Teaching Strategies in Industrial Engineering Programs in Brazil: Benchmarking in North American Universities

Laura Visintainer Lerman; Italo Rodeghiero Neto; Joana Siqueira de Souza; Maria Auxiliadora Cannarozzo Tinoco

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Industrial Engineering Division (IND) Technical Session 4
Tagged Division: Industrial Engineering Division (IND)
Page Count: 19
DOI: 10.18260/1-2--44658
Permanent URL: https://peer.asee.org/44658
Download Count: 126

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PhD candidate in Industrial Engineering from the Federal University of Rio Grande do Sul (UFRGS), Brazil. Master of Industrial Engineering from UFRGS (2020). His research mainly spans engineering education, ergonomics, human factors, and accessibility.

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Joana Siqueira de Souza Universidade Federal Do Rio Grande Do Sul

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Maria Auxiliadora Cannarozzo Tinoco Universidade Federal Do Rio Grande Do Sul

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Maria A. Cannarozzo Tinoco is a professor in Industrial Engineering Program at the Federal University of Rio Grande do Sul (UFRGS) in Brazil. She currently coordinates the Institutional Modernization Proposal for the modernization of the Industrial Engineering Undergraduate Program, managed by the School of Engineering at UFRGS, under the Graduation Modernization Program (PMG) promoted by CAPES (Brazilian funding agency) and the Fulbright Commission since 2019.

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Abstract

Engineering education in developed countries is seen as a benchmark for all others. Its teaching strategies, combined with the way of assessing knowledge and the infrastructure of modern laboratories and classrooms, allow students to develop their skills and prepare themselves professionally for the job market. At the same time, engineering education is not valued in Brazil. Its teaching methodologies are traditional and directed towards a final concept. With this, a series of essential and necessary skills for the job market are partially developed, such as teamwork, problem solving and critical thinking. Thus, as strategies similar to those that companies do, a benchmarking to understand how this process takes place. This benchmarking is essential for directing engineering education based on best practices already adopted by other universities. In this context, the present study aims to investigate the possibility of inserting North American teaching strategies in Brazilian universities, under the focus of engineering. As methodological procedures, unstructured interviews were used in a focus group with five different American universities. In these groups, professionals who are related to engineering education were invited: teachers, members of teaching and learning centers and administrative support and support technicians. In addition to the interviews, direct observations about the infrastructure and the procedures adopted in their teaching were carried out in order to analyze their complexity. As a result, we highlight the development of strategic partnerships with local industries in which alumni are the main means of engaging these partnerships, the development of a unique competency management that involves the entire university and the need for innovation in the education environment in engineering so that the university can be increasingly inserted in the context of open innovation with a focus on attracting new students, economic and geographic growth and local social impact with a focus on community development.

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Visintainer Lerman, L., & Rodeghiero Neto, I., & de Souza, J. S., & Cannarozzo Tinoco, M. A. (2023, June), Teaching Strategies in Industrial Engineering Programs in Brazil: Benchmarking in North American Universities Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44658

TY  - CPAPER
AB  - Engineering education in developed countries is seen as a benchmark for all others. Its teaching strategies, combined with the way of assessing knowledge and the infrastructure of modern laboratories and classrooms, allow students to develop their skills and prepare themselves professionally for the job market. At the same time, engineering education is not valued in Brazil. Its teaching methodologies are traditional and directed towards a final concept. With this, a series of essential and necessary skills for the job market are partially developed, such as teamwork, problem solving and critical thinking. Thus, as strategies similar to those that companies do, a benchmarking to understand how this process takes place. This benchmarking is essential for directing engineering education based on best practices already adopted by other universities. In this context, the present study aims to investigate the possibility of inserting North American teaching strategies in Brazilian universities, under the focus of engineering. As methodological procedures, unstructured interviews were used in a focus group with five different American universities. In these groups, professionals who are related to engineering education were invited: teachers, members of teaching and learning centers and administrative support and support technicians. In addition to the interviews, direct observations about the infrastructure and the procedures adopted in their teaching were carried out in order to analyze their complexity. As a result, we highlight the development of strategic partnerships with local industries in which alumni are the main means of engaging these partnerships, the development of a unique competency management that involves the entire university and the need for innovation in the education environment in engineering so that the university can be increasingly inserted in the context of open innovation with a focus on attracting new students, economic and geographic growth and local social
impact with a focus on community development. 
AU  - Laura Visintainer Lerman
AU  - Italo Rodeghiero Neto
AU  - Joana Siqueira de Souza
AU  - Maria Auxiliadora Cannarozzo Tinoco
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Teaching Strategies in Industrial Engineering Programs in Brazil: Benchmarking in North American Universities
UR  - https://peer.asee.org/44658
DO  - 10.18260/1-2--44658
ER  -