This book captures the perspectives on international engineering education of fellows from nine member academies of the Council of Academies of Engineering and Technological Sciences (CAETS). The volume includes papers on the challenges and opportunities facing the education of engineers in the 21st century, and papers relating to globalization and its impact on engineering education worldwide. The response to and exploitation of change by the European engineering education system are described, and the Chinese initiatives in promoting innovation in engineering and architecture are revealed. It also includes a perspective on engineering education in Canada, and describes in detail the groundbreaking Indian National Programme on Technology-Enhanced Learning. The highly topical issues relating to engineering ethics are dealt with from the Japanese and Indian perspectives. This volume brings together the viewpoints of the international engineering education community which assume enhanced significance in the ?flattening? world of today and tomorrow.

Global engineering offers the seductive image of engineers figuring out how to optimize work through collaboration and mobility. Its biggest challenge to engineers, however, is more fundamental and difficult: to better understand what they know and value qua engineers and why. This volume reports an experimental effort to help sixteen engineering educators produce ""personal geographies"" describing what led them to make risky career commitments to international and global engineering education. The contents of their diverse trajectories stand out in extending far beyond the narrower image of producing globally-competent engineers. Their personal geographies repeatedly highlight experiences of incongruence beyond home countries that provoked them to see themselves and understand their knowledge differently. The experiences were sufficiently profound to motivate them to design educational experiences that could challenge engineering students in similar ways. For nine engineers, gaining new international knowledge challenged assumptions that engineering work and life are limited to purely technical practices, compelling explicit attention to broader value commitments. For five non-engineers and two hybrids, gaining new international knowledge fueled ambitions to help engineering students better recognize and critically examine the broader value commitments in their work. A background chapter examines the historical emergence of international engineering education in the United States, and an epilogue explores what it might take to integrate practices of critical self-analysis more systematically in the education and training of engineers. Two appendices and two online supplements describe the unique research process that generated these personal geographies, especially the workshop at the U.S. National Academy of Engineering in which authors were prohibited from participating in discussions of their manuscripts. Table of Contents: The Border Crossers: Personal Geographies of International and Global Engineering Educators (Gary Lee Downey) / From Diplomacy and Development to Competitiveness and Globalization: Historical Perspectives on the Internationalization of Engineering Education (Brent Jesiek and Kacey Beddoes) / Crossing Borders: My Journey at WPI (Rick Vaz) / Education of Global Engineers and Global Citizens (E. Dan Hirleman) / In Search of Something More: My Path Towards International Service-Learning in Engineering Education (Margaret F. Pinnell) / International Engineering Education: The Transition from Engineering Faculty Member to True Believer (D. Joseph Mook) / Finding and Educating Self and Others Across Multiple Domains: Crossing Cultures, Disciplines, Research Modalities, and Scales (Anu Ramaswami) / If You Don't Go, You Don't Know (Linda D. Phillips) / A Lifetime of Touches of an Elusive ""Virtual Elephant"": Global Engineering Education (Lester A. Gerhardt) / Developing Global Awareness in a College of Engineering (Alan Parkinson) / The Right Thing to Do: Graduate Education and Research in a Global and Human Context (James R. Mihelcic) / Author Biographies

Global engineering offers the seductive image of engineers figuring out how to optimize work through collaboration and mobility. Its biggest challenge to engineers, however, is more fundamental and difficult: to better understand what they know and value qua engineers and why. This volume reports an experimental effort to help sixteen engineering educators produce ""personal geographies"" describing what led them to make risky career commitments to international and global engineering education. The contents of their diverse trajectories stand out in extending far beyond the narrower image of producing globally-competent engineers. Their personal geographies repeatedly highlight experiences of incongruence beyond home countries that provoked them to see themselves and understand their knowledge differently. The experiences were sufficiently profound to motivate them to design educational experiences that could provoke engineering students in similar ways. For nine engineers, gaining new international knowledge challenged assumptions that engineering work and life are limited to purely technical practices, compelling explicit attention to broader value commitments. For five non-engineers and two hybrids, gaining new international knowledge fueled ambitions to help engineering students better recognize and critically examine the broader value commitments in their work. A background chapter examines the historical emergence of international engineering education in the United States, and an epilogue explores what it might take to integrate practices of critical self-analysis more systematically in the education and training of engineers. Two appendices and two online supplements describe the unique research process that generated these personal geographies, especially the workshop at the U.S. National Academy of Engineering in which authors were prohibited from participating in discussions of their manuscripts. Table of Contents: Communicating Across Cultures: Humanities in the International Education of Engineers (Bernd Widdig) / Linking Language Proficiency and the Professions (Michael Nugent) / Language, Life, and Pathways to Global Competency for Engineers (and Everyone Else) (Phil McKnight) / Bridging Two worlds (John M. Grandin) / Opened Eyes: From Moving Up to Helping Students See (Gayle G. Elliott) / What is Engineering for? A Search for Engineering beyond Militarism and Free-markets (Juan Lucena) / Location, Knowledge, and Desire: From Two Conservatisms to Engineering Cultures and Countries (Gary Lee Downey) / Epilogue - Beyond Global Competence: Implications for Engineering Pedagogy (Gary Lee Downey)

Experiential Learning presents an evolving form of education that fundamentally involves "learning by doing" and having students reflect on the work. The book discusses these recent developments pertaining to the use of experiential learning in engineering education. Covering a range of innovations in experiential learning, the book explores development in laboratories, in-class and problem-based learning, project work and society-based aspects, including Indigenous elements in the curriculum. It includes case studies and examples sourced from institutions around the world. Features Focuses on recent and practical aspects of implementing experiential learning to help improve engineering education Offers an examination of the undergraduate experience, which leads to professional certification Includes a chapter on lessons in other professional education areas, such as medicine and health care, business and social work A broad readership will find value in this book, including faculty who teach undergraduate engineering courses, engineering education researchers, industry partners that provide co-op experience and developers of training modules for practicing engineers.

Global engineering offers the seductive image of engineers figuring out how to optimize work through collaboration and mobility. Its biggest challenge to engineers, however, is more fundamental and difficult: to better understand what they know and value qua engineers and why. This volume reports an experimental effort to help sixteen engineering educators produce "personal geographies" describing what led them to make risky career commitments to international and global engineering education. The contents of their diverse trajectories stand out in extending far beyond the narrower image of producing globally-competent engineers. Their personal geographies repeatedly highlight experiences of incongruence beyond home countries that provoked them to see themselves and understand their knowledge differently. The experiences were sufficiently profound to motivate them to design educational experiences that could provoke engineering students in similar ways. For nine engineers, gaining new international knowledge challenged assumptions that engineering work and life are limited to purely technical practices, compelling explicit attention to broader value commitments. For five non-engineers and two hybrids, gaining new international knowledge fueled ambitions to help engineering students better recognize and critically examine the broader value commitments in their work. A background chapter examines the historical emergence of international engineering education in the United States, and an epilogue explores what it might take to integrate practices of critical self-analysis more systematically in the education and training of engineers. Two appendices and two online supplements describe the unique research process that generated these personal geographies, especially the workshop at the U.S. National Academy of Engineering in which authors were prohibited from participating in discussions of their manuscripts.

This book gathers papers presented at the 22nd International Conference on Interactive Collaborative Learning (ICL2019), which was held in Bangkok, Thailand, from 25 to 27 September 2019. Covering various fields of interactive and collaborative learning, new learning models and applications, research in engineering pedagogy and project-based learning, the contributions focus on innovative ways in which higher education can respond to the real-world challenges related to the current transformation in the development of education. Since it was established, in 1998, the ICL conference has been devoted to new approaches in learning with a focus on collaborative learning. Today, it is a forum for sharing trends and research findings as well as presenting practical experiences in learning and engineering pedagogy. The book appeals to policymakers, academics, educators, researchers in pedagogy and learning theory, school teachers, and other professionals in the learning industry, and further and continuing education.

SUMMARY.

This book details the key concepts, objectives and processes relating to the professional accreditation of engineering bachelor (honours) degrees. The contemporary context of accreditation is examined in terms of the globalised nature of both the engineering profession and higher education. Examples of the processes relating to single and dual accreditation are provided, with examination of the Washington Accord and the requirements of the European Network for Accreditation of Engineering Education. Details are also provided as to how learning outcomes can be structured to demonstrate compliance with accreditation criteria. The final chapters deal briefly with quality assurance processes used in education and the current international quality ranking systems which exist. This book will provide the reader with a detailed examination of outcome based education within the context of Bachelor of Engineering (honours) degrees. A key feature of this book is the side-by-side comparison of different accreditation criteria and a thorough discussion of the relatively new phenomenon of dual accreditation. The book seeks to provide a very clear explanation and exploration of accreditation within the context of engineering education and will benefit those practitioners involved in the accreditation process.

The Cambridge Handbook of Engineering Education Research is the critical reference source for the growing field of engineering education research, featuring the work of world luminaries writing to define and inform this emerging field. The Handbook draws extensively on contemporary research in the learning sciences, examining how technology affects learners and learning environments, and the role of social context in learning. Since a landmark issue of the Journal of Engineering Education (2005), in which senior scholars argued for a stronger theoretical and empirically driven agenda, engineering education has quickly emerged as a research-driven field increasing in both theoretical and empirical work drawing on many social science disciplines, disciplinary engineering knowledge, and computing. The Handbook is based on the research agenda from a series of interdisciplinary colloquia funded by the US National Science Foundation and published in the Journal of Engineering Education in October 2006.

This book examines the comprehensive engineering education reform since China put forward its New Engineering Education policy in early 2017. It presents systematic reform measures at micro-level, such as national policies on massively building up new programs that cater to emerging state-of-the-art technologies in the industry, on developing synergistic approaches to education through tightened university–industry collaboration, and on formulating the four-level quality assurance mechanisms. The book also addresses meso-level institutional schemes and implementations at several case universities researched, and micro-level issues directly regarding teaching and student learning based on empirical studies. Overall, this book provides the international community the knowledge of how international benchmarking of university engineering education is reflected in the Chinese context, and helps readers to gain an understanding the success and failure of different practices in achieving relevant reform goals.