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By Steen Hyldgaard Christensen, Christelle Didier, Andrew Jamison, Martin Meganck, Carl Mitcham, Byron Newberry

This inclusive cross-cultural examine rethinks the nexus among engineering schooling and context. In so doing the e-book bargains a mirrored image on contextual obstacles with an total boundary crossing ambition and juxtaposes very important circumstances of serious participation inside engineering schooling with subtle scholarly mirrored image on either possibilities and discontents.

Whether and in what means engineering schooling is or needs to be contextualized or de-contextualized is an item of heated debate between engineering educators. the distinctiveness of this learn is this debate is given accomplished assurance – offering either instrumentally prone in addition to radical positions on reworking engineering education.

In contextualizing engineering schooling, this booklet bargains diversified observation from quite a number disciplinary, meta- and interdisciplinary views on how cultural, expert, institutional and academic platforms contexts form histories, structural dynamics, ideologies and demanding situations in addition to new pathways in engineering schooling. themes addressed comprise reading engineering schooling in nations starting from India to the United States, to racial and gender fairness in engineering schooling and incorporating social information into the area.

Using context as “bridge” this e-book confronts engineering schooling head on. Contending engineering ideologies and corresponding perspectives on context are juxtaposed with contending discourses of reform. the individuality of the ebook is that it brings jointly students from the arts, the social sciences and engineering from Europe – either East and West – with the us, China, Brazil, India and Australia.

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Extra resources for International Perspectives on Engineering Education: Engineering Education and Practice in Context, Volume 1

Sample text

In the History and Sociology of Science, University of Pennsylvania. Associate Professor, Department of Science and Technology Studies, and Director, First Year Studies at Rensselaer Polytechnic Institute, Troy, New York. As Director of First Year Studies he has been active in the development of new pedagogic strategies for engineering education. Associate Editor of Engineering Studies, officer for the Liberal Education/Engineering & Society Division, American Society for Engineering Education; and elected member of the Executive Council to the Society for the History of Technology.

3, Delahousse and Bomke build on Christensen and Newberry’s insights by providing a more detailed, historically grounded analysis of academic drift in the IoT in France and FHS in Germany, with specific attention to associated changes in institutional autonomy, curricula, pedagogy, the student body, and faculty research. In Chap. 4, Silva, Bartholo and Proença historically examine the case of Brazil’s struggle to develop “Brazilian Engineering,” or a more localized knowledge and application of engineering techniques, out from under the dominance of colonial “engineering in Brazil” and the threatening of this more localized approach by globalizing trends.

21; Calvert 1967). Ken Alder, among others, has made the point that the actual approach to engineering education in France, and by extension, other European countries, were more diverse than has often appeared in many historical studies, especially once we look beyond the most elite institutions (Alder 1997; also Kranakis 1997). This is not to say that politics and ideology could not skew the allocation of resources or define the structural patterns of engineering education as practiced within different countries.

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