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Abstract
The question that this session will explore is how can
universities prepare the engineering leadership of tomorrow to
respond to these emerging challenges.
The traditional undergraduate engineering curriculum,
is founded in engineering science. We emphasize modelling and
analysis, and we look for a deep understanding of the dynamics of
physical components. Additionally, we have invested significant
energies into design education and techniques such as Project Based
Learning (PBL).
Typical PBL frameworks for design, however, are built
on relatively simplistic systems where learning success is not
dependent on rigorous comprehension and management of component or
system dynamics. One can call such systems intuitive systems and the
corresponding design process, instinct-based design. Small
structures, hobby-style robots, and low-tech Grand
Challenges-inspired projects are good examples of intuitive systems.
But is this enough to build necessary skills and insights to deal
with systems of authentic engineering complexity in a connected
world? Can the engaging experiences of PBL be balanced with the
foundational traditions of engineering science to effect complex
design?
The session will review the conceptual foundation of
emerging pedagogies, potential contribution of particular teaching
technologies, and case studies from select institutions as part of
the evolving framework for addressing such emerging challenges.
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