Stimulating Learning Approaches for Global Engineers
Explore how to integrate stimulating learning approaches for global engineers, enhancing communication, collaboration, and transdisciplinary practice. The project aims to link university education with the broader context, creating T-shaped engineers capable of thriving in diverse environments. Through interactions with external entities, students will gain practical insights and adaptability. Expected outcomes include improved communication skills, diversity management, and contextual technology design. Join us in revolutionizing higher engineering education for a globalized world.
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Presentation Transcript
ENGINEERS IN A GLOBAL CONTEXT INTEGRATING STIMULATING LEARNING APPROACHES IN A USE LEARNING LINE
WHO ARE WE? Johanna H ffken (Innovation Sciences -TIS); Annelies Bobelyn (Industrial Engineering ITEM); Madeleine Gibescu (Electrical Engineering); Masi Mohammadi (Built Environment)
AIM & JUSTIFICATION Our project aims to explore and implement stimulating learning approaches, which link and integrate university education with the broader context. Educate T-shaped engineers: students ability to communicate and collaborate not only across but also beyond their disciplinary and cultural boundaries. Student s ability to (inter)act with(in) a broader, transdisciplinary practice-context.
WHAT WE WILL DO Identify relevant approaches In which: university education is taken to the outside context visiting companies, societal organizations and/or government authorities working on assignments (co-)designed with external actors the outside context is brought inside the university Identify relevant forms of assessment Integrate insights in a USE learning line on globalization (Engineers in a global context)
EXPECTED OUTCOMES Students: can communicate and interact with experts from outside the university; Learn how to deal with diversity in practice understand the relevance to consider the context when designing technology solutions; account for/take up the insights gained through this context-exposure and interaction in their work/assignments. Higher engineering education: identify and underpin specific learning approaches of university-context education; Identify assessment forms reflect on changing roles and requirements of teachers aiming to apply these learning approaches in their education.
THANK YOU FOR YOUR ATTENTION
