| dc.contributor.author |
Gattie, DK |
en |
| dc.contributor.author |
Kellam, NN |
en |
| dc.contributor.author |
Schramski, JR |
en |
| dc.contributor.author |
Walther, J |
en |
| dc.date.accessioned |
2014-06-06T06:50:56Z |
|
| dc.date.available |
2014-06-06T06:50:56Z |
|
| dc.date.issued |
2011 |
en |
| dc.identifier.issn |
03043797 |
en |
| dc.identifier.uri |
http://dx.doi.org/10.1080/03043797.2011.622038 |
en |
| dc.identifier.uri |
http://62.217.125.90/xmlui/handle/123456789/5230 |
|
| dc.subject |
complex |
en |
| dc.subject |
dichotomies |
en |
| dc.subject |
education |
en |
| dc.subject |
engineering |
en |
| dc.subject |
problem-solving |
en |
| dc.subject |
system |
en |
| dc.subject.other |
complex |
en |
| dc.subject.other |
Design studios |
en |
| dc.subject.other |
dichotomies |
en |
| dc.subject.other |
Engineering curriculum |
en |
| dc.subject.other |
Solution space |
en |
| dc.subject.other |
Structured learning |
en |
| dc.subject.other |
system |
en |
| dc.subject.other |
Theoretical basis |
en |
| dc.subject.other |
Education |
en |
| dc.subject.other |
Education computing |
en |
| dc.subject.other |
Engineering |
en |
| dc.subject.other |
Students |
en |
| dc.subject.other |
Engineering education |
en |
| dc.title |
Engineering education as a complex system |
en |
| heal.type |
journalArticle |
en |
| heal.identifier.primary |
10.1080/03043797.2011.622038 |
en |
| heal.publicationDate |
2011 |
en |
| heal.abstract |
This paper presents a theoretical basis for cultivating engineering education as a complex system that will prepare students to think critically and make decisions with regard to poorly understood, ill-structured issues. Integral to this theoretical basis is a solution space construct developed and presented as a benchmark for evaluating problem-solving orientations that emerge within students' thinking as they progress through an engineering curriculum. It is proposed that the traditional engineering education model, while analytically rigorous, is characterised by properties that, although necessary, are insufficient for preparing students to address complex issues of the twenty-first century. A Synthesis and Design Studio model for engineering education is proposed, which maintains the necessary rigor of analysis within a uniquely complex yet sufficiently structured learning environment. © 2011 Copyright SEFI. |
en |
| heal.journalName |
European Journal of Engineering Education |
en |
| dc.identifier.issue |
6 |
en |
| dc.identifier.volume |
36 |
en |
| dc.identifier.doi |
10.1080/03043797.2011.622038 |
en |
| dc.identifier.spage |
521 |
en |
| dc.identifier.epage |
535 |
en |