ENGINEERING ENGINEERING EDUCATION IN THE 21EDUCATION IN THE 21STST

CENTURYCENTURY

Dr. V. THANIKACHALAMDr. V. THANIKACHALAM

Engineering EducationEngineering Education

ACCREDITION BOARD OF ENGINEERING ACCREDITION BOARD OF ENGINEERING TECHNOLOGYTECHNOLOGY

Hold colleges accountable for engineering, Hold colleges accountable for engineering, scientific knowledge, synthesized information scientific knowledge, synthesized information on Laws / Acts.on Laws / Acts.

Skills, andSkills, and Professional valuesProfessional values Ethics.Ethics.

CHALLENGES TO ENGINEERSCHALLENGES TO ENGINEERS Information: ProliferatingInformation: Proliferating Technological development: Technological development:

MultidisciplinaryMultidisciplinary Markets: GlobalizedMarkets: Globalized The Environment: EndangeredThe Environment: Endangered Social Responsibility: EmergingSocial Responsibility: Emerging Corporate Structures: ParticipatoryCorporate Structures: Participatory Change: RapidChange: Rapid

COMPONENTS OF ENGINEERING EDUCATIONCOMPONENTS OF ENGINEERING EDUCATION Engineering, and Scientific KnowledgeEngineering, and Scientific Knowledge

-- Concepts in Engineering, Technology, -- Concepts in Engineering, Technology, Communication Communication Laws / Acts. Laws / Acts.

-- Problem-solving Skills-- Problem-solving Skills-- Intellectual Skills in Engineering-- Intellectual Skills in Engineering-- Rules related to planning and design-- Rules related to planning and design-- Cognitive Strategies leading quality products and -- Cognitive Strategies leading quality products and services services

Knowledge is the data base of a professional engineerKnowledge is the data base of a professional engineer Traditional, andTraditional, and Multidisciplinary areasMultidisciplinary areas

-- IT enabled engineers.-- IT enabled engineers.

SKILLSSKILLS Managing and applying their knowledge such as Managing and applying their knowledge such as

computation, experimentation, analysis, synthesis / computation, experimentation, analysis, synthesis / design, evaluation, communication, leadership, and team design, evaluation, communication, leadership, and team work.work.

Skills are the tools used to manipulate the knowledge in Skills are the tools used to manipulate the knowledge in order to meet a goal dictated or strongly influence by the order to meet a goal dictated or strongly influence by the attitudesattitudes

Independent, interdependent and lifelong learning skills.Independent, interdependent and lifelong learning skills. Problem-solving, critical thinking, and creative thinking Problem-solving, critical thinking, and creative thinking

skills.skills. Interpersonal and team work skills.Interpersonal and team work skills. Communication skillsCommunication skills Self-assessment skills.Self-assessment skills. Integrative and global thinking skills.Integrative and global thinking skills. Change management skills.Change management skills.

ATTITUDESATTITUDES

Dictate the goals toward which their skills Dictate the goals toward which their skills and engineering and scientific knowledge and engineering and scientific knowledge will be directed.will be directed.-- Personal values, concerns, -- Personal values, concerns,

preferences and biases.preferences and biases.

ACCREDITATION BOARD FOR ENGINEERING ACCREDITATION BOARD FOR ENGINEERING AND TECHNOLOGY (ABET)AND TECHNOLOGY (ABET)

Engineering criteria 2000.Engineering criteria 2000. Application of knowledge of mathematics, science, Application of knowledge of mathematics, science,

and engineering.and engineering. Designing and conducting experiments as well as Designing and conducting experiments as well as

analysing and interpreting data.analysing and interpreting data. Designing a system, component, or process to Designing a system, component, or process to

meet desired needs.meet desired needs. Functioning on multidisciplinary teams.Functioning on multidisciplinary teams. Identifying formulating, and solving engineering Identifying formulating, and solving engineering

problems.problems.

Cont……….

Understanding of professional and ethical Understanding of professional and ethical responsibility.responsibility.

Communicating effectively.Communicating effectively. Understanding the impact of engineering solutions Understanding the impact of engineering solutions

in a global / societal context.in a global / societal context. A recognition of the need for and ability to engage A recognition of the need for and ability to engage

in lifelong learning.in lifelong learning. A knowledge of contemporary issues.A knowledge of contemporary issues. Using the techniques, skills, and modern Using the techniques, skills, and modern

engineering tools necessary for engineering engineering tools necessary for engineering practice.practice.

Cont……

CLASSIFICATION OF SKILLSCLASSIFICATION OF SKILLS

Independent learning, interdependent learning and Independent learning, interdependent learning and lifelong learning skills.lifelong learning skills.

Shifting the emphasis.Shifting the emphasis. Providing a core set of science and engineering Providing a core set of science and engineering

fundamentalsfundamentals Helping students integrate knowledge across and Helping students integrate knowledge across and

disciplines.disciplines. Equipping them with lifelong learning skills.Equipping them with lifelong learning skills. Integration of knowledge and the development of Integration of knowledge and the development of

critical skills needed to make appropriate use of it.critical skills needed to make appropriate use of it.

INDEPENDENT LEARNING, INDEPENDENT LEARNING, INTERDEPENDENT, AND LIFELONG INTERDEPENDENT, AND LIFELONG LEARNING SKILLSLEARNING SKILLS

Most students enter college as Most students enter college as dependent learners, relying on their dependent learners, relying on their lecturers to present, organize and lecturers to present, organize and interpret knowledge.interpret knowledge.

Shift many students undergo from being Shift many students undergo from being dependent learners to independent dependent learners to independent learners.learners.

DUALIST PICTURE OF THE WORLD DUALIST PICTURE OF THE WORLD

All knowledge is known and obtainable from All knowledge is known and obtainable from lecturers and texts.lecturers and texts.

The students tasks are to absorb what they are told The students tasks are to absorb what they are told and then demonstrate having done so by repeating and then demonstrate having done so by repeating it back.it back.

Move students from the dependent stance to being Move students from the dependent stance to being independent learners.independent learners.

Students realize that all knowledge is not known and Students realize that all knowledge is not known and different points of view may come in shades of gray different points of view may come in shades of gray rather than being either black or white.rather than being either black or white.

Students task is to acquire knowledge from a variety Students task is to acquire knowledge from a variety of sources and subject it to their own critical of sources and subject it to their own critical evaluation.evaluation.

DUALIST PICTURE OF THE WORLD DUALIST PICTURE OF THE WORLD Students should be able to identify the pertinent factors Students should be able to identify the pertinent factors

and issues that affect a given situation.and issues that affect a given situation. See the situation from a variety of perspectives, See the situation from a variety of perspectives,

recognize what they need to know to resolve the recognize what they need to know to resolve the situation.situation.

Acquire the pertinent knowledge they do not already Acquire the pertinent knowledge they do not already possess.possess.

Apply their knowledge to achieve a successful Apply their knowledge to achieve a successful resolution.resolution.

They should further be able to elaborate their They should further be able to elaborate their knowledge so that future recall and application will be knowledge so that future recall and application will be easy.easy.

Evidence suggests that some but no means all students Evidence suggests that some but no means all students attain this level of development by the time they attain this level of development by the time they graduate.graduate.

Cont…….

LECTURER’S JOBLECTURER’S JOB Students should be helped to go beyond Students should be helped to go beyond

independent learning to interdependent independent learning to interdependent learning.learning.

Recognize that all knowledge and Recognize that all knowledge and attitudes must be viewed in the context.attitudes must be viewed in the context.

Getting information from a variety of Getting information from a variety of sources is more likely to lead to success sources is more likely to lead to success than relying on narrow range of sources than relying on narrow range of sources and view points, and that the peer group and view points, and that the peer group is a powerful learning resource.is a powerful learning resource.

WORKING WITH THE PEERS WORKING WITH THE PEERS Students routinely work with peers to identify Students routinely work with peers to identify

resources.resources. Step through the superabundance of Step through the superabundance of

available information to identify what is really available information to identify what is really important,important,

Formulate learning objectives and criteria.Formulate learning objectives and criteria. Assess the extent to which they believe what Assess the extent to which they believe what

they read, and learn fromthey read, and learn from Communicate newly – acquired information Communicate newly – acquired information

to others.to others.

BENEFITS OF WORKING WITH OTHERSBENEFITS OF WORKING WITH OTHERS

Students learn to recognize their own Students learn to recognize their own learning styles, strengths, and learning styles, strengths, and weaknesses.weaknesses.

Take advantages of the synergy that Take advantages of the synergy that comes from people with a diversity of comes from people with a diversity of backgrounds and abilities working backgrounds and abilities working together toward a common goal.together toward a common goal.

PROBLEM SOLVING, CRITICAL THINKING PROBLEM SOLVING, CRITICAL THINKING AND CREATIVITYAND CREATIVITY

Critical and creative thinking as core skills Critical and creative thinking as core skills that are applied to problem solving.that are applied to problem solving.

Problem solving as the primary skill with Problem solving as the primary skill with critical and creative thinking as critical and creative thinking as components.components.

General problem solving skills exist without General problem solving skills exist without subject context.subject context.

EFFECTIVE PROBLEM SOLVINGEFFECTIVE PROBLEM SOLVING

Students should be able to draw Students should be able to draw upon a wide range of analytical, upon a wide range of analytical, synthetic and evaluative thinking synthetic and evaluative thinking tools, problem-solving heuristics, and tools, problem-solving heuristics, and decision making approaches.decision making approaches.

A PROBLEM TO SOLVEA PROBLEM TO SOLVE Students equipped to identify the goal and Students equipped to identify the goal and

put it in contextput it in context Formulate a systematic plan of attack that Formulate a systematic plan of attack that

incorporates a suitable blend of analysis, incorporates a suitable blend of analysis, synthesis, evaluation and synthesis, evaluation and

Problem-solving heuristics;Problem-solving heuristics; Locate sources of informationLocate sources of information Identify main ideasIdentify main ideas Underlying assumptions and logical Underlying assumptions and logical

fallaciesfallacies Evaluate the credibility of the identified Evaluate the credibility of the identified

sourcessourcesCont………

A PROBLEM TO SOLVEA PROBLEM TO SOLVE Create numerous options and classify and Create numerous options and classify and

prioritize them;prioritize them; Make appropriate observation and draw Make appropriate observation and draw

sound inferences from themsound inferences from them Formulate and implement appropriate Formulate and implement appropriate

measurable criteria for making judgmentsmeasurable criteria for making judgments Develop cogent argument in support of the Develop cogent argument in support of the

validity or plausibility of a hypothesis or validity or plausibility of a hypothesis or thesisthesis

Generate new questions or experiments to Generate new questions or experiments to solve uncertaintiessolve uncertainties

Monitor their solution process continuously Monitor their solution process continuously and revise it if necessary.and revise it if necessary.

INTERPERSONAL / GROUP / INTERPERSONAL / GROUP / TEAM SKILLSTEAM SKILLS Engineering is by its nature a Engineering is by its nature a

cooperative enterprisecooperative enterprise Projects are executed by teams of Projects are executed by teams of

people with different backgrounds, people with different backgrounds, abilities, and responsibilities.abilities, and responsibilities.

SKILLS ASSOCIATED WITH SUCCESSFUL SKILLS ASSOCIATED WITH SUCCESSFUL TEAM WORKTEAM WORK

ListeningListening Understanding other’s view pointsUnderstanding other’s view points Leading without dominatingLeading without dominating Delegating and accepting responsibilityDelegating and accepting responsibility Dealing with the interpersonal conflicts.Dealing with the interpersonal conflicts. Conflicts that inevitability ariseConflicts that inevitability arise May be more vital to the success of a May be more vital to the success of a

project than technical expertise.project than technical expertise.

ESSENCE OF TEAM WORKESSENCE OF TEAM WORK

Pre-requisite to functioning Pre-requisite to functioning professionally and ethicallyprofessionally and ethically

Being aware of other’s needs and Being aware of other’s needs and taking them into consideration taking them into consideration when making decisions.when making decisions.

COMMUNICATION SKILLSCOMMUNICATION SKILLS

Cross disciplines, cultures, and languagesCross disciplines, cultures, and languages Engineers will have to communicate clearly Engineers will have to communicate clearly

and persuasivelyand persuasively Speaking skillsSpeaking skills Writing skillsWriting skills Drawing skills.Drawing skills.

SELF-ASSESSMENT SKILLSSELF-ASSESSMENT SKILLS

Whoever owns the assessment, owns the Whoever owns the assessment, owns the learning.learning.

Empower students to assess accurately the Empower students to assess accurately the knowledge and skills the more effective and knowledge and skills the more effective and confident they will become as learners.confident they will become as learners.

Later in their professional life, they have to Later in their professional life, they have to assess the performance of others.assess the performance of others.

Assessment skills is an important Assessment skills is an important component.component.

INTEGRATION OF DISCIPLINARY KNOWLEDGEINTEGRATION OF DISCIPLINARY KNOWLEDGE Solve problems drawing on knowledge from Solve problems drawing on knowledge from

their technical expertise.their technical expertise. They have to deal with economics and safety They have to deal with economics and safety

engineering.engineering. They have to take decisions in the They have to take decisions in the

interdisciplinary work.interdisciplinary work. The students require both generic problem The students require both generic problem

solving skills and integrated and structured solving skills and integrated and structured knowledge of the engineering curriculum.knowledge of the engineering curriculum.

MANAGING CHANGEMANAGING CHANGE

Growth of technology leads to rapid Growth of technology leads to rapid product obsolence.product obsolence.

Growth of non-traditional job markets.Growth of non-traditional job markets. More jobs in the international arena.More jobs in the international arena. Successful engineers will be those who Successful engineers will be those who

can change when change is thrust upon can change when change is thrust upon them.them.

ATTITUDES AND VALUESATTITUDES AND VALUES Engineering students should be inculcated with the Engineering students should be inculcated with the

values of willingness to participate.values of willingness to participate. Concern for the preservation of the environment.Concern for the preservation of the environment. Coequal commitment to quality and productivity.Coequal commitment to quality and productivity. Involvement in-service to others.Involvement in-service to others. Engineering curricula to address attitudes and values Engineering curricula to address attitudes and values

systematically.systematically. Engineers should take decisions with feeling a need Engineers should take decisions with feeling a need

to take into account any of the social, ethical and to take into account any of the social, ethical and moral consequences of those decisions, believing moral consequences of those decisions, believing that those considerations are in some else’s purview.that those considerations are in some else’s purview.

OBSTACLES TO CHANGEOBSTACLES TO CHANGE

Cooperative (team based) learning.Cooperative (team based) learning. Inductive (discovery) learning.Inductive (discovery) learning. Open-ended questions.Open-ended questions. Multidisciplinary problems.Multidisciplinary problems. Problem formulation exercises.Problem formulation exercises. Brainstorming.Brainstorming. Trouble-shooting exercises.Trouble-shooting exercises.

COGNITIVE AND AFFECTIVE COGNITIVE AND AFFECTIVE EDUCATIONAL OUTCOMESEDUCATIONAL OUTCOMES

Demonstrated in thousands of Demonstrated in thousands of empirical research studies.empirical research studies.

DEPENDENCE ON THE UNIVERSITIESDEPENDENCE ON THE UNIVERSITIES

Most of the colleges depend on the Most of the colleges depend on the affiliating universities for curriculum affiliating universities for curriculum revision and development.revision and development.

The process is NOT dynamic.The process is NOT dynamic.

SECOND OBSTACLESECOND OBSTACLE

Most of the autonomous colleges are not Most of the autonomous colleges are not taking bold steps to innovate.taking bold steps to innovate.

They do not invest on faculty They do not invest on faculty development.development.

They are not exposed to curriculum They are not exposed to curriculum design processes.design processes.

Student involvement is essentially limited Student involvement is essentially limited to passive observation.to passive observation.

TEACHER-CENTERED CLASSTEACHER-CENTERED CLASS

Digressions may occur.Digressions may occur. Making it difficult to stay with the Making it difficult to stay with the

syllabus.syllabus. Discussion may wander into areas Discussion may wander into areas

in which the professor is not all that in which the professor is not all that comfortable.comfortable.

LECTURERSLECTURERS

Remaining in different Remaining in different uncooperative, or perhaps sullen uncooperative, or perhaps sullen in their refusal to get involved in in their refusal to get involved in the planned activities.the planned activities.

FACTORS SUPPORTING CHANGEFACTORS SUPPORTING CHANGE

Government and industry have Government and industry have been exerting increasing pressure been exerting increasing pressure on universities and colleges to on universities and colleges to pay attention to quality of their pay attention to quality of their undergraduate teaching undergraduate teaching programmes.programmes.

CRITICAL QUESTIONSCRITICAL QUESTIONS Revision in engineering curriculum and Revision in engineering curriculum and

course structures.course structures. Implementation of alternative teaching Implementation of alternative teaching

methods and assessment of their methods and assessment of their effectiveness.effectiveness.

Establishment of instructional development Establishment of instructional development programs for faculty members and graduate programs for faculty members and graduate students.students.

Adoption of measures to raise the status of Adoption of measures to raise the status of teaching in society and in institutional hiring, teaching in society and in institutional hiring, advancement, and reward policies.advancement, and reward policies.

ENGINEERING CURRICULA AND ENGINEERING CURRICULA AND COURSESCOURSES

Fundamentals vs ApplicationsFundamentals vs Applications Stressing one of theseStressing one of these Integrated coursesIntegrated courses Deductive presentation (Fundamentals to Deductive presentation (Fundamentals to

applications / expository teaching)applications / expository teaching) Inductive presentation (Applications to Inductive presentation (Applications to

fundamentals / discovery learning / problem-fundamentals / discovery learning / problem-based learning).based learning).

INTEGRATION OF CLASS MATERIAL INTEGRATION OF CLASS MATERIAL ACROSS COURSES AND DISCIPLINESACROSS COURSES AND DISCIPLINES

Inculcating of thinking along Inculcating of thinking along interdisciplinary lines in their approach interdisciplinary lines in their approach to problem solving.to problem solving.

Presentation of cluster concepts.Presentation of cluster concepts.

DEVELOPMENT OF CRITICAL SKILLSDEVELOPMENT OF CRITICAL SKILLS

Core engineering coursesCore engineering courses Specialized coursesSpecialized courses Advanced coursesAdvanced courses Learner designed courses.Learner designed courses.

INSTRUCTIONAL METHODSINSTRUCTIONAL METHODS In-class activitiesIn-class activities Home work assignmentsHome work assignments Laboratory exercisesLaboratory exercises Testing and grading policies and Testing and grading policies and

procedures.procedures. Effective processes at increasing knowledge Effective processes at increasing knowledge

and critical skills.and critical skills. Promoting and reinforcing positive Promoting and reinforcing positive

professional attitudes.professional attitudes.

APPROPRIATE BALANCEAPPROPRIATE BALANCE Teacher-centered and student-centered Teacher-centered and student-centered

instruction.instruction. Cooperative and individual learning.Cooperative and individual learning. Active experimentation and reflective Active experimentation and reflective

observation.observation. Abstract concepts and concrete information.Abstract concepts and concrete information. Routine drill and high-level thinking problem.Routine drill and high-level thinking problem. Convergent (closed-ended) and divergent Convergent (closed-ended) and divergent

(open-ended) problems.(open-ended) problems.

LEARNER FOCUSLEARNER FOCUS

Self-directed learners.Self-directed learners. Helping to overcome the resistance.Helping to overcome the resistance. Taking responsibility for their own Taking responsibility for their own

learning.learning. Overcoming the faculty reluctance to Overcoming the faculty reluctance to

try something new in the classroom.try something new in the classroom.

INSTRUCTIONAL DEVELOPMENTINSTRUCTIONAL DEVELOPMENT Instructional development programmesInstructional development programmes General instructional systems technologyGeneral instructional systems technology Customized models for various engineering Customized models for various engineering

programmesprogrammes Mandatory or optional Mandatory or optional Costing of instructional development Costing of instructional development

programmesprogrammes Sources of fundsSources of funds Cost effective programmes (Seminars, Cost effective programmes (Seminars,

Workshops, Courses)Workshops, Courses)

FACULTY HIRING, ADVANCEMENT AND FACULTY HIRING, ADVANCEMENT AND REWARDSREWARDS

Disciplinary researcher Disciplinary researcher Industrial experienceIndustrial experience Development of textbooksDevelopment of textbooks Modernization of laboratoryModernization of laboratory Development of innovative and effective Development of innovative and effective

teaching methodsteaching methods Research and validation of methodsResearch and validation of methods Leadership.Leadership.

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