A Model for Transforming Engineering Education Through Group Learning

Shannon Chance; Gavin Duffy; Brian Bowe

doi:10.21427/d7851s

A Model for Transforming Engineering Education Through Group Learning

Shannon Chance, Gavin Duffy, Brian Bowe

School of Architecture, Building, and Environment

Research output: Contribution to conference › Paper › peer-review

Abstract

Electrical engineering educators at Technological University Dublin (DIT) have successfully implemented pedagogical change. They now use group-based, student-centered and inquiry-driven approaches to teach emerging engineers. The objective of this was to foster students’ personal as well as professional skills (i.e., teamwork, communication, self-directed learning, etc.). This paper explores how such change was achieved and provides graphic models that draw from prior phenomenological studies and incorporates aspects of Rogers’ (1962) product adoption curve and Lowe’s (2012) interpretations of it.

Original language	English
DOIs	https://doi.org/10.21427/d7851s
Publication status	Published - 2013
Event	International Conference on Engineering and Product Design Education - Dublin, Ireland Duration: 5 Sep 2013 → 6 Sep 2013

Conference

Conference	International Conference on Engineering and Product Design Education
Country/Territory	Ireland
City	Dublin
Period	5/09/13 → 6/09/13

Keywords

group-based learning
student-centered
inquiry-driven
engineering education
personal skills
professional skills
teamwork
communication
self-directed learning
pedagogical change
phenomenological studies
product adoption curve

Access to Document

10.21427/d7851sLicence: CC BY-NC-SA

Cite this

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title = "A Model for Transforming Engineering Education Through Group Learning",

abstract = "Electrical engineering educators at Technological University Dublin (DIT) have successfully implemented pedagogical change. They now use group-based, student-centered and inquiry-driven approaches to teach emerging engineers. The objective of this was to foster students{\textquoteright} personal as well as professional skills (i.e., teamwork, communication, self-directed learning, etc.). This paper explores how such change was achieved and provides graphic models that draw from prior phenomenological studies and incorporates aspects of Rogers{\textquoteright} (1962) product adoption curve and Lowe{\textquoteright}s (2012) interpretations of it.",

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AU - Bowe, Brian

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AB - Electrical engineering educators at Technological University Dublin (DIT) have successfully implemented pedagogical change. They now use group-based, student-centered and inquiry-driven approaches to teach emerging engineers. The objective of this was to foster students’ personal as well as professional skills (i.e., teamwork, communication, self-directed learning, etc.). This paper explores how such change was achieved and provides graphic models that draw from prior phenomenological studies and incorporates aspects of Rogers’ (1962) product adoption curve and Lowe’s (2012) interpretations of it.

KW - group-based learning

KW - student-centered

KW - inquiry-driven

KW - engineering education

KW - personal skills

KW - professional skills

KW - teamwork

KW - communication

KW - self-directed learning

KW - pedagogical change

KW - phenomenological studies

KW - product adoption curve

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M3 - Paper

T2 - International Conference on Engineering and Product Design Education

Y2 - 5 September 2013 through 6 September 2013

ER -

A Model for Transforming Engineering Education Through Group Learning

Abstract

Conference

Keywords

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Cite this