June 26, 2011
June 26, 2011
June 29, 2011
Cooperative & Experiential Education
22.1042.1 - 22.1042.7
Master Apprentice: Is this a working model for engineering schools? An in-depth look at the current engineering educationToday, engineering education is changing at a rapid pace. Many classes, department, schools andinstitutions are questioning the effectiveness of the changes. “What is the role of a lecturer?”; “What isthe best way to teach engineering design?” ; “How can we create an environment to train lifelonglearners in engineering, and . This paper focuses on reviewing the goals and the efforts of engineeringeducation. This paper starts with a review of historical perspective for engineering education. Why werethe engineering schools modeled as advanced master apprentice environments? The paper then brieflylooks at the relevant concepts of master apprentice approaches and provides a contrast of that modeland the current practices (such as the mentoring practices that are followed in some schools). Thecurrent issues and challenges of engineering education are examined. The paper focuses on some of theundergraduate issues such as students’ approaches to learning, perspectives of engineering classes, andunderstanding of engineering education. The assumed master apprentice model is identified, examined,and discussed. The validity of the original concept is debated for continued engineering education.Guidelines, possibilities and approaches are proposed for institutions to follow to make the engineeringschool true pedagogical environments that are needed to mentor, train, and educate the students onthe next century.
Mina, M., & Rutz, E., & Omidvar, I. (2011, June), Master Apprentice: Is this a Working Model for Engineering Schools? Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18323
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