Three Stanford Faculty Write about Change & Engineering Education

Autor/inn/en	Sheppard, Sheri D.; Anderson, R. Lanier; Kenny, Thomas W.
Titel	Three Stanford Faculty Write about Change & Engineering Education
Quelle	In: Advances in Engineering Education, (2021), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1766
Schlagwörter	College Faculty; Teacher Attitudes; Engineering Education; Educational Change; Interdisciplinary Approach; Undergraduate Students; Educational History; Liberal Arts; Educational Innovation; Teaching Methods; Universities; California (Stanford) + Suchen Sie Ihr Suchwort? Fakultät; Lehrerverhalten; Ingenieurausbildung; Bildungsreform; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; History of education; Bildungsgeschichte; Instructional innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; University; Universität
Abstract	Stanford has always embraced educational change, but not for its own sake. Instead, we have pursued reforms in response to specific problems or to realize definite possibilities. In that sense, our curricular innovations seek to move purposefully from "what is" to "what might be." Such purposeful change is guided by underlying values grounded in our commitment to a broad liberal education model. We want our students to develop disciplinary knowledge, skills, and abilities (KSA), but also ways of thinking and knowledge beyond their specialized fields. We want their education to profit them individually, and also to position them to help their communities and the wider world. Our dual goal of disciplinary KSA in concert with a broad liberal education does give rise to tensions. After all, university study with an exclusively disciplinary focus (as is normal in European higher education), or with a purely liberal arts orientation (offered in many smaller U.S. colleges) could easily fill an entire undergraduate experience. In this essay, we offer some historical and contemporary examples of educational change at our University. Each illustrates the inherent tension at the heart of Stanford's ongoing efforts to situate engineering education within liberal education--a tension that calls for innovative thinking and approaches. (As Provided).
Anmerkungen	American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01