期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2012
语种：English
出版社：The Canadian Engineering Education Association (CEEA)
摘要：This paper provides an overview of emerging trends in Innovative engineering pedagogy incorporating interdisciplinary ventures in universities. These trends encompass both pedagogical philosophies and institutional modes of delivery. We examine similar models across North America, with special reference to the Canadian context. We conclude with a case study of Concordia University’s Centre for Engineering in Society (CES), a small academic unit of interdisciplinary humanities and social science scholars housed within the Faculty of Engineering and Computer Science and staffed by disciplinary experts working together with engineers; CES presents a unique model in Canada. The CES model offers some promising opportunities for engineering education as it pursues its mission to articulate the difference between the competent technician and the professional as citizen and leader who pilots the technological trajectory of society. The presence of non-engineering faculty members leads to interdisciplinary research and collaboration, improved integration of risk, social impact and equity assessment in curricular and project design, and innovation in addressing CEAB graduate attributes. CES also presents a neutral space for activities that cross engineering and computer science boundaries, in particular collaborative global engineering projects, humanitarian engineering, and groups such as Engineers without Borders. Challenges include faculty and students indifference to non-technical subject matter, inability to negotiate critical studies of technology, and a tendency for marginalization of faculty without technical expertise.
