Training Engineering Students for Modern Technological Advancement
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Training Engineering Students for Modern Technological Advancement

Release Date: December, 2021|Copyright: © 2022 |Pages: 446
DOI: 10.4018/978-1-7998-8816-1
ISBN13: 9781799888161|ISBN10: 1799888169|ISBN13 Softcover: 9781799888178|EISBN13: 9781799888185
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Description & Coverage
Description:

Engineering education leads the preparation of the next generation of engineers. This is a difficult task as engineering practices rapidly evolve, pressured by the technological advancements promoted by these same engineers. Engineering schools are integrated into large and rigid higher education institutions (HEI) that are not known for their agility. Nevertheless, engineering educators must have the agility to go beyond HEI boundaries to close the gap between professional practice needs and engineering education.

Training Engineering Students for Modern Technological Advancement examines the role of engineering teachers in preparing the next generation of engineers and presents perspectives on active learning methods for engineering education. As such, it contributes to bypassing the compartmentalized way of course organization typical in many HEIs and prepares for more agile engineering education. Covering topics such as game-based teaching methods, Industry 4.0, and management skills, this book is a dynamic resource ideal for engineers, engineering professors, engineering students, general educators, engineering professionals, academicians, and researchers.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Chemical engineering
  • Communication Technologies
  • Design Methodologies
  • E-Learning
  • Engineering Competencies
  • Engineering Education
  • Game-Based Teaching Methods
  • Graduate Student Training
  • Higher Education
  • Industry 4.0
  • Information Technologies
  • Management Skills
  • Mechanical Engineering
  • New Product Development
  • Project Management
  • Project-Based Learning
  • Remote Education
  • Remote Work
  • Social Skills
  • Soft Skills
  • Tactile Learning
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Editor/Author Biographies

Anabela Carvalho Alves’s main research interests are in the areas of Production Systems Design and Operation; Lean Production (Lean Healthcare, Lean Services, Lean Product Development, Lean & TRIZ, Lean-Green, and Lean & Ergonomics); Production Planning and Control, Project Management and Engineering Education, with a particular interest in active learning methodologies, Project-Led Education (PLE), Project/Problem-Based Learning (PBL) and Lean Education. She is Author/co-author of more than 130 publications in conferences publications or communications, 2 books, 2 co-edited books, 4 editions of conference proceedings, 21 book chapters, and 30 international journal articles. She supervised two Ph.D. and supervising 5 PhD, supervised one post-doc, 61 Master dissertations in the areas of Industrial Engineering and Management. Member of the Scientific and Organizing Committee of the International Symposium on Project Approaches in Engineering Education (PAEE), (http://paee.dps.uminho.pt). She organizes of the topic of Curriculum Innovations, Pedagogy, and Learning Methodologies in the ASME conference IMECE. She has been organizing workshops about Lean Education and PBL.

Natascha van Hattum-Janssen works as a quality assurance officer for the Research & graduate School of Saxion University of Applied Sciences in Enschede, the Netherlands. She holds a PhD in Education Sciences (2004), specialisation in Curriculum Development and an Msc in Educational Science and Technology from the University of Twente. She has been a researcher in Engineering Education for more than 20 years and currently works on professional identity of engineering students and engineering professionals as well as professional socialisation in engineering curricula. She is founding member and former president of the Project Approaches in Engineering Education Association. Her research interests are in curriculum development, engineering education, professional identity, narrative research, project-based learning, and faculty development.

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