Innovation and creative capacity are integral skills for the development and training of engineering graduates.
Innovation and creative capacity are integral skills for the development and training of engineering graduates.
At NTNU, the Faculty of Engineering and the Faculty of Architecture and Design have created a learning environment promoting collaboration between architecture and civil engineering students over t
This paper details the development and evolution of a reverse engineering project undertaken by all first-year engineering students at Nottingham Trent University (NTU).
The School of Engineering, University of Liverpool is trialling the use of Adaptive Comparative Judgement (ACJ) as tool to allow students to engage in a peer learning and assessment process.
Learning to work within a team is an essential part of an engineering student’s education.
As part of the Delft University of Technology's (TU Delft) bachelor programmes, mechanics courses are provided across 7 out of its 8 faculties by more than 70 mechanics lecturers.
Multidisciplinary Engineering Education (MEE) is a specialist department at the University of Sheffield, dedicated to the practical teaching of all the University's engineering students.
The CDIO initiative, an educational framework that comprises 12 standards for evaluating and reforming engineering programs.
This paper shares the experience of the Diploma in Chemical Engineering (DCHE) offered by Singapore Polytechnic (SP) in using the CDIO Framework to guide the design and implementation of the integr
As future system designers and decision-makers, engineering students should be trained to anticipate and navigate the unknown.
This paper describes a first-year undergraduate engineering course called Energy that has been developed and taught at the Department of Engineering at Reykjavik University.
We developed a new common core first-year “introduction to engineering” unit at Monash University, the number one Engineering school in Australia (THE, 2023).
According to literature, learning is most meaningful when it is deliberately applied in real-life contexts by incorporating real-life contexts that facilitate active, constructive, intentional, and
A design-implement experience in computer vision, which is part of the Bachelor’s program in Artificial Intelligence at the Federal University of Goiás, Brazil, is presented.
COVID-19 and climate change have both influenced the way we will organize higher education in the future.
The capstone project (CP) process is an essential layer on the path towards an engineering degree. Typically, the purpose of the CP is to build an actual product prototype.
This paper presents the results of a collaborative project initiated by first year teaching staff and study counsellors within the Aerospace Engineering Bachelor's programme at Delft University of
The KTH Guide to scientific writing was created with the aim of supporting students and faculty with scientific writing in English.
A new utility of computer graphics (CG)-based simulation in the class is discussed in connection with the Active Learning through the activity in the physics class of National Institute of Technolo
Integrating sustainable development and ethics into engineering education is essential for every higher education institution.
The CDIO consists of a curricular approach customized to the reality of engineering undergraduate courses, considering several specialties, and which was built from a large-scale survey of knowledg
Laboratory training is an essential part of most Engineering Education programs and amplified by the Covid-19 crisis, educational institutions are increasingly exploring blended and online laborato
This paper reports reflections on the successful adaptation of the CDIO pedagogy to a module offered as part of a Politics and International Relations (IR) degree. CDIO has been highly successful
In the recent past, gamification has been promptly developing as well as actively applied in the educational sector.
Project based learning (PBL) is commonly applied in engineering education, and evaluated positively in terms of learning outcomes and student engagement.
Defining customer needs; considering technology, enterprise strategy, and regulations; developing concepts, techniques and business plans.
Creating the design; the plans, drawings, and algorithms that describe what will be implemented.
The transformation of the design into the product, including manufacturing, coding, testing and validation.
Using the implemented product to deliver the intended value, including maintaining, evolving and retiring the system.