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- Shivalingsarj V. Desai
- Gururaj Tennalli
- L.R. Patil
- Raghuraja Adi
- Shraddha G. Revankar
- Sanjeev M. Kavale
- Preethi Baligar
- Rohith Hallur
- Preeti S. Pillai
- M. Kaushik
- Shivaprasad Mukhandmath
- Shivashankar Huddar
- Rajashekhar Savadi
- B. B. Kotturshettar
- Nalini Iyer
- Ashok Shettar
- Sita L. Bhadargade
- Kaushik M.
- Radhika Amashi
- Rohit Kandakatla
- Madhu Asundi
- Javeed Kittur
- Sohum Sohoni
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z All
Joshi, Gopalkrishna
- Molecular Skit-Role-Play as a Pedagogical Tool for Teaching Molecular Biology as an Under-Graduate Engineering Course
Abstract Views :177 |
PDF Views:3
Authors
Affiliations
1 Department of Biotechnology, KLE Technological University, Hubballi, IN
2 Department of Computer Science, KLE Technological University, Hubballi, IN
1 Department of Biotechnology, KLE Technological University, Hubballi, IN
2 Department of Computer Science, KLE Technological University, Hubballi, IN
Source
Journal of Engineering Education Transformations, Vol 29, No 3 (2016), Pagination: 138-142Abstract
Role-play is an exercise in which the participants assume certain roles of characters, collaboratively create stories and act-out the roles in character on stage. Role-Play is being practiced as a pedagogical approach since years and has been found to be effective in teaching history, economics, social sciences and engineering subjects as well. The present study discusses a similar effort of group role play practiced for teaching Molecular Biology course for under-graduate students of Biotechnology. The purpose of the Role-Play-Molecular Skit was to enhance the temporal and spatial learning of some selected concepts of Molecular Biology course. The topics chosen were relevant to learning and formed the corner-stones of the course. The exercise comprised two phases-technical script writing and acting-out.
The concept of story-building model related to the topic along-with the technical aspects was adopted for script writing. The contents of the scripts were reviewed for essential technical features, effectiveness and feasibility for acting-out. This was followed by assigning the roles amongst the group members and acting-out the concepts on stage. Assessment for the activity was based on appropriate rubrics which were mapped to Graduate Attributes, Global outcomes and Performance indicators. A formal written feedback collected from the participants showed that the activity was a new experience, enhanced the understanding of the concept, sensitized their creativity by story building, honed their writing skills and reinforced their confidence of acting on stage. The activity was thus instrumental in enhancing the learning, improving the communication skills and bringing-in a concerted team effort on stage.
Keywords
Role-Play, Technical Script, Act-Out, Communication Skills.
- Project Clinic:An Approach to Project Mentoring
Abstract Views :154 |
PDF Views:2
Authors
Affiliations
1 Centre for Engineering Education Research, KLE Technological University, Hubballi, IN
2 Department of Computer Science Engineering, BVBCET, Hubballi, IN
3 Department of Mechanical Engineering, KLE Technological University, Hubballi, IN
1 Centre for Engineering Education Research, KLE Technological University, Hubballi, IN
2 Department of Computer Science Engineering, BVBCET, Hubballi, IN
3 Department of Mechanical Engineering, KLE Technological University, Hubballi, IN
Source
Journal of Engineering Education Transformations, Vol 30, No 3 (2017), Pagination: 292-298Abstract
Projects form an important part of engineering curriculum. These projects offer learning contexts that enhance student learning. However, engaging all students in this work and guaranteeing the learning through various phases of work to all of them is a challenge because of the sheer number of students and their varying motivation levels. It is also observed that significant number of students loose motivation because of lack of mentoring through various stages of project work. This paper discusses about an effort by name "Project Clinic" established with an intension of doing hand holding and mentoring through all the stages of project activity. The uniqueness of this effort is that it is done in a course project at freshman level of undergraduate engineering program. This effort is observed to be having positive impact on student learning and has resulted in significant learning for faculty members as well.Keywords
Project Clinic, Freshman, Student Learning, Motivation, Mentoring.References
- Karl A. Smith, Sheri D. Sheppard, DavidW. Johnson, Roger T. Johnson, "Pedagogies of Engagement: Classroom-Based Practices", January 2005.
- Nichola Harmer - School of Geography, Earth and Environmental Sciences, "Project-based learning", August 2014.
- Richard M. Felder, Rebecca Brent, "Understanding Student Differences" ,Journal of Engineering Education, 94 (1), 57-72 (2005)
- S Chandrasekaran, A Stojcevski, G Littlefair, M Joordens, "Learning through Projects in Engineering Education". 2012
- Dr. Ruth Graham, "UK Approaches to Engineering Project-Based Learning", White Paper sponsored by the Bernard M. Gordon, MIT Engineering Leadership Program, 2010
- Alan Finkel, Robin King, "Innovative Approaches to Engineering Education", CAETS 2013 Budapest June 27, 2013.
- Anders Berglund, "Two facets of Innovation in Engineering Education- The interplay of Student Learning and Curricula Design". 2013.
- L. S. Fletcher, C. E. Przirembel, "Multidisciplinary Projects: A Modern Technique in Engineering Education", Apr 1st, 8:00AM.
- Jinny Rhee, Clifton M. Oyamot, Leslie Speer, David W. Parent, Anuradha Basu," A Case Study of a Co Instructed Multidisciplinary Senior Capstone Project in Sustainability", Summer 2014.
- Julie E. Mills, David Treagust," Engineering Education, Is Problem-Based or Project Learning the Answer", Article in Australasian Journal of Engineering Education. January 2003
- Rui M. Lima , DinisCarvalho, Maria Assunção Flores & Natascha Van Hattum-Janssen, "A case study on project led education in engineering: students' and teachers' perceptions".
- V. Taajamaa, T. Westerlund, P. Liljeberg, T. Salakoski," Interdisciplinary Capstone Project", 41st SEFI Conference, 16-20 September 2013, Leuven, Belgium
- Amit S. Jariwala, Sarvagya Vaish," Design of an online portal to assist in the realization of Institute wide Multidisciplinary Capstone Design".
- Edward J. Coyle, Leah H. Jamieson, William C. Oakes, "EPICS: Engineering Projects in Community Service", July 2004.
- Ms. Lacey Jane Bodnar, Ms. Magdalini Z. Lagoudas, Ms. Jacqueline Q. Hodge, "Ac 2012-4319: Engaging Freshman In Team Based Engineering Projects"
- Chaomin Luo, Xinde Li, Jiawen Wang, Wenbing Zhao, " Enhancement of Electrical Engineering Education by a Mentoring Scheme", 10-12 December 2015.
- Bradley A. Kramer, Jeff Tucker, Taylor Jones 3, Mel Beikmann, Richard Windholz, "The Engineering Learning Center: A Model For Mentored Product Innovation", November 6 - 9, 2002.
- Engineering Ethics:Decision Making Using Fundamental Canons
Abstract Views :151 |
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Authors
Affiliations
1 Centre for Engineering Education Research, KLE Technological University, Hubballi, IN
1 Centre for Engineering Education Research, KLE Technological University, Hubballi, IN
Source
Journal of Engineering Education Transformations, Vol 30, No Sp Iss (2017), Pagination:Abstract
An engineering professional's work demands that the technological solutions designed to solve practical problems of society are addressing the safety, health and welfare of the public. An engineer thus works in an environment where equally competing considerations for different stakeholders need to be accounted for before providing uncompromised solutions. In such a professionally obligatory setting, ethical dilemmas come into foreplay which will decide the course of action which the problem solver will seek to take. However, the ethical problems are ill-structured and lack a set of prescriptive and enumerable solutions. Thus, the professionals need to be trained in exploring the solution space of problems related to engineering ethics during their formative four years. An aim to achieve this will require engineering educators to include of the principles of Engineering Ethics is the curriculum.
The objective of this paper is to explore the existing solution space for the curriculum design, content and assessment of ethics instruction. It also presents the approach followed in designing a module on Engineering Ethics in an introductory freshman course in our university. We have designed an assessment in which the students are required to provide a resolution to the ethical dilemma by basing their decision on fundamental canons of National Society of Professional Engineers (NSPE). From the results we conclude that students are able to identify and resolve ethical dilemmas which lie in the domain of public welfare, health and safety more than the others.
Keywords
Ethics, Morals, Case Study, Ethical Dilemma, Freshman.References
- Colby, A., & Sullivan, W. M. (2008). Ethics teaching in undergraduate engineering education. Journal of Engineering Education, 97(3), 327.
- Davis, M., & Feinerman, A. (2012). Assessing graduate student progress in engineering ethics. Science and engineering ethics, 18(2), 351-367.
- Dyrud, M. A. (2010). Problem Solving in Engineering and Ethics: Points of Intersection.
- Flanagan, M., Howe, D. C., & Nissenbaum, H. (2005, April). Values at play: Design tradeoffs in socially-oriented game design. In Proceedings of the SIGCHI conference on human factors in computing systems (pp. 751-760). ACM.
- Fleddermann, C.B. 2008. Engineering ethics, 3rd Ed. Upper Saddle River, NJ: Pearson Prentice Hall.
- Friedman, B. (1996). Value-sensitive design. interactions, 3(6), 16-23.
- Gorman, M., Hertz, M., Garrick, L., & Magpili, L. (2000). Integrating ethics & engineering: A graduate option in systems engineering, ethics, and technology studies. Journal of Engineering Education, 89(4), 461.
- Harris, C. E., Davis, M., Pritchard, M. S., & Rabins, M. J. (1996). Engineering ethics: what? why? how? and when?. JOURNAL OF ENGINEERING EDUCATIONWASHINGTON-, 85, 93-96.
- Haws, D. R. (2001). Ethics instruction in engineering education: A (mini) meta-analysis. Journal of Engineering Education, 90(2), 223.
- Herkert, J. R. (2004, June). Continuing and emerging issues in engineering ethics education and research: integrating microethics and macroethics. InPower Engineering Society General Meeting, 2004. IEEE (pp. 647-Vol). IEEE.
- Hess, J. L., Beever, J., Iliadis, A., Kisselburgh, L. G., Zoltowski, C. B., Krane, M. J., & Brightman, A. O. (2014, October). An ethics transfer case assessment tool for measuring ethical reasoning abilities of engineering students using reflexive principlism approach. In 2014 IEEE Frontiers in Education Conference (FIE) Proceedings (pp. 1-5). IEEE.
- Hoffmann, M., & Borenstein, J. (2014). Understanding illstructured engineering ethics problems through a collaborative learning and argument visualization approach. Science and engineering ethics, 20(1), 261-276.
- Jonassen, D. H., & Cho, Y. H. (2011). Fostering argumentation while solving engineering ethics problems. Journal of Engineering Education, 100(4), 680.
- Jonassen, D. H., Shen, D., Marra, R. M., Cho, Y. H., Lo, J. L., & Lohani, V. K. (2009). Engaging and supporting problem solving in engineering ethics .Journal of Engineering Education, 98(3), 235-254.
- Martin, M. W., Schinzinger , M. R., (1998), Introduction to Engineering Ethics, 2nd Edition , McGraw-Hill, Newyork.
- MUSIB, M. K. Teaching Ethics by Adopting a Role-play, Scenario-based Learning Approach for an Authentic Learning Experience.
- Nissenbaum, H. (2001). How computer systems embody values. Computer, 34(3), 120.119. doi:10.1109/ Santi, Paul M. "Ethics exercises for civil, environmental and geological engineers." JOURNAL OF ENGINEERING EDUCATION-WASHINGTON-89.2 (2000): 151-160.
- Self, D. J., & Ellison, E. M. (1998). Teaching engineering ethics: Assessment of its influence on moral reasoning skills. JOURNAL OF ENGINEERING EDUCATIONWASHINGTON-, 87, 29-34.
- Shuman, L. J., Besterfield-Sacre, M., & McGourty, J. (2005). The ABET "professional skills"h.Can they be taught? Can they be assessed?. Journal of engineering education, 94(1), 41-55.
- Shuman, L. J., M. Besterfield-Sacre, and B. M. Olds. 2005. Ethics assessment rubrics. In Vol. 2 of Encyclopedia of Science, Technology, and Ethics, eds. C. Mitcham, L. Arnhart, D. Johnson and R. Spiers, 693.695. NY: MacMillan Reference Books.
- Van Wynsberghe, A., & Robbins, S. (2014). Ethicist as Designer: a pragmatic approach to ethics in the lab. Science and engineering ethics,20(4), 947-961.
- Velankar A, Joshi G & Baligar P (2016) Promoting Ethical Skills in First Year Engineering Students through Socially Relevant Experiments, In 2016, 6th Regional conference on Engineering Education (RCEE).
- Picture Pieces Activity:An effective Team Building Strategy
Abstract Views :226 |
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Authors
Affiliations
1 Centre for Engineering Education Research, K L E Technological University, Hubballi, IN
2 School of Electronics, K L E Technological University, Hubballi, IN
3 Centre for Engineering Education Research, Department of Computer Science and Engineering, K L E Technological University, Hubballi, IN
1 Centre for Engineering Education Research, K L E Technological University, Hubballi, IN
2 School of Electronics, K L E Technological University, Hubballi, IN
3 Centre for Engineering Education Research, Department of Computer Science and Engineering, K L E Technological University, Hubballi, IN
Source
Journal of Engineering Education Transformations, Vol 30, No 4 (2017), Pagination: 99-104Abstract
Practice of Engineering Profession requires Engineers having the ability to work in teams. This is well articulated in Graduate Attribute 9 of Washington Accord. Furthermore, engineering problem solving requires multi-disciplinary skills. This necessitates the need for engineers to be able to work in multi-disciplinary teams. The challenge for academia is to make the "Future Engineers" to understand the need for working in teams, with multidisciplinary skills. Projects during Engineering are an important part of engineering curriculum. These projects offer learning contexts, which enhance student learning. The challenge for academia is to make the students realize the importance of "Project management" which is an art of managing the project and its deliverables with a view to produce finished products or service.Accomplishing this goal requires that all team and team members work together with a common Strategy and Goal. Keeping this in mind, an activity was designed in "Project Management" module, in a course titled "Engineering Exploration". This course is designed for freshman engineering students of undergraduate program in KLE Technological University, Hubballi. Through this activity called "Picture Pieces Activity", the authors have attempted to communicate to students.
1) The need to work in team in order to successfully accomplish a given task.
2) The factors that contribute to effective team execution of a project.
This paper shares the details of the activity, the experiences of authors and the learnings in doing this activity.
Keywords
Multi-Disciplinary, Graduate Attribute, Project Management, Exploration, Freshman.References
- Thomas, JW, (2000) “Areview of research on project based learning”,http :// www.bobpearlman.org/BestPractices/PBL_Research.pdf, 26/11/2016
- http://www.businessdictionary.com/definition/teamwork.html, 29/11/2016
- Marie Dalton,(2011) Dawn G Hoyle, MarieWWatts, “Human Relations”4th edition, Canada. Jennifer M. Case , Gregory Light, 'Emerging Methodologies in Engineering Education Research' Journal of Engineering Education January 2011, Vol. 100,No. 1, pp. 186–210 http://www.abet.org/special-reports/, 25/11/2016, http://cft.vanderbilt.edu/teachingguides/pedagogical/blooms-taxonomy/25/11/2016,
- Edward F. Redish, KarlA. Smithg,”Looking Beyond Content:SkillDevelopment For Engineers” unpublished www.uwex.edu/ces/4h/clubs/documents/TEAMBUILDING0231.pdf,26/11/2016
- Formulating An Engineering Design Problem:A Structured Approach
Abstract Views :155 |
PDF Views:5
Authors
Affiliations
1 School of Electronics and Communication Engineering, KLE Technological University, Hubballi, IN
2 Centre for Engineering Education Research, KLE Technological University, Hubballi, IN
1 School of Electronics and Communication Engineering, KLE Technological University, Hubballi, IN
2 Centre for Engineering Education Research, KLE Technological University, Hubballi, IN
Source
Journal of Engineering Education Transformations, Vol 0, No SP 1 (2018), Pagination:Abstract
During recent times, several initiatives have been taken to redesign engineering curriculum to introduce students to the engineering design process starting from the freshman year itself. This involves taking these students from a world of exercise problem solving having single unique solution to the world of real wide engineering problem solving having multiple solutions. And it is observed to be a challenging task as the students are not familiar with ill-defined nature of engineering problems and are having a tendency to get stuck with the first solution that they get. Problem formulation is the first step in engineering design process in which students are expected to carve out problem definition for a given need statement. Students face difficulties in this step, in framing the problem statement and representing it in terms of functions, objectives and constraints depicting an engineering system.In this work, authors share their experience of mentoring freshman students in problem formulation phase of their course project which is done as part of a course, titled, "Engineering Exploration". The work is presented in terms of its evolution of the pedagogies and practices over three cycles of the delivery of the course. An inclusive pedagogy consisting of in-class, case-based reasoning and template based structured mentoring has resulted in improved quality of formulated problems. The paper discusses the details of processes and pedagogy.Keywords
Design Thinking, Need Statement, Problem Statement, Design Problem, Pair Wise Comparison Chart (PCC).- An Experience of Teaching Engineering Design for Freshman Students
Abstract Views :194 |
PDF Views:1
Authors
Shivaprasad Mukhandmath
1,
Shivashankar Huddar
2,
Rajashekhar Savadi
1,
Gopalkrishna Joshi
3,
B. B. Kotturshettar
1,
Nalini Iyer
2,
Ashok Shettar
4
Affiliations
1 School of Mechanical Engineering, KLE Technological University, Hubballi - 580031, Karnataka, IN
2 School of Electronics and Communication Engineering, KLE Technological University, Hubballi - 580031, Karnataka, IN
3 Centre for Engineering Education & Research (CEER), KLE Technological University, Hubballi - 580031, Karnataka, IN
4 KLE Technological University, Hubballi, 580031, Karnataka, IN
1 School of Mechanical Engineering, KLE Technological University, Hubballi - 580031, Karnataka, IN
2 School of Electronics and Communication Engineering, KLE Technological University, Hubballi - 580031, Karnataka, IN
3 Centre for Engineering Education & Research (CEER), KLE Technological University, Hubballi - 580031, Karnataka, IN
4 KLE Technological University, Hubballi, 580031, Karnataka, IN
Source
Journal of Engineering Education Transformations, Vol 33, No SP 1 (2019), Pagination: 43-48Abstract
In recent years design thinking has taken center stage in the engineering curriculum. The driving force being the society and industries who need graduate engineers who can design, innovative, and creative products to help solve the real-world problems. The current paper discusses the experiences of a systematic approach in defining, teaching, and assessing the engineering design process to freshman engineering students at KLE Technological University (KLETU). The paper begins by defining 'design thinking' followed by briefly reviewing the role of engineering design and its importance in the engineering curriculum. Design is hard to learn but hardest to teach. Efforts have been made, in this work, to bring in the perspective of the pedagogy of activity-based teaching and its challenges and opportunities in teaching engineering design process at the freshman engineering level. This pedagogical approach, for freshman level, resulted in enhanced students learning.Keywords
Design, Freshman Engineering, Activity, Learning.References
- Mourtos NJ. Defining, teaching, and assessing engineering design skills. International Journal of Quality Assurance in Engineering and Technology Education (IJQAETE) 2012; 2(1): 14–30.
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- A Study of Factors Influencing the Problem-Solving Skills of Engineering Students
Abstract Views :256 |
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Authors
Affiliations
1 School of Electronics and Communication Engineering, KLE Technological University, Hubballi, Karnataka, IN
2 Centre for Engineering Education Research, KLE Technological University, Hubballi, Karnataka, IN
1 School of Electronics and Communication Engineering, KLE Technological University, Hubballi, Karnataka, IN
2 Centre for Engineering Education Research, KLE Technological University, Hubballi, Karnataka, IN
Source
Journal of Engineering Education Transformations, Vol 33, No 4 (2020), Pagination: 7-19Abstract
Problem-solving skill is one of the essential attributes of an engineering graduate. It refers to the ability of the person to analyse a given problem and offer the best solution within the constraints. Engineering curriculum has the mandate of equipping students with skills and competencies in problemsolving. Several factors influence the problemsolving skills in addition to the technical skills and competencies offered through curricular interventions. Psychological factors, which are habitual patterns of behaviour, thought and emotion, also influence problem-solving skills. This study focuses on inves tigating the influence of psychological factors like motivation, perception, stress, team working skills, learning styles, general self-efficacy on problem-solving skills of engineering students. This study focused on first-year students of undergraduate engineering program registered for a course titled Engineering Exploration. This course is a three-credit multidisciplinary course that effectively uses Activity-Based Learning (ABL), Design-Based Learning (DBL) and Project-Based Learning (PBL) pedagogical practices. The data collected for the study was through interviews and the use of well-structured questionnaires administered to first-year students enrolled for the course offered at the university. Results show that the psychological factors of students like motivation, perception, general selfefficacy and teamwork skills have a positive influence on problem-solving skills, while stress has a negative effect. However, the difference in learning styles does not influence problem-solving skills.Keywords
Problem-Solving Skills, Project-Based Learning, Engineering Design Process, First-Year Engineering, Graduate Attributes.References
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- The Influence of Sustainable Development Module on the Values and Beliefs of First-Year Students in Undergraduate Engineering Education
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Authors
Affiliations
1 Centre for Engineering Education Research, KLE Technological University, Hubballi, IN
2 Executive Director, Karnataka State Higher Education Council, Bangalore, IN
1 Centre for Engineering Education Research, KLE Technological University, Hubballi, IN
2 Executive Director, Karnataka State Higher Education Council, Bangalore, IN
Source
Journal of Engineering Education Transformations, Vol 34, No SP ICTIEE (2021), Pagination: 98-103Abstract
Education for Sustainable Development (SD) has become vital in the field of engineering education because there is a need that engineers of the 21st century should not only build technologies and solutions that meet human needs but are also expected to situate their professional practice in the context of society and the environment. Currently, most of the literature right now is focused on integrating the concept of SD in engineering education either at the first or higher semesters of the undergraduate program. To our knowledge, these studies discuss the process of integration, the impact of integration on student learning outcomes, desired competencies for SD, different teaching and learning strategies, and understanding student perception about SD. However, this study contributes to the literature by examining how this integration is influencing student`s knowledge, values, and behaviors in the first year of engineering as the outcome of integration. In this paper, we examine one such effort and try to investigate the impact of an SD module that was introduced to first-year engineering students as part of an engineering exploration course. Embedded mixed methods were used to understand the impact of introducing the SD module on student`s knowledge, beliefs, and values. From the results, we observe that there was no significant change in knowledge when analyzed quantitatively however qualitative analysis showed that the module had influenced students to transition from basic awareness about SD to accepting or committing to SD principles and finally reporting to take actions towards sustainable living and development.Keywords
Education for Sustainable Development, First-Year Engineering Students, Values, Beliefs, and Knowledge.Full Text
- Impact of Modelling and Simulation in Solving Complex Problems in First Year Engineering Course
Abstract Views :228 |
PDF Views:130
Authors
Affiliations
1 Centre for Engineering Education Research, KLE Technological University, Hubballi, IN
2 Executive Director, Karnataka State Higher Education Council, Bangalore, IN
1 Centre for Engineering Education Research, KLE Technological University, Hubballi, IN
2 Executive Director, Karnataka State Higher Education Council, Bangalore, IN
Source
Journal of Engineering Education Transformations, Vol 34, No SP ICTIEE (2021), Pagination: 180-185Abstract
Introduction of modelling and simulation experiences has been a widely accepted practice in the engineering education system. One of the key motivation to provide students with modelling and simulation opportunities is to equip them with the knowledge and skills to utilize modern tools, which are widely used in the industry for complex problem solving. There have been many studies conducted to understand the student’s ability to solve complex problems by adopting various practices and technology tools at 2nd or 3rd year of undergraduate engineering program.
In this study, one such experience for first year undergraduate students was conducted. Modelling and simulation was introduced in to a course named engineering exploration, to try and understand its effect in complex problem solving. This course is offered to all first-year students at KLE Technological University.
An experimental design for the study was used where 64 multidisciplinary projects were assigned to the control and experimental group. The experimental group was introduced with MATLAB-Simulink tool. At the end of the semester, each of the projects in both the groups were analysed to calculate the complexity of the projects. Descriptive statistics was used to compare the mean score of the complexity of the projects between these groups and to understand the effect of modelling and simulation experiences on students’ complex problem solving ability. The results from the study would be helpful for undergraduate engineering educators to develop the problem -solving skills among first-year engineering students
Keywords
Complex Problem Solving, Problem Solving, Modelling and Simulation.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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