vol 37, No 2 (2023), Pagination: 17-27Abstract
In this article, the authors explore and understand what constitutes engineering thinking and whether secondary and higher secondary school curricula in India empower students to make an informed decision regarding engineering as a career choice. To analyse the elements of engineering thinking, the principles of K12 level engineering by t he Na t io nal Aca demy of E nginee ri ng a nd Engineering Habits of Mind (EHoM) by the Royal Academy of Engineering are referred to. The syllabi of the Central Board of Secondary Education (CBSE) and four Indian states (Tamil Nadu, Maharashtra, Andhra Pradesh and Karnataka) are studied, which reveal that CBSE includes only one element of EHoM (creative problem-solving) in higher secondary grade curriculum. The syllabi of four Indian states revealed that the principles identified by the National Academy of Engineering (NAE) are missing in both grades. As an exception, the syllabus of Maharashtra has a creative problem-solving element in class-12 of higher secondary grades. The authors believe that introducing engineering thinking in schools will empower students to choose engineering as a career.Keywords
Engineering habits of mind, Engineering thinking, Indian school curriculum, STEM, secondary and higher secondary school.References
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