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Статті в журналах з теми "Engineering thinking"

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Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 28 січня 2023

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1

Frank, Moti. "Engineering systems thinking and systems thinking." Systems Engineering 3, no. 3 (2000): 163–68. http://dx.doi.org/10.1002/1520-6858(200033)3:3<163::aid-sys5>3.0.co;2-t.

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2

Donovan, Arthur. "Thinking about Engineering." Technology and Culture 27, no. 4 (October 1986): 674. http://dx.doi.org/10.2307/3105322.

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3

Thomas, Neil. "Innovative Thinking: Engineering Solutions." Architectural Design 91, no. 6 (October 26, 2021): 30–37. http://dx.doi.org/10.1002/ad.2750.

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4

Robinson, John A. "Engineering Thinking and Rhetoric." Journal of Engineering Education 87, no. 3 (July 1998): 227–29. http://dx.doi.org/10.1002/j.2168-9830.1998.tb00347.x.

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5

Roy, Rajarshi. "Thinking Comparative Engineering Education: India and the Rest." Issues and Ideas in Education 1, no. 1 (March 4, 2013): 87–107. http://dx.doi.org/10.15415/iie.2013.11007.

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6

Walch, Michael, and Dimitris Karagiannis. "Design Thinking and Knowledge Engineering: A Machine Learning Case." International Journal of Machine Learning and Computing 10, no. 6 (December 2020): 765–70. http://dx.doi.org/10.18178/ijmlc.2020.10.6.1003.

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7

MISAKI, Daigo, and Xiao GE. "Design Thinking for Engineering Education." Journal of the Japan Society for Precision Engineering 85, no. 7 (July 5, 2019): 636–39. http://dx.doi.org/10.2493/jjspe.85.636.

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8

Gill, Kate M. "Systems thinking or systems engineering." International Journal of Intelligent Defence Support Systems 2, no. 3 (2009): 202. http://dx.doi.org/10.1504/ijidss.2009.030584.

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9

Beder, Sharon. "Beyond Technicalities: Expanding Engineering Thinking." Journal of Professional Issues in Engineering Education and Practice 125, no. 1 (January 1999): 12–18. http://dx.doi.org/10.1061/(asce)1052-3928(1999)125:1(12).

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10

Frank, Moti. "What is “engineering systems thinking”?" Kybernetes 31, no. 9/10 (December 2002): 1350–60. http://dx.doi.org/10.1108/03684920210443554.

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11

Camelia, Fanny, and Timothy L. J. Ferris. "Systems Thinking in Systems Engineering." INCOSE International Symposium 26, no. 1 (July 2016): 1657–74. http://dx.doi.org/10.1002/j.2334-5837.2016.00252.x.

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12

Holliday, Michelle. "Cultivating Excellence: Moving Beyond Engineering Thinking to Living-Systems Thinking." Performance Improvement 56, no. 4 (April 2017): 27–30. http://dx.doi.org/10.1002/pfi.21711.

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13

Santos, Ricardo. "Thinking the automobile." Convergences - Journal of Research and Arts Education 15, no. 30 (November 30, 2022): 111–19. http://dx.doi.org/10.53681/c1514225187514391s.30.148.

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Анотація:

The relationship between Design and Engineering has not its genesis in the 20th century. But it was in this century that the advantage of this association was perceived and came into existence. From the beginning of mass production in the early twentieth century came the need for bringing the two disciplines together: Design and Engineering. Although Design and Engineering are two separate and independent disciplines, much of their applied field overlaps. The automotive product design and industry is a common ground where Design and Engineering strive to achieve, together, a common final product: the automobile. This article aims to discuss how the development of the automobile throughout the 20th and 21st centuries was driven by Design and Engineering, opening the way for a deeper debate on the definition of this interaction. A definition for the Product Development methodology from the Engineering and Design point of view is described, as well as the role of the Design and Engineering disciplines within the automotive product development. Methodologically, a historically relevant case study in the development of the automobile product is presented.

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14

Shang, Min, Wu Yi, and Qiang Xu. "The Study of Engineering Geology Teaching Based on the Creativity Thinking Training." Advanced Materials Research 655-657 (January 2013): 2194–97. http://dx.doi.org/10.4028/www.scientific.net/amr.655-657.2194.

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This article analyses the characteristics of the engineering geology and engineering geological thinking connotation: geological evolution thinking, geological structure thinking, the combination thinking of geology, engineering and the environment, and systems thinking, discusses the relation of engineering geological thinking and innovative thinking (associative thinking, integrated thinking divergent thinking and systems thinking). The analysis and discussion fits to the current higher education requirements of innovation capacity. It comes to a conclusion that practice of engineering geology teaching can gradually develop correct professional thinking and completes the transformation the professional thinking and innovative thinking. At the same time, the students can grasp professional quality and master the entire engineering geology field of thought patterns and characteristics by the teaching. So the teaching can build the solid foundation that they can become high-quality engineering geology workers with the truly innovative ability.

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15

POWELL, GARETH L. "Thinking big." Engineer 302, no. 7933 (February 2022): 48. http://dx.doi.org/10.12968/s0013-7758(22)90121-7.

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16

Rushdi, Ali. "Engineering Thinking on Exploring the Future." Journal of King Abdulaziz University-Engineering Sciences 20, no. 2 (2009): 111–40. http://dx.doi.org/10.4197/eng.20-2.6.

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17

Frank, Moti. "Capacity for Engineering Systems Thinking (CEST)." International Journal of Information Technologies and Systems Approach 2, no. 1 (January 2009): 1–14. http://dx.doi.org/10.4018/jitsa.2009010101.

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18

NOHARA, Kayoko. "Thinking Encounters between Engineering and Art." Journal of JSEE 68, no. 2 (2020): 2_90. http://dx.doi.org/10.4307/jsee.68.2_90.

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19

Friedel, Robert, and Jeanne Liedtka. "Possibility thinking: lessons from breakthrough engineering." Journal of Business Strategy 28, no. 4 (July 10, 2007): 30–37. http://dx.doi.org/10.1108/02756660710760926.

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20

Dynn, C. L., A. M. Agogino, O. Eris, D. D. Frey, and L. J. Leifer. "Engineering design thinking, teaching, and learning." IEEE Engineering Management Review 34, no. 1 (2006): 65. http://dx.doi.org/10.1109/emr.2006.1679078.

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21

Rozhik, A. Ju. "HISTORICAL STAGES OF ENGINEERING THINKING FORMATION." Bulletin of the South Ural State University series "Education. Education Sciences" 9, no. 2 (2017): 98–113. http://dx.doi.org/10.14529/ped170210.

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22

Arlitt, Ryan, Sumbul Khan, and Lucienne Blessing. "Feature Engineering for Design Thinking Assessment." Proceedings of the Design Society: International Conference on Engineering Design 1, no. 1 (July 2019): 3891–900. http://dx.doi.org/10.1017/dsi.2019.396.

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Анотація:

AbstractAs design and design thinking become increasingly important competencies for a modern workforce, the burden of assessing these fuzzy skills creates a scalability bottleneck. Toward addressing this need, this paper presents an exploratory study into a scalable computational approach for design thinking assessment. In this study, student responses to a variety of contextualized design questions – gathered both before and after participation in a design thinking training course – are analyzed. Specifically, a variety of text features are engineered, tested, and interpreted within a design thinking framework in order to identify specific markers of design thinking skill acquisition. Key findings of this work include identification of text features that may enable scalable measurement of (1) user-centric language and (2) design thinking concept acquisition. These results contribute toward the creation of computational tools to ease the burden of providing feedback about design thinking skills to a wide audience.

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23

Caratozzolo, Patricia, Alvaro Alvarez-Delgado, and Samira Hosseini. "Strengthening critical thinking in engineering students." International Journal on Interactive Design and Manufacturing (IJIDeM) 13, no. 3 (March 25, 2019): 995–1012. http://dx.doi.org/10.1007/s12008-019-00559-6.

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24

Dym, Clive L., Alice M. Agogino, Ozgur Eris, Daniel D. Frey, and Larry J. Leifer. "Engineering Design Thinking, Teaching, and Learning." Journal of Engineering Education 94, no. 1 (January 2005): 103–20. http://dx.doi.org/10.1002/j.2168-9830.2005.tb00832.x.

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25

Bagiati, Aikaterini, and Demetra Evangelou. "Practicing engineering while building with blocks: identifying engineering thinking." European Early Childhood Education Research Journal 24, no. 1 (January 2, 2016): 67–85. http://dx.doi.org/10.1080/1350293x.2015.1120521.

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26

Greene, Melissa T., Richard Gonzalez, and Panos Y. Papalambros. "Measuring Systems Engineering and Design Thinking Attitudes." Proceedings of the Design Society: International Conference on Engineering Design 1, no. 1 (July 2019): 3939–48. http://dx.doi.org/10.1017/dsi.2019.401.

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Анотація:

AbstractSystems engineering and design thinking have been widely seen as distinctly different processes, systems engineering being more data-driven and analytical, and design thinking being more human- centred and creative. We use the term ‘design thinking’ to encompass the plurality of human-centered design processes that seek to unpack the core values behind design decisions. With the increased awareness that both systems engineering and design thinking need each other, the effects of a possibly persisting distinction on engineers’ attitudes toward these two processes are not well understood. In this paper, we describe the development and validation of a scale for measuring individual attitudes about systems engineering and design thinking. Thematic analysis of engineering and design literature is used to derive a Likert scale reflecting these attitudes. We use exploratory and confirmatory factor analysis to test and confirm this two-factor thematic representation, resulting in a 9-item Systems Engineering and Design Thinking Scale measure of attitudes.

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27

Monat, Jamie, and Thomas Gannon. "Applying Systems Thinking to Engineering and Design." Systems 6, no. 3 (September 19, 2018): 34. http://dx.doi.org/10.3390/systems6030034.

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The application of Systems Thinking principles to Systems Engineering is synergistic, resulting in superior systems, products, and designs. However, there is little practical information available in the literature that describes how this can be done. In this paper, we analyze 12 major Systems Engineering failures involving bridges, aircraft, submarines, water supplies, automobiles, skyscrapers, and corporations and recommend Systems Thinking principles, tools, and procedures that should be applied during the first few steps of the System Engineering design process to avoid such catastrophic Systems Engineering failures in the future.

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28

Bell, Sarah, Andrew Chilvers, Liz Jones, and Nicole Badstuber. "Evaluating engineering thinking in undergraduate engineering and liberal arts students." European Journal of Engineering Education 44, no. 3 (November 29, 2018): 429–44. http://dx.doi.org/10.1080/03043797.2018.1552663.

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29

Conn Welch, Karla Conn Welch, Jeffrey Hieb, and James Graham. "A Systematic Approach To Teaching Critical Thinking Skills To Electrical And Computer Engineering Undergraduates." American Journal of Engineering Education (AJEE) 6, no. 2 (November 30, 2015): 113–24. http://dx.doi.org/10.19030/ajee.v6i2.9506.

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Анотація:

Coursework that instills patterns of rigorous logical thought has long been a hallmark of the engineering curriculum. However, today’s engineering students are expected to exhibit a wider range of thinking capabilities both to satisfy ABET requirements and to prepare the students to become successful practitioners. This paper presents the initial results from a systematic effort to incorporate broader critical thinking instruction and assessment into electrical and computer engineering education as part of a university-wide quality enhancement program. All incoming freshmen are given explicit and implicit instruction in critical thinking in ENGR 100: Introduction to Engineering and other engineering fundamentals courses, using the Paul-Elder framework of critical thinking to define and operationalize critical thinking. This critical thinking foundation is reinforced later in the disciplinary courses so that students integrate critical thinking with the basic principles and practices of engineering. In the Electrical and Computer Engineering (ECE) program, at the sophomore level, students use critical thinking skills which were developed during their engineering fundamentals courses, to analyze requirements and constraints which would apply in real-world design projects. At the junior level, similar use of critical thinking is applied in an introductory computing methods course; and at the senior level, critical thinking skills are again strengthened and assessed in the capstone design course and in the professional issues and current topics seminar. The latter course emphasizes understanding of professional ethics and current topics in electrical and computer engineering. Initial data from this pilot implementation indicates statistically significant improvement in critical thinking skills in ECE students who have progressed through this sequence, and as a side benefit, it appears that writing skills also improve.

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30

Ralston, Patricia A., and Cathy L. Bays. "Critical Thinking Development In Undergraduate Engineering Students From Freshman Through Senior Year: A 3-Cohort Longitudinal Study." American Journal of Engineering Education (AJEE) 6, no. 2 (November 30, 2015): 85–98. http://dx.doi.org/10.19030/ajee.v6i2.9504.

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Анотація:

Critical thinking is considered a necessary learning outcome for all college students and essential for academic and career success. There are many challenges to developing a comprehensive approach to teaching and assessing critical thinking skills. Although the literature has many examples of the incorporation of critical thinking and assessment into courses, longitudinal studies following engineering students through their undergraduate career are lacking. This study assessed the impact of using the Paul-Elder Critical Thinking Framework to enhance undergraduate students’ critical thinking skills with the hypothesis: There will be a significant increase in undergraduate students’ critical thinking abilities from the freshman to the senior year with the explicit and strategic incorporation of critical thinking assignments. The research question was, “How do the critical thinking skills of undergraduate engineering students change as they progress through the engineering program with the explicit and strategic incorporation of critical thinking assignments?” The study was a descriptive, longitudinal study of three engineering student cohorts as they progressed through the four year undergraduate program. The study was approved by the university’s Institutional Review Board. There was a statistically significant increase in critical thinking scores over the four years for each of the three cohorts. Integrating and evaluating critical thinking assignments into engineering curricula is possible, but a major challenge to critical thinking assessment using a holistic rubric is training engineering faculty in their use. The results are encouraging, and participating faculty agree; but sustaining these efforts to imbed critical thinking assignments throughout the engineering college curriculum will require effort and administrative support.

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31

Tóth, Péter, Kinga Horváth, and Katalin Kéri. "Development Level of Engineering Students’ Inductive Thinking." Acta Polytechnica Hungarica 18, no. 5 (2021): 107–29. http://dx.doi.org/10.12700/aph.18.5.2021.5.8.

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32

MacAskill, Kristen, Francesca O’Hanlon, Peter Guthrie, and Juliet Mian. "Fostering resilience-oriented thinking in engineering practice." Proceedings of the Institution of Civil Engineers - Engineering Sustainability 173, no. 7 (October 1, 2020): 356–64. http://dx.doi.org/10.1680/jensu.19.00049.

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33

Boyle, Fiona, Joseph Walsh, Daniel Riordan, Cathal Geary, Padraig Kelly, and Eilish Broderick. "REEdI Design Thinking for Developing Engineering Curricula." Education Sciences 12, no. 3 (March 14, 2022): 206. http://dx.doi.org/10.3390/educsci12030206.

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Анотація:

Universities are coming under increasing pressure to re-invent the way that engineering is taught in order to produce graduates that are capable of meeting the skills needs of the country’s industries. This paper described an active project where Design Thinking (DT) methodology is being applied in a novel way to Engineering Curriculum Development. Enterprise partners from a range of different manufacturing sectors participated in a series of Curriculum Development workshops and the results were cross referenced with subjects taught on existing engineering programmes internationally. This process highlighted the need for increased training in Lean, 6-Sigma, transversal and soft skills competencies, and the need to review how and when content is delivered. A survey was developed from the results of the workshops and sent out to a larger cohort of industry contacts for feedback on the proposed Engineering curriculum. Design Thinking methodology has helped ensure our customers’ needs are met by building the curriculum framework around competencies identified by both industry and academia while ensuring the students engage in a significant learning experience through experiential and applied learning using the latest immersive technologies.

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34

SAWA, Kunihiko. "Thinking on the Engineering Education in Japan." Journal of The Institute of Electrical Engineers of Japan 125, no. 1 (2005): 1. http://dx.doi.org/10.1541/ieejjournal.125.1.

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35

Petkov, Doncho, Denis Edgar-Nevill, Raymond Madachy, and Rory O’Connor. "Information Systems, Software Engineering, and Systems Thinking." International Journal of Information Technologies and Systems Approach 1, no. 1 (January 2008): 62–78. http://dx.doi.org/10.4018/jitsa.2008010105.

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36

윤경미 and 황순희. "Exploration on Thinking Styles in Engineering Students." Journal of Engineering Education Research 20, no. 5 (September 2017): 14–22. http://dx.doi.org/10.18108/jeer.2017.20.5.14.

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37

Douglas, Elliot P. "Defining and Measuring Critical Thinking in Engineering." Procedia - Social and Behavioral Sciences 56 (October 2012): 153–59. http://dx.doi.org/10.1016/j.sbspro.2012.09.642.

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38

Black, J. "Thinking twice about "tissue engineering" [ethical issues]." IEEE Engineering in Medicine and Biology Magazine 16, no. 4 (1997): 102–4. http://dx.doi.org/10.1109/51.603654.

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39

MISAKI, Daigo, Akito SEKIGUCHI, and Xiao GE. "Embedding Design Thinking in Engineering Design Education." Proceedings of Design & Systems Conference 2018.28 (2018): 1301. http://dx.doi.org/10.1299/jsmedsd.2018.28.1301.

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40

Dube, Thomas E., Bobby D. Birrer, Richard A. Raines, Rusty O. Baldwin, Barry E. Mullins, Robert W. Bennington, and Christopher E. Reuter. "Hindering Reverse Engineering: Thinking Outside the Box." IEEE Security & Privacy Magazine 6, no. 2 (March 2008): 58–65. http://dx.doi.org/10.1109/msp.2008.33.

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41

Webber, Michael E. "New Engineering Thinking for a New Climate." Mechanical Engineering 138, no. 06 (June 1, 2016): 28–33. http://dx.doi.org/10.1115/1.2016-jun-1.

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Анотація:

This article emphasis the need for new engineering approaches to deal with increasing environmental challenges. The Paris Agreement calls on mechanical engineers to take the ongoing decarbonization trend and accelerate it. The challenge of the Paris Agreement differs from earlier energy transitions in an important way: this shift is being intentionally pushed along, rather than occurring accidentally as before. Handling the influx of power from intermittent sources such as wind and solar is going to require mechanical engineers to rethink the transmission and distribution system. The Paris Agreement gives unambiguous direction to mechanical engineers: develop better hardware, algorithms, and control systems to decarbonize the power sector. In the process of accomplishing the task, there are a great many benefits that will certainly result from it: generating electricity with greater efficiency, building a grid that is more robust and flexible, and preparing engineering graduates to have a larger impact on society.

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42

Flanagan, Roger. "Whole-life Thinking and Engineering the Future." Frontiers of Engineering Management 1, no. 3 (2014): 290. http://dx.doi.org/10.15302/j-fem-2014040.

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43

Kroes, Peter. "Critical thinking and liberal studies in engineering." Engineering Studies 7, no. 2-3 (July 8, 2015): 126–28. http://dx.doi.org/10.1080/19378629.2015.1062491.

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44

Kaewunruen, Sakdirat. "Underpinning systems thinking in railway engineering education." Australasian Journal of Engineering Education 22, no. 2 (July 3, 2017): 107–16. http://dx.doi.org/10.1080/22054952.2018.1440481.

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45

Weintré, J. R., and M. Delfi. "Bridging the engineering gap: integrated systems thinking." IOP Conference Series: Materials Science and Engineering 237 (September 2017): 012033. http://dx.doi.org/10.1088/1757-899x/237/1/012033.

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46

Clear, Tony. "THINKING ISSUESGlobal software engineering and scaled agile." ACM Inroads 9, no. 3 (August 15, 2018): 38–39. http://dx.doi.org/10.1145/3233988.

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47

Fayad, Mohamed E., Mauri Laitinen, and Robert P. Ward. "Thinking objectively: software engineering in the small." Communications of the ACM 43, no. 3 (March 2000): 115–18. http://dx.doi.org/10.1145/330534.330555.

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48

Jackson, Julie, Michelle Forsythe, Danielle S. L. Medeiros, Joseph Parthemore, and Alexis Rix. "Unpacking the Engineering Process: Resourcing Trade Books and Biographies." Children and Libraries 16, no. 4 (December 12, 2018): 4. http://dx.doi.org/10.5860/cal.16.4.4.

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Анотація:

Interest in engineering education is growing, and libraries are often the hub of science, technology, engineering, and mathematics (STEM) learning activities in schools and communities. To enhance patrons’ experiences, many libraries have incorporated making, maker, and tinkering spaces that support STEM learning and engineering thinking. Making, maker, and tinkering spaces generally include opportunities for patrons to have hands-on experiences with a variety of materials, technology resources, and design challenges that encourage thinking like an engineer. This type of thinking is “goal-oriented thinking that addresses problems and decisions within given constraints by drawing on available resources, both material resources and human capital.” Thinking like an engineer, making, and tinkering are all part of engineering design-based learning.

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49

Mohd Darby, Norazlinda, and Abdullah Mat Rashid. "Critical Thinking Disposition: The Effects of Infusion Approach in Engineering Drawing." Journal of Education and Learning 6, no. 3 (May 15, 2017): 305. http://dx.doi.org/10.5539/jel.v6n3p305.

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Анотація:

Critical Thinking Disposition is known as an important factor that drives a student to use Higher Order Thinking Skills (HOTS) in order to solve engineering drawing problems. Infusing them while teaching the subject may enhance students’ disposition and higher order thinking skills. However, no research has been done in critical thinking disposition while teaching engineering drawing. The current study is to evaluate how critical thinking disposition infused in Engineering Drawing affected students’ thinking disposition. Quasi-experimental with non-equivalent control group design was conducted on the groups from two different Technical Matriculation College for 8 weeks. Two teaching methods, which are Conventional approach and Infusion Approach, were used while teaching Engineering Drawing for control group and treatment group. Control group with 29 students and treatment group consist of 31 students were selected as samples. Pre-test shows that there is no significant different in critical thinking dispositions between control group and treatment group. However, the result in post-test shows that treatment group was significantly higher in critical thinking dispositions compared to control group.

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50

Varadarajan, S. "MEASURING THE VALUE OF SYSTEMS THINKING FOR DESIGN-CENTRIC ENGINEERING EDUCATION." Proceedings of the Design Society: DESIGN Conference 1 (May 2020): 1835–42. http://dx.doi.org/10.1017/dsd.2020.72.

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Анотація:

AbstractSystems thinking, design thinking and strategic thinking have been identified as important competencies for future engineers. Many institutions have introduced these subjects into their engineering courses. However, there is need for a deeper appreciation of the underlying assumptions behind these strands of thinking and ways to measure their impact. This paper draws on a four-year experience in implementing systems thinking in a design-centric engineering program in India. It presents the approach adopted and a complexity-based measure to track development in systems thinking competence.

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