Making students engineers
Making students engineers
复制标题
让学生成为工程师
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
K. Sullivan
中科院分区：
文献类型：
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作者：
E. Lindsay;R. Munt;H. Rogers;David Steven Scott;K. Sullivan
摘要科廷理工大学的工程系把学生称为“学生工程师”。工程系学生和工程系学生之间有一个微妙但重要的区别。这是一个挑战，让我们的学生作出区分，并从事专业工程实践的过程。本文报告了一个创新的第一年“工程基础：原理和通信（EFPC）”单元，该单元将通信技能的获取嵌入到基于技术的项目中。该项目围绕两个工程结构：冰棒桥和捕鼠器动力汽车。每个结构的设计和建造由不同的学生团队进行-每个团队设计一座桥并建造一辆汽车，反之亦然。每个团队都遵循公认的流程和沟通程序进行项目的设计，招标和生产。要求学生同时作为设计师和施工人员工作，向他们介绍了每个角色的不同沟通要求。更强大的是，他们还承担了彼此工程项目的客户角色，提供了一个有价值的替代视角。在这个技术背景下，该单位还教学生写工程案例研究报告，给他们的项目和团队工作的专业介绍。这些都是在真实的工程世界中必不可少的主要技能。该项目大大提高了学生的沟通技能，并使他们感觉到学习成果。它向学生介绍了基本的终身学习技能，并要求他们成为有效的沟通者，更好的团队合作者，并在工程项目的方法中更加专业。
Abstract Curtin University of Technology’s Engineering faculty addresses its students as ‘student engineers’. There is a subtle but important distinction between an engineering student and a student engineer. It is a challenge to have our students make that distinction and to engage with the processes of professional engineering practice. This paper reports on an innovative first year ‘Engineering Foundations: Principles and Communications (EFPC)’ unit that embeds the acquisition of communication skills in a technically based project. The project revolves around two engineering constructs: a popsicle stick bridge and a mousetrap-powered car. The design and construction of each construct is conducted by different teams of students — each team designs a bridge and constructs a car, or vice versa. Each team follows recognised procedures of process and communication for the design, tendering and production of the projects. Requiring students to work both as designers and constructors introduces them to the different communication requirements of each role. More powerfully, they also assume the role of client for each others’ engineering project, providing a valuable alternative perspective. Within this technical context the unit also teaches students to write engineering case study reports, give professional presentations on their project and work in teams. These are all principal skills that are essential in the real engineering world. The project has led to significant improvements in students’ communication skills, as well as their perceived learning outcomes. It has introduced students to essential lifelong learning skills and has challenged them to become effective communicators, better team players and more professional in their approach to engineering projects.