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What Engineers Don’t Learn & Why They Don’t Learn It David E. Goldberg Illinois Foundry for Innovation in Engineering Educ...
What Engineers Don’t Learn and Why They Don’t Learn It <ul><li>General Engineering at UIUC established in 1921 following c...
Failure 1: Inability to Ask <ul><li>Don’t learn how to frame or ask good questions. </li></ul><ul><li>Difficulty probing t...
Failure 2: Inability to Label <ul><li>Don’t learn names of common systems, assemblies, and components of technology. </li>...
Failure 3: Inability to Model <ul><li>Don’t learn to model conceptually: </li></ul><ul><ul><li>Causal chain. </li></ul></u...
Failure 4: Inability to Decompose <ul><li>Don’t learn to decompose big problem into little problems. </li></ul><ul><li>Loo...
Failure 5: Inability to Measure <ul><li>Don’t learn to measure stuff. </li></ul><ul><li>Engineering taught as abstract exe...
Failure 6: Inability to Draw/Visualize <ul><li>Graphics education greatly diminished. </li></ul><ul><li>Do not learn to dr...
Failure 7: Inability to Communicate <ul><li>Finally finish the project. </li></ul><ul><li>Do’t learn to present or write. ...
Summary of Quality Failure <ul><li>After 4 years they don’t learn how to </li></ul><ul><ul><li>Question: Socrates 101. </l...
What Engineers Don’t Learn & Why They Don’t Learn It David E. Goldberg Illinois Foundry for Innovation in Engineering Educ...
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What Engineers Don't Learn and Why They Don't Learn It

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What happens when a cold war engineering curriculum collides with a real-world, industrial-based senior design project? You find that engineering education is flawed along seven key dimensions.

Publié dans : Technologie, Formation
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  • Possible reasons for, culprits of, and solutions to these failures:

    -Excessive time devoted to learning formulaic methods, rote memorization, or other efforts to make a grade rather than to truly comprehend material. Perhaps a fault of both the system and the individual student.

    -Failure of students to adapt to an educational environment where information is not pre-filtered and neatly prepared and packaged for them. Guidance during the first year of undergrad may unfortunately be necessary to prevent this from damaging the ability to learn throughout all 4 years.

    -Lack of hands-on, real-world, physical interpretation and application of concepts presented in technical prerequisite courses. Mostly a fault of the system, and perhaps of some instructors. Cooperation between math, physics, and engineering departments is necessary to provide timely, relevant, and beneficial instruction of foundational knowledge.

    -Lack of a balanced education. Another issue with accountability shared by the system and the individual student. Pursuit of non-technical coursework and studies is under emphasized in many engineering programs, leading to engineers with narrow skill sets that struggle with communication and interaction outside of the engineering community.
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What Engineers Don't Learn and Why They Don't Learn It

  1. 1. What Engineers Don’t Learn & Why They Don’t Learn It David E. Goldberg Illinois Foundry for Innovation in Engineering Education University of Illinois at Urbana-Champaign Urbana, IL 61801 USA [email_address]
  2. 2. What Engineers Don’t Learn and Why They Don’t Learn It <ul><li>General Engineering at UIUC established in 1921 following curriculum study. </li></ul><ul><li>Required industrial-sponsored projects since early 1970s. </li></ul><ul><li>Teams of 3, faculty advisor, and company sponsor. </li></ul><ul><li>$8,500 from the company to cover expenses. </li></ul><ul><li>Go on the plant trip. </li></ul>© David E. Goldberg 2008
  3. 3. Failure 1: Inability to Ask <ul><li>Don’t learn how to frame or ask good questions. </li></ul><ul><li>Difficulty probing the problem. </li></ul><ul><li>Trouble following what has been tried. </li></ul><ul><li>Problems finding out vendors and sources of information. </li></ul><ul><li>Historical terms: Socrates 101. </li></ul>© David E. Goldberg 2008 Socrates (470-399 BCE)
  4. 4. Failure 2: Inability to Label <ul><li>Don’t learn names of common systems, assemblies, and components of technology. </li></ul><ul><li>Difficulty labeling new artifact concepts or models. </li></ul><ul><li>Linguistically naïve. </li></ul><ul><li>Mainly comfortable with familiar categories and objects. </li></ul><ul><li>Hist terms: Aristotle 101. </li></ul>© David E. Goldberg 2008 Aristotle (384-322 BCE)
  5. 5. Failure 3: Inability to Model <ul><li>Don’t learn to model conceptually: </li></ul><ul><ul><li>Causal chain. </li></ul></ul><ul><ul><li>Categorize according to list of attributes. </li></ul></ul><ul><li>Pavlovian dogs when it comes to equations. </li></ul><ul><li>Need to understand problem qualitatively in words and diagrams prior to quantitative modeling undertaken. </li></ul><ul><li>Hist terms: Hume 101 or Aristotle 102. </li></ul>© David E. Goldberg 2008 David Hume (1711-1776)
  6. 6. Failure 4: Inability to Decompose <ul><li>Don’t learn to decompose big problem into little problems. </li></ul><ul><li>Look for magic bullets in equations of motion. </li></ul><ul><li>Most projects too hard: Companies don’t pay $8500 for plugging into Newton’s laws. </li></ul><ul><li>Hist terms: Descartes 101? </li></ul>© David E. Goldberg 2008 René Descartes (1596-1650)
  7. 7. Failure 5: Inability to Measure <ul><li>Don’t learn to measure stuff. </li></ul><ul><li>Engineering taught as abstract exercise. </li></ul><ul><li>So used to thinking in terms of physics and math, ignore direct measurement. </li></ul><ul><li>Hist terms: Locke 101 or Bacon 101? </li></ul>© David E. Goldberg 2008 John Locke (1632-1704)
  8. 8. Failure 6: Inability to Draw/Visualize <ul><li>Graphics education greatly diminished. </li></ul><ul><li>Do not learn to draw sketches or diagrams when helpful. </li></ul><ul><li>Have difficulty with detailed drawings. </li></ul><ul><li>Hist terms: da Vinci or Monge 101. </li></ul>© David E. Goldberg 2008
  9. 9. Failure 7: Inability to Communicate <ul><li>Finally finish the project. </li></ul><ul><li>Do’t learn to present or write. </li></ul><ul><li>Coach to successful conclusion. </li></ul><ul><li>“ What we have here is a failure to communicate.” </li></ul><ul><li>Hist terms: Newman 101. </li></ul>© David E. Goldberg 2008 Paul Newman (b. 1925)
  10. 10. Summary of Quality Failure <ul><li>After 4 years they don’t learn how to </li></ul><ul><ul><li>Question: Socrates 101. </li></ul></ul><ul><ul><li>Label: Aristotle 101. </li></ul></ul><ul><ul><li>Model conceptually: Hume 101 & Aristotle 102. </li></ul></ul><ul><ul><li>Decompose: Descartes 101. </li></ul></ul><ul><ul><li>Measure: Locke 101 or Bacon 101. </li></ul></ul><ul><ul><li>Visualize/draw: Monge 101 or da Vinci 101. </li></ul></ul><ul><ul><li>Communicate: Newman 101 </li></ul></ul><ul><li>Industry this would be huge quality failure: “product” inadequate to intended function. </li></ul><ul><li>7 failures as decomposition for repair. </li></ul>© David E. Goldberg 2008 http://www.illigal.uiuc.edu/web/ifoundry
  11. 11. What Engineers Don’t Learn & Why They Don’t Learn It David E. Goldberg Illinois Foundry for Innovation in Engineering Education University of Illinois at Urbana-Champaign Urbana, IL 61801 USA [email_address]

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