Presentation
This track aims enhancing the discussion around Engineering Education especially concerned on how young professionals’ cope with their first practice experiences, how their academic education prepared them for that challenge. What can we learn from these young professionals, from their employers, from their former teachers? In the 21st century students face a challenging demand. Their expertizes must not only rely on scientific and technological aspects, but also on their social skills and characteristics like teamwork, creativity, communication or leadership. Academic and professional worlds need to be aligned in these new guidelines and provide opportunities for students to improve their expertizes in different ways. It would be most beneficial to learn from experience and provide the next generation of engineers with more tools to address these challenges. Even though students are being prepared along their academic education to face this moment, there are still some aspects that can be improved. This track purpose is to help identify good practices and some particular issues that young engineers or their employees felt lacking or other topics which still need to be improved. In order to discuss this, different perspectives are needed and welcome, namely from the viewpoint of young engineers and/or senior students, educators, tutors and senior engineers. On the other hand, it would also be most helpful to the freshmen students better understand what exactly is expected from them in the real world: what better than CEOs or former students advices to help them develop the needed intrinsic motivation to learn solving problems and become a true engineer?
Topics
- Project work in engineering education
- PBL engineering experiences
- First contacts with engineering profession
- Improving engineering professional, social and/or scientific competences
- Engineering graduate students’ competences versus companies’ professional needs
- Long term vision about engineering education
- Capstone projects versus professional internships
- Cornerstone projects versus field trips
- Emerging technologies in teaching
- Successful merged practices from Academia and Industries
- Multicultural aspects of engineering education
Special Issue
Track Scientific Committee
Clara Viegas (Instituto Politécnico do Porto – ISEP, Portugal) – Chair
Arcelina Marques (Instituto Politécnico do Porto – ISEP, Portugal) – Chair
Gustavo Alves (Instituto Politécnico do Porto – ISEP, Portugal) – Chair
Alexandre da Silva Pinto (Instituto Politécnico do Porto – ESE, Portugal)
André Fidalgo (Instituto Politécnico do Porto – ISEP, Portugal)
António Barbot (Instituto Politécnico do Porto – ESE, Portugal)
Bernardino Lopes (Universidade de Trás-os-Montes e Alto Douro, Portugal)
Carlos Felgueiras (Instituto Politécnico do Porto – ISEP, Portugal)
Claudius Terkowsky (TU Dortmund University, Germany)
Diogo Ribeiro (Instituto Politécnico do Porto – ISEP, Portugal)
Isabel Brás Pereira (Instituto Politécnico do Porto – ISEP, Portugal)
J. P. Cravino (Universidade de Trás-os-Montes e Alto Douro, Portugal)
Joaquim Alves (Instituto Politécnico do Porto – ISEP, Portugal)
Margarida Ribeiro (Instituto Politécnico do Porto – ISEP, Portugal)
Ricardo Costa (Instituto Politécnico do Porto – ISEP, Portugal)
Javier Garcia-Zubia (Deusto University, Spain)
Juarez Bento da Silva (Santa Catarina Federal University, Brazil)
Manuel Castro (UNED, Spain)
Valentina Zangrando (Salamanca University, Spain)
Filipe Oliveira (Healthyroad, Portugal)
Nilza Costa (Aveiro University, Portugal)
Ana Pavani (PUC-Rio, Brazil)
Luis Schlichting (Santa Catarina Federal Institute, Brazil)
Susana Marchisio (Rosario University, Argentina)
Elisabete Nogueira (Instituto Politécnico do Porto – ISEP, Portugal)
Alexandre Gonçalves (Universidade Federal Santa Catarina, Brazil)
Jesué Silva (Instituto Federal de Educação, Ciência e Tecnologia de Santa Catarina, Brazil)