New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Design in Engineering Education
The objective of this paper is to report the implementation of a Para didactic Laboratory in a private college in Brazil to improve the training of engineering students so that they can become industry-ready graduates. A very important component in the education of an engineer is the professional tacit knowledge which is obtained through the interaction with more experienced professionals. This normally takes place after graduation. In order to expose the students to an element of professional tacit knowledge sooner, in lieu of the traditional approaches such as curriculum change and teacher training, we founded a Para didactic Laboratory at our engineering college where a professional engineering consultant acted as a Mentor/Coach of students while they worked together on real projects. This new approach and environment are designed to prepare the students to:
• Engage and contribute to the process of engineering or technological entrepreneurship sooner. • Accelerate the process of going from concepts to prototypes and to the final product with confidence. • Minimize the risks associated with product development phase, reducing time to market. • Team up with other students from different fields and backgrounds. • Interact with professionals and participate in meetings with business owners and clients.
The Para didactic Lab also acted as a Local Innovation System, a convergence point for business representatives, undergraduate and graduate students, researchers and engineers, all of them aiming to transform research results and ideas into solutions for real problems and the creation of new products and services. This paper also highlights to the negative aspect of the encapsulation of technology in education, referred to here as the “Aladdin Effect”.
Monsâo, I. C., & Cerqueira, J. F., & Loureiro da Costa, A. C. P., & Siqueira Dias, J. (2016, June), A New Approach to Teach Electrical Engineering Using a Para Didactic Laboratory Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26376
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