期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2017
期号：Proceedings of the Canadian Engineering Education Association (CEEA) Conference- June 4-7, 2017 University of Toronto
DOI：10.24908/pceea.v0i0.10191
出版社：The Canadian Engineering Education Association (CEEA)
摘要：While engineering education excels at training students to solve well-defined and highly structured problems, it struggles to support the development of students’ abilities to address highly complex, ill-structured, and contested engineering problems that lack in definite solutions, where engineers are called on to work with non-engineers in a transdisciplinary environment. The challenge for engineering educators is to develop and teach constructively aligned curricula aimed at developing transdisciplinary skills so that, as practitioners, graduating engineering students contribute to addressing these types of problems within transdisciplinary environments.
Efforts are underway in many institutions to close the gap between the transdisciplinary needs in practice and current engineering curricula. At the University of British Columbia (UBC), a team of faculty members and engineering practitioners have recently developed and are teaching a design-focused engineering course to all first year students. In this paper we, a subset of UBC’s teaching team, present the argument for teaching skills to engineering students that support transdisciplinary. Wesummarize the definitions of these skills found in the literature, and we speculate that the development of one aspect of transdisciplinary is related to personal development. Specifically, we hypothesize that systems thinking is correlated to metacognition. We describe an experimental strategy for testing the hypothesis within a first year engineering program, then we present and discuss preliminary test results.
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