A Project- and Design-Oriented Innovative Electrical Engineering Program

该项目的建立与北得克萨斯大学新的工程学院的创建相一致，导致了电气工程(EE)学生教育方式的重大变化的示范课程的开发。这一创新的课程让学生在一个学习到学习(L2L)的过程中增强认知自我实现，这个过程与一年级的项目导向型工业体验相结合，每学期都会增加额外的项目导向型课程。从附近行业招聘的讲师正在帮助团队教授以项目为导向的课程。这样的产学合作正在帮助学生将理论、实践和商业意识结合起来，确保工程课程继续具有相关性、竞争性和全球性，并面向未来的技术发展。虽然传统的电气工程课程强调模块化结构和专业学科，但本项目的方法结合了认知科学和学习/教学风格的见解，并认识到通过在课堂上将学生的注意力集中在项目设计问题上所带来的实际挑战。因此，该项目将基于项目的学习和L2L整合到整个课程中。这种方法的好处包括提高学生在学习过程中的参与度(主动学习和自学)，增强沟通技巧，使教学方法适应更广泛的学习风格，以及促进批判性思维和解决问题的技巧。该方法的主要特点包括：产学合作伙伴关系、注重主动学习、重视团队建设、商业和创业教育、终身学习以及将相关工程活动应用于现实世界问题的重要性。

The establishment of this program, coincident with the creation of a new College of Engineering at the University of North Texas, is resulting in the development of a model curriculum representing a significant change in the manner Electrical Engineering (EE) students are educated. This innovative curriculum is engaging students in enhanced cognitive self-realization in a learning-to-learn (L2L) process integrated with project-oriented industrial experiences at the freshman level, with additional project-oriented courses added each semester. Instructors recruited from nearby industries are helping team-teach the project-oriented courses. Such industry-university collaborations are helping students integrate theory, practice and business sense, ensuring that the engineering curriculum continues to be relevant, competitive, global and directed toward future technological developments. While traditional programs in electrical engineering emphasize modular structures and specialty disciplines, the approach of this project combines insights from cognitive science and learning/teaching styles with an appreciation of the practical challenges raised by focusing the attention of students on project design issues in a class. Thus, the project is integrating project-based learning and L2L throughout the curriculum. The benefits of this approach include increased student participation in the learning process (active learning and self-learning), enhanced communication skills, adaptation of pedagogies to a wider set of learning styles, and promotion of critical thinking and problem-solving techniques. Major features of the approach include industry-university partnerships, the focus on active learning, the emphasis on team-building, business and entrepreneurship education, lifelong learning and the importance of relevant engineering activities applied to real-world problems.