By Diana Bairaktarova, Michele Eodice
This publication bargains a platform for engineering educators who're drawn to enforcing a “creative methods of understanding” method of offering engineering options. The case experiences during this ebook show how scholars study via artistic engagement that comes with not just layout and construct actions, but in addition artistic displays of studying, reminiscent of composing songs, writing poems and brief tales, portray and drawing, in addition to designing animations and comics. Any engineering educator will locate universal floor with the authors, who're all skilled engineering and liberal arts professors, who've taken the step to incorporate inventive actions and retailers for college kids studying engineering.
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Extra resources for Creative Ways of Knowing in Engineering
His facility with, and understanding of, ideas in the fields of humanities and social sciences not only provide an essential contribution to his professional engineering work, but also contribute to his success as a citizen and to the enrichment and meaning of his life as an individual. (Grinter, 1994) In the years since 1955, the same appeals continue to be voiced. Ben O’Neal, then a professor at North Carolina State University, wrote a piece in the IEEE Communications Magazine where he observed: It is not uncommon to see engineers stranded in mid-career because of a narrowness of perspective and a lack of leadership qualities.
Berlin: Springer. Johansson, F. (2013). Medici effect: What you can learn from elephants and epidemics. Brighton, MA: Harvard Business Press. , & Olds, B. (2011). Situated engineering learning: Bridging engineering education research and the learning sciences. Journal of Engineering Education, 100(1), 151–185. King, M. (2003). The renaissance in Europe. London, UK: Laurence King Publishing. National Academy of Engineering. (2004). The engineer of 2020: Visions of engineering in the new century.
In a 1998 study comparing Turkish and North American engineering programs, Turkish educators noted the stronger emphasis on math and science at Turkish universities, but lamented the tendency to teach as many technical courses as possible while neglecting the arts, humanities, and social sciences. This predilection for the technical over the liberal arts has not only occurred in Turkey but elsewhere, presenting a “dilemma which a university in a developing country must resolve, if the aesthetic, psychological, sociological, and other cultural relations and consequences of scientific and technological development are to be taken into account” (Bilsel, Oral, & Pillai, 1998).