Fergus Whelan commented on this image that I need to think outside this box! Many thanks to Frank Daly for the fabulous photo. My students, having sent his look many times before, certainly empathize with you!
In all corners of the globe today, companies are clamoring for skilled engineers. They want a larger pool of applicants who are creative, flexible thinkers prepared to address complex, emerging questions riddled with interrelated unknowns. Like industry, the sectors of healthcare, education, and government also have great need for well-rounded thinkers with strong engineering acumen.
Simply put: the world needs more people who can think across systems and see how things relate at multiple scales. We need people who can identify problems and create new solutions from the ground up. People who aren’t so closely bound to existing systems, ideas, and protocols that they can’t construct entirely new schemes for thinking and behaving.
Today, governmental organizations (like Science Foundation Ireland and the National Science Foundation in the USA) are working hard to address the shortfall in the number of engineers by generously funding education of, as well as research by, engineers and scientists. They seek better ways to teach and think about engineering and science.
The blogs I will be posting in the near future have to do with:
- the way we think about and conceptualize engineering
- how I think this needs to change
- how architects and education researchers can help
Please note: I’m going to be explaining things that I’m trying to work out in my head and do this as if I’m speaking to a friend or relative who knows little about research. That means I may not be “100% right” in every explanation. But as you’ll see, that is a risk that must be taken for the sake of building knowledge. (It’s all part of this new “paradigm” for working and thinking that engineering needs to implement more widely… more on that to come!)
I do hope you’ll follow along on this research adventure, where I’m working to bring qualitative, social science research and design thinking into more facets of engineering education. Yes, these are gutsy claims I’m making — particularly since I’m new to research and new to engineering. Let’s see if I can live up to such promises….
I’ve been following the development of online education and MOOCs, in part because I hope someday soon there will be a way for me to earn a certificate or degree in structural engineering using an online format. I’d love to learn from the very best professors in the field! The tools for assessment are developing beautifully.
Salman Khan’s TED talk, about the Khan Academy, blew my mind. What this man is achieving and offering to society is absolutely amazing.
I’ve been intrigued to learn, also by watching TED videos, about Corsera‘s new achievements. Five of Corsera’s programs were recently endorsed for meeting the standards of university coursework.
The image below illustrates what I’d already heard: college costs six times more than it did the day I started. This spike began while I was in college, and I faced mid-year tuition hikes. How do students in the US manage to repay their loans?
TED’s website explains:
Daphne Koller is enticing top universities to put their most intriguing courses online for free — not just as a service, but as a way to research how people learn. With Coursera (cofounded by Andrew Ng), each keystroke, quiz, peer-to-peer discussion and self-graded assignment builds an unprecedented pool of data on how knowledge is processed.
I recently received a request via email to share some images with you — I’ve included a thumbnail below that you can click to view.
Hi Dr. Chance,
I wanted to reach out to connect with you about a graphic that I helped create which takes a closer look at MOOCs and their recent growth in the education space.
I came across this post on your site: shannonchance.net/2012/11/13/whats-a-mooc-and-can-it-save-humanity/ – and given that you might have an interest in the topic, I wanted to see if you’d be interested in taking a look and/or sharing the piece with your readers. If so, let me know and I’d love to pass it along!
The audience was composed of experts and students in engineering and education.
Visiting Portugal’s University of Aveiro some weeks ago provided me opportunities to speak with doctoral students and professors of engineering and education.
After I delivered a formal presentation to a small but enthusiastic group at the University of Aveiro’s Department of Education, my host, José Manuel Nunes de Oliveira drove me to the University’s satellite campus, known as the Polytechnic School of Águeda (or Escola Superior de Tecnologia e Gestão de Águeda, Universidade de Aveiro) where he teaches engineering.
Jose and his colleagues use Problem-Based Learning to teach engineering students. They have formatted their classrooms to support group-based learning. (My DIT colleague, Gavin Duffy, visited Jose and his campus earlier in the year to see how they use space. He wanted their advice to help in the programming phase of DIT’s new engineering facilities.)
What impressed me most in touring the buildings and grounds of the Águeda campus, though, was that the students were all working in groups–and that they seemed to be doing so on every type of project.
Jose says that after the teachers introduce the group-learning approach in the first year, students embrace it and want to do everything this way.
I thought that Jose said that students receive credit for their topic courses (i.e.,those with specific engineering content), but not for their project work (I was wrong, as I explain in my subsequent blog). In architecture we refer to these technical/topic classes as “support courses.”
All the courses a students take in a semester at the Escola Superior de Tecnologia e Gestão de Águeda help support the project they have been asked to do in groups. They are able to apply what they learn in the projects they design… but they don’t get formal credit for the design activities. In architecture in the USA, the design activities are assigned the most credit (typically 5-6 credit hours per semester) while each support course is generally worth just 3 credits. The architecture community tends to value the project or “design studio” work above all else.
Engineering students working together
Jose showed me around the various classroom and group-work spaces.
Students and teachers…
…can check out keys fro each space.
Most equipment they have is actual scale (i.e., the real thing) but this one is a model.
Students working together
Students working together
Students working together
Students (and teacher) working together
Past projects made by students…
…usually in groups.
Another past project
Another past project
Even the business students on this campus work in teams.
Here, students work in the cafeteria.
Robots available for use in the machine shop/testing lab.
Past projects stored in the in the machine shop/testing lab.
Equipment in the in the machine shop/testing lab.
This so reminds me of my days in architecture school…
…I learned to use all this equipment…
…and I machined parts of an airplane I was building with my dad.
I loved working in the wood and metal machine shops.
A project under development
A project under development
Faculty offices — they clearly work together, too, based on the arrangement of desks!
The Fulbright Student program is now taking applications!
Click here to get started on your application.
My colleague Amanda Bernhard is in Ireland this year on the Fulbright Student program. She is studying Irish Language.
My former dissertation advisor, Dr. Pamela Eddy, is here visiting me in Dublin this week. She was a Fulbright to Ireland in 2009 and she helped me make valuable connections when I started applying for my own Fulbright experience here.
So far, we’ve spent a lot of time at our computers! Although it’s her Spring Break, she’s answering emails, reviewing dissertations, and grading papers. Oh, and advising me!
She helped me prepare for the meeting I had today with DIT’s president, Prof. Brian Norton. I’ve attached a photo of us working from my home yesterday. She was still sitting the same seat when I Skyped her from my office on Kevin Street just now to “debrief” on the meeting.
We do stop for exercise, food, and meeting… but little else!
Shannon and Pam working. Notice our twin workstations!
…we thought it was fun!
If you’d like to become a Fulbright Scholar, now is the time to start your application! Don’t put it off another minute….
This year’s competition opens February 1. Applications for the core scholars program are due August 1. Other deadlines are listed on the Fulbright website. This page has information for US and non-US scholars. (Information on Fulbright Student programs is available here.)
Andrew Riess <firstname.lastname@example.org> of the Fulbright Scholar Program emailed the following note today. He’s offering a Webinar about how to prepare your application. I took part in one of his Webinars while I was preparing my second application (which met with success).
|Dear MyFulbright Community Member,
Please join us for a Webinar on preparing to apply for your Fulbright from 2:00 pm to 3:00 pm (Eastern Standard Time) on Wednesday, January 16. The competition opens February 1 and now is a good time to think about what is needed to apply.
This Webinar will include a discussion of what is involved in the process of finding an appropriate program and the materials that will be needed for application.
Reserve your Webinar seat now at https://www1.gotomeeting.com/register/427536544.
You’ll want to review the Catalogue of Awards for this year. The Catalogue of Core Scholar Awards may be what you need, although there are also specialized programs for Specialists, Distinguished Chairs, and the like.