Educating future engineers - student perceptions of the societal linkages of innovation opportunities
Educating future engineers - student perceptions of the societal linkages of innovation opportunities
复制标题
教育未来的工程师——学生对创新机会的社会联系的看法
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
T. Björklund
中科院分区：
文献类型：
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作者：
Sine Çelik;S. Kirjavainen;T. Björklund
工程教育传统上强调技术解决方案，重点关注学生的技术技能。然而，对于产生影响的创新，将这种技术知识与社会考虑联系起来是至关重要的。本文介绍了一种以问题为中心的方法，通过对学生作业的分析和从为期十周的试点项目中收集到的反馈，向机械工程专业的学生介绍可持续、道德和协作创新。该试点项目是硕士学位一年的必修机械工程课程的一部分。在试点期间，学生小组对来自正在进行的欧盟开发技术社会应用项目的广泛挑战进行了研究，从改变城市降雨模式到物联网技术和数据安全等七个挑战中选择一个。教学分为三个相互关联的部分，分别是可持续发展、技术与伦理以及协作。每个环节都将理论与实践相结合，通过由学术界和工业界专家组成的小组讨论和实践研讨会，鼓励学生考虑他们所选择的挑战的多维方面及其对整个系统的影响。介绍了各种设计思维方法，用于全面探索挑战，以定义和重新构建手头的问题，识别道德困境，并了解利益相关者对成功合作的需求。在每个部分结束时，学生们被要求以小组报告的形式反思他们将社会因素考虑到他们正在研究的挑战中。在试点结束时，学生们提出了解决他们挑战的方向的项目建议。本文着眼于工程学生如何通过这些报告和19个团队的项目提案来操作社会问题的多层面的方面，这些团队完成了第一个和最后一个小组作业。这项研究的结果表明，在工程教育中以动手的方式引入创造性的、整体的、解决问题的技能，可以为支持理解具有社会影响的、超越解决技术问题的系统的、创新的解决方案创造许多优势。九个分主题，可持续发展，道德和合作
Engineering education traditionally emphasizes technological solutions that focus heavily on students’ technical skills. However, for innovations that create an impact, it is essential to link this technical knowledge to societal considerations. This paper describes a problem-centered approach towards introducing mechanical engineering students to sustainable, ethical and collaborative innovation, through an analysis of student work and feedback gathered from a ten-week long pilot conducted as part of a compulsory, Master’s level, academic year-long Mechanical Engineering course. During the pilot, student groups worked on broadly phrased challenges derived from an ongoing EU project on developing societal applications for technology, choosing one of seven challenges ranging from changing rain patterns in cities to IoT technologies and data security. Teaching was divided into three interconnected sections on sustainable development, technology and ethics, and collaboration. Each of these sections combined theory with practice through panels with experts from academia and industry and hands-on workshops, encouraging the students to consider multidimensional aspects of their chosen challenge and its consequences for the entire system it links to. A variety of design thinking methods were introduced for exploring the challenges holistically to define and reframe the problem at hand, identify ethical dilemmas and understand the needs of stakeholders for successful collaboration. At the end of each section, students were asked to reflect on their incorporation of societal considerations to the challenge they were working on in the form of group reports. At the end of the pilot, the students presented a project proposal of a direction for solving their challenge. This paper looks at how engineering students operationalize multilayered aspects of societal issues through these reports and project proposals for 19 teams that completed both the first and last group assignment. The results of this study suggest that introducing creative, holistic, problem-solving skills into engineering education in a hands-on manner creates numerous advantages for supporting the understanding of systemic, innovative solutions that have a societal impact and go beyond solving the technological problem. Nine sub-themes to sustainability, ethics and collaboration
影响因子：
6
作者：
Lang, Daniel J.;Wiek, Arnim;Thomas, Christopher J.
通讯作者：
Thomas, Christopher J.