ERIC Number: ED390344
Record Type: RIE
Publication Date: 1995-Oct-20
Transforming Engineering Education from a Product to a Process.
Neff, Gregory; And Others
In the face of increasing specialization and employer demand for higher skill levels, a new paradigm for engineering education redirects the primary focus from the engineering knowledge base (content) to the development of thinking and problem solving processes. The principles of this "Process Education in Engineering" paradigm are: (1) faculty must take responsibility for the quality and performance of student learning, thinking, and problem solving; (2) every student can improve his/her ability to "learn how to learn better"; (3) a significant portion of class time should be allocated to learning and problem solving skills where faculty and other students can assess and provide feedback; (4) active learning approaches provides an excellent way to leverage faculty resources and improve student self-confidence in thinking and learning skills; and (5) engineering courses, through content mastery, offer many opportunities for developing life-long skills such as reading, listening, critical thinking, problem definition, modeling, leadership and technical communication skills. Process Education is the philosophy that learning, thinking, problem solving, communication, teamwork, and assessment are processes to be developed by students as they master the content of the discipline. Cooperative learning, discovery learning, technology, journal writing, and assessment are tools and techniques that support Process Education. Innovative freshman and sophomore courses in engineering and engineering technology have adopted this new paradigm and realized its benefits. (Contains 12 references.) (JB)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the World Conference on Engineering Education (4th, St. Paul, MN, October 15-20, 1995).