Start Date
6-6-2017 12:00 AM
Description
Short Abstract:
This talk will explore whether and how undergraduate engineering programs in Ireland broaden the education of students through the inclusion of non-core engineering content, such as business subjects, in their curriculum in order to develop critical thinking skills and self-knowledge of what it means to be an engineer.
Full Abstract:
The goal of the paper is to provide a commentary on the level of interaction between business faculty and engineering faculty, in the design and delivery of engineering programs, and the results of that interaction. To this end a taxonomy of engineering enlightenment is proposed, and this is used to discuss evidence of broadening within Irish engineering curricula. We will explore how undergraduate engineering programs in Ireland broaden the education of students through the inclusion of non-core engineering content, such as business subjects, in their curriculum in order to develop critical thinking skills and self-knowledge of what it means to be an engineer. The approach adopted reviews all relevant engineering degree programs in Ireland, based on their publicly available program information; examines the accreditation reports for these same programs; and then surveys business deans to examine whether the business school is involved in the education of engineering students in the institution or university. A number of hybrid engineering programs of study are also explored, and their apparent strengths discussed, including hybridity limits, with a focus on one particular hybrid program within DIT.
An Examination of Broadening the Engineering Curriculum in Ireland
Short Abstract:
This talk will explore whether and how undergraduate engineering programs in Ireland broaden the education of students through the inclusion of non-core engineering content, such as business subjects, in their curriculum in order to develop critical thinking skills and self-knowledge of what it means to be an engineer.
Full Abstract:
The goal of the paper is to provide a commentary on the level of interaction between business faculty and engineering faculty, in the design and delivery of engineering programs, and the results of that interaction. To this end a taxonomy of engineering enlightenment is proposed, and this is used to discuss evidence of broadening within Irish engineering curricula. We will explore how undergraduate engineering programs in Ireland broaden the education of students through the inclusion of non-core engineering content, such as business subjects, in their curriculum in order to develop critical thinking skills and self-knowledge of what it means to be an engineer. The approach adopted reviews all relevant engineering degree programs in Ireland, based on their publicly available program information; examines the accreditation reports for these same programs; and then surveys business deans to examine whether the business school is involved in the education of engineering students in the institution or university. A number of hybrid engineering programs of study are also explored, and their apparent strengths discussed, including hybridity limits, with a focus on one particular hybrid program within DIT.