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.
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.
Table of Contents
Preface .................................................................................................................................................xvi
Acknowledgment ...............................................................................................................................xxii
Chapter 1
Project-Based Learning in Chemical Engineering: Curriculum and Assessment, Culture and
Learning Spaces ......................................................................................................................................1
John Robinson, The University of Nottingham, UK
Daniel Beneroso, The University of Nottingham, UK
Chapter 2
A Soft Skills Experiment in an Industrial Engineering and Management Academic Course: A
Demonstration of How to Develop Soft Skills .....................................................................................20
Klaas Stek, University of Twente, The Netherlands & Graz University of Technology, Austria
Chapter 3
Mechanical Engineering Students Project-Based Learning in OUAS: Learning by Doing .................50
Ville Isoherranen, Oulu University of Applied Sciences, Finland
Mira Kekkonen, Oulu University of Applied Sciences, Finland
Chapter 4
Influence of Game-Based Methods in Developing Engineering Competences ....................................69
Helder Gomes Costa, Universidade Federal Fluminense, Brazil
Frederico Henrichs Sheremetieff, Universidade Federal Fluminense, Brazil
Elaine Aparecida Araújo, Universidade Federal Fluminense, Brazil
Chapter 5
A Scrum-Based Classroom Model for Learning Project Management ................................................89
Erik Teixeira Lopes, University of Brasília, Brazil
André Luiz Aquere, University of Brasília, Brazil
Chapter 6
Contribution of Project-Based Learning on Social Skills Development: An Industrial Engineer
Perspective ..........................................................................................................................................119
Ariana Araujo, ALGORITMI Center,University of Minho, Portugal
Heidi Manninen, University of Minho, Portugal
Chapter 7
Project-Based Learning Application in Higher Education: Student Experiences and Perspectives ...146
João Eduardo Teixeira Marinho, Universidade do Minho, Portugal
Inês Rafaela Martins Freitas, Universidade do Minho, Portugal
Isabelle Batista dos Santos Leão, Universidade do Minho, Portugal
Leonor Oliveira Carvalho Sousa Pacheco, Universidade do Minho, Portugal
Margarida Pires Gonçalves, Universidade do Minho, Portugal
Maria João Carvalho Castro, Universidade do Minho, Portugal
Pedro Duarte Marinho Silva, Universidade do Minho, Portugal
Rafael José Sousa Moreira, Universidade do Minho, Portugal
Chapter 8
Training Graduated Students in an Industrial Context of a Retail Company ......................................165
Rui Mota, Sonae SGPS, Portugal
Carolina Mesquita, Sonae SGPS, Portugal
Chapter 9
Teaching Circular Economy and Lean Management in a Learning Factory ......................................183
Angel M. Gento, Universidad de Valladolid, Spain
Carina Pimentel, Universidade de Aveiro, Portugal
Jose A. Pascual, Universidad de Valladolid, Spain
Chapter 10
Graduate Lean Leadership Education: A Case Study of a Program ...................................................202
Shannon Flumerfelt, Oakland University, USA
Calandra Green, Oakland University, USA
Chapter 11
The Challenges of Industrial Engineer Management Skills in Industry 4.0 .......................................225
Carina M. O. Pimentel, University of Aveiro, Portugal
Anabela C. Alves, University of Minho, Portugal
João C. O. Matias, University of Aveiro, Portugal
Susana Garrido Azevedo, University of Coimbra, Portugal
Chapter 12
Team Teaching in PBL: A Literature Review in Engineering Education ...........................................250
Natascha van Hattum-Janssen, Saxion University of Applied Sciences, The Netherlands
Anabela C. Alves, Department of Production and Systems, School of Engineering, University
of Minho, Portugal
Sandra R. G. Fernandes, Department of Psychology and Education, Portucalense University,
Portugal
Chapter 13
i9MASKS Project: A Learning-by-Doing Summer Experience With Engineering Students ............271
Violeta Meneses Carvalho, University of Minho, Portugal
Cristina Rodrigues, University of Minho, Portugal
Rui A. Lima, University of Minho, Portugal
Graça Minas, University of Minho, Portugal
Senhorinha F. C. F. Teixeira, University of Minho, Portugal
Chapter 14
COVID-19 Pandemic Effects on Brazilian Postgraduate Research: An Exploratory Study at Two
Federal Institute Programmes .............................................................................................................290
Andre Fernando Uébe-Mansur, Federal Fluminense Institute, Brazil
Giselle Rôças, Federal Institute of Rio de Janeiro, Brazil
Eduardo dos Santos de Oliveira Braga, Federal Institute of Rio de Janeiro, Brazil
Neila Ferreira da Silva Jesus, Federal Fluminense Institute, Brazil
Lohaine Miguez Martins, Federal Fluminense Institute, Brazil
Chapter 15
Digital Competencies and Transformation in Higher Education: Upskilling With Extension
Actions ................................................................................................................................................313
Cristine Martins Gomes de Gusmão, Federal University of Pernambuco, Brazil
Chapter 16
Information and Communication Technologies in the Educational Process: Mapping the Critical
Success Factors ...................................................................................................................................329
Michelle Merlino Lins Campos Ramos, Universidade Federal Fluminense, Brazil
Helder Gomes Costa, Universidade Federal Fluminense, Brazil
Glaucia da Costa Azevedo, Universidade Federal Fluminense, Brazil
Chapter 17
Influence of E-Learning and Project-Based Learning on Engineering Education .............................364
Nandhini Vineeth, B.M.S. College of Engineering, India
H. S. Guruprasad, B.M.S. College of Engineering, India
Sheetal V. A., B.M.S. College of Engineering, India
Compilation of References ...............................................................................................................391
About the Contributors ....................................................................................................................436
Index ...................................................................................................................................................443