期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2018
DOI：10.24908/pceea.v0i0.13052
出版社：The Canadian Engineering Education Association (CEEA)
摘要：Transdisciplinary engineering curricula prepare future engineers with a holistic understanding of complex real-world problems, and the ability to tackle these problems with knowledge and skills in both engineering and non-engineering areas. What are transdisciplinary skills in the engineering education context? What learning activities can we design and implement to develop students’ transdisciplinary skills in the first-year engineering program? How can we assess transdisciplinary skills and evaluate the instructional effectiveness of these learning activities? The current study is an initial attempt to explore these questions. We introduce a conceptual framework of using systems thinking, empathy and metacognition as proxy indicators of transdisciplinary skills, and present the learning activities we have designed to develop student competencies in these areas. In addition, we propose an evaluation approach that includes a survey instrument and formative learning assessment, with which we investigate the relationships among empathy, systems thinking, and metacognitive skills in the context ofengineering education.
