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1.
ABSTRACTMany have argued for increased continuing education for working engineers, but relatively little research has been done on how to most effectively teach that group. Many have also recommended using learner characteristics to enhance learning, but relatively little is known about the learner characteristics of working engineers. In the study reported here, 116 engineers at a medium-sized US manufacturing company were surveyed to determine their verbal-visual preferences as defined by the Verbal-Visual Learning Style Rating instrument. There was a much higher percentage of visualisers in the engineering sample compared to the general population. This suggests that instructional designs for continuing engineering education should be highly visual. 相似文献
2.
To some, the fact of engineering education in industry may represent a paradox. It has been introduced in order to make it practical for the engineer to find a satisfying division of effort between pursuing immediate job goals and longer-term knowledge objectives. When one considers the economic objectives of industry, the objectives and responsibilities of engineers, and the effects of scientific and technological progress, the continued broad education of engineers seems a necessity. The discussion is intended to be helpful to individual engineers in determining their own knowledge objectives in connection with "engineering" their own personal development. 相似文献
3.
所有的组织和机构都是依赖于它们环境的开放系统,以培训为主要任务的继续教育机构也不例外。这种依赖要求机构的领导者和管理人员必须考虑社会的观点和社会的期望值,必须对社会的各种要求做出响应。由于社会政治、经济、文化等因素的发展对继续教育工作和管理提出了更高的期望,继续教育机构的社会责任和职业道德日益成为人们关注的重要问题。 相似文献
4.
TOR KIHLMAN 《European Journal of Engineering Education》1988,13(4):381-389
Engineering education is now in focus in many countries. The reason for this is our heavy dependence on technology linked to hardening international competition. In the continuing process of reviewing and revising the contents of technical education it is important to consider not only the narrow demands of our industries but the very broad demands and perspectives of our societies. The engineer can no longer remain a detached specialist, but must accept broad human responsibility for our environment, our natural resources and people's feelings and reactions concerning technology. The background of environmental threats and technological accidents is well known. Engineers must be ready to participate in the development of new visions, including being ready to adhere to values. The goals for the M.Sc. at Chalmers University of Technology in Göteborg. Sweden clearly reflect these broad responsibilities and tasks for engineers. It is emphasised that the education of the students must attain these goals in some way. This requires changes in and not only additions to, the curricula. Consequently, during the last few years at Chalmers an increasing part has been devoted to subjects such as history of technology, technology and society, written and oral communication, foreign languages, ethics, environmental science 相似文献
5.
在分析我国工程师现状及工程教育体制的基础上,详细介绍法国工程师培养制度,重点探究我国发展工程师学历教育的必要性与可行性. 相似文献
6.
The Engineering Council in the United Kingdom recommends that engineers undenake continuing education and training (CET) in order to keep up-to-date with changing technology an4 where appropriate, management and business skills. The Council is also convinced that engineers are particularly we11 place4 by virtue of their education, training and experience, to become successful managers, provided they possess the right abilities, make eflorn to progress their own self-development and are suitably encouraged and developed by their employers. In the future, we wish to see more and better engineers entering all levels of management and we wish to encourage suitable continuing education and training so that more will reach leading positions in industry and commerce. 相似文献
7.
The paper combines findings from three sources: an international workshop on the environmentally educated engineer, research on the characteristics of the effective engineer and an early-level undergraduate course for civil engineers which aims at laying down an educational foundation for the education of environmentally effective engineers. The main findings are that there is a need for a more general education for some engineers, that an ability to understand and deal with complex systems is a key element for environmental effectiveness, that there is no correlation between engineering effectiveness and the degree of educational attainment, and that the characteristics of effective engineers can be learnt, but are not normally taught in engineering institutions. 相似文献
8.
教学质量监控及管理是卓越工程师培养规划的重要研究内容之一,以天津职业技术师范大学机电技术教育专业卓越工程师培养为研究对象,进行了教学质量管理概念及现状的分析。 相似文献
9.
BARBARA A. KARANIAN 《European Journal of Engineering Education》1988,13(3):351-358
This exploratory study generates questions and considers emerging themes concerning psychology in engineering education. Psychologists frequently tell engineers what they think. This paper is designed for engineers to tell psychologists what they think. Information gained from engineer response suggests possibilities for both research and organisational change. Results generate significant questions for further investigation. What psychology courses are of interest or relevance to engineers? What underlying factors contribute to the differences in the approaches of engineers' and psychologists' thinking? Is there a systematic effort to create possibilities in scheduling for more than one course? Have strategies for managing the prerequisite sequence in psychology been explored? 相似文献
10.
高等工程教育与工程师的形成 总被引：5，自引：0，他引：5
高等工程教育对工程师的形成具有重要的作用，本文首先从工程师的形成来看高等工程教育，认为工程师的成长过程是学习与实践互相搭配的一个过程，并总结现实中的工程师培养的四种途径；进而论述了培养合格工程师对高等工程教育提出的要求。 相似文献
11.
O. B. Powell 《Peabody Journal of Education》2013,88(1):46-49
Utilizing data from the 20-year record of the Longitudinal Study of American Youth (LSAY), this analysis uses a set of variables to predict employment in engineering for a national sample of adults aged 34 to 37. The LSAY is one of the longest longitudinal studies of the impact of secondary education and postsecondary education conducted in the United States. A structural equation model found that mathematics is a primary gateway to an engineering career, beginning with algebra track placement in Grades 7 and 8 and continuing through high school and college calculus courses. Home and family factors such as parent education and parent encouragement of science and mathematics during secondary school also enhanced the likelihood of a young adult becoming a professional engineer. In addition, young men were substantially more likely to become professional engineers than young women. Considering each of these factors, this article seeks to understand the varied pathways available to students interested in engineering careers. 相似文献
12.
Karen L. Tonso 《Cultural Studies of Science Education》2006,1(2):273-307
The research reported here contributes to understanding how student engineers on an engineering campus in the US mid-continent not only talked about the kinds of people recognized as engineers on campus, but also juxtaposes their talk about “campus engineer identities” with two students' ways of presenting themselves as engineers through engineering project teamwork to argue that campus engineer identities framed on-campus interpretations of actions, and ultimately that identity production was a complicated process through which campus engineer identities (cultural knowledge learned on campus) provided a lens of meaning through which to “recognize” (or not) performances of engineer selves as engineers. This research adds to conversations about identity in practice, especially identity production in science education, by suggesting the importance of cultural forms for belonging, especially at an obdurate site of science practice like the campus studied. 相似文献
13.
教育作为政府提供的一种公共产品,有很强的社会性。教育的政策、投入以及规划对教育的发展起举足轻重的作用。以我国继续工程教育法规建设的历程为主线,从政府职能、市场规律、经费管理、法律保障等角度进行分析,对我国继续工程教育政策和政策出台后对工程技术人员继续教育的影响进行深入分析,提出对我国继续工程教育政策的建议。 相似文献
14.
应用型卓越工程师的素质结构及其培养 总被引：1，自引：0，他引：1
“卓越工程师教育培养计划”提出我国的高等工程教育应培养应用型、设计型、研究型卓越工程师。其中,应用型卓越工程师是我国未来工程师队伍的主体,培养应用型卓越工程师是实施该计划的第一步。未来的工程人才必须是集知识、素质和能力于一身的高水平人才,应用型工程师培养方案的制定必须立足于其基本素质结构的要求;围绕应用型工程师的培养目标科学合理地设置课程、选择课程内容和教学方法;实施通识教育基础上的专业教育模式。 相似文献
15.
Dirk Pons 《European Journal of Engineering Education》2016,41(5):530-547
Problem: The professional practice of engineering always involves engineering management, but it is difficult to know what specifically to include in the undergraduate curriculum. Approach: The population of New Zealand practising engineers was surveyed to determine the importance they placed on specific professional practice and engineering management competencies. Findings: Results show that communication and project planning were the two most important topics, followed by others as identified. The context in which practitioners use communication skills was found to be primarily with project management, with secondary contexts identified. The necessity for engineers to develop the ability to use multiple soft skills in an integrative manner is strongly supported by the data. Originality: This paper is one of only a few large-scale surveys of practising engineers to have explored the soft skill attributes. It makes a didactic contribution of providing a ranked list of topics which can be used for designing the curriculum and prioritising teaching effort, which has not previously been achieved. It yields the new insight that combinations of topics are sometimes more important than individual topics. 相似文献
16.
蒋华林 《高等工程教育研究》2009,(6)
工程师伦理问题日益受到社会关注。从国内实践看,主要期望通过在高等工程教育中加强工程伦理教育的方式来培养工程师伦理道德。这种偏重微观的工程伦理教育,主要围绕工程师个人的责任和义务展开,着眼于培养合格的工程师。而影响工程师伦理的核心因素并不是工程师的个人伦理,而是社会对工程师的角色定位,即工程师在社会中的角色。如果能够意味着应当的技术命令大行其道,工程师与雇主的关系只是一种代理关系,那么工程师伦理将难以发挥作用。为此,在加强工程伦理教育的同时,更应着眼于工程整体与社会的关系,明确加强工程伦理建设的重要性和紧迫性;重构工程师与雇主的关系,增强工程师在工程活动中的话语权;建立健全相关制度,加强对工程师伦理行为的引导与约束。 相似文献
17.
分析了我国当前本科阶段工程师培养模式存在的问题,然后介绍了该阶段欧美工程师的培养模式,从教育模式、教育体系、教育理念和教育机制4个方面初步探索了我国的卓越工程师培养模式。 相似文献
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19.
Andrew Munns 《European Journal of Engineering Education》2017,42(6):1062-1075
Professional bodies expect engineers to show competence in both mathematics and engineering topics such as mechanics, using their abilities in both of these to solve problems. Yet within engineering programmes there is a phenomenon known as ‘The Mathematics Problem’, with students not demonstrating understanding of the subject. This paper will suggest that students are constructing different concept images in engineering and mathematics, based on their perception of either the use or exchange-value for the topics. Using a mixed methods approach, the paper compares 10 different types of concept image constructed by students, which suggests that familiar procedural images are preferred in mathematics. In contrast strategic and conceptual images develop for mechanics throughout the years of the programme, implying that different forms of competence are being constructed by students between the two subjects. The paper argues that this difference is attributed to the perceived use-value of mechanics in the career of the engineer, compared to the exchange-value associated with mathematics. Questions are raised about the relevance of current definitions of competence given that some routine mathematical operations previously performed by engineers are now being replaced by technology, in the new world of work. 相似文献
20.
ZBYNÉK PITRA 《European Journal of Engineering Education》1992,17(2):117-122
The computer-aided engineering (CAE) system gives an engineer a set of powerful new tools for proper realization of his/her design tasks. Therefore, it is also necessary to accept this methodological development adequately within the engineering curriculum of technical universities in the successful education of the new generation of engineers. CAE methodology influences all areas of an engineer's work and should be accompanied by principal changes in the traditionally used methods of engineering education. But the student's use of computer tools within many engineering disciplines hides the danger of gaining practical skills by means of the computer instead of traditional educational goals concerning the proper understanding of the solution principles of technical problems. Sometimes the students are not able to recognize the significance of, for example, software development problems or engineer workstation organization problems, in view of the main goal of engineering design—to develop a new technical system. To avoid this danger it is necessary to present methods of technical management as an integral part of CAE education. Such orientation has an important role within an engineer's education in the twentieth century. 相似文献