San Antonio, Texas
June 10, 2012
June 10, 2012
June 13, 2012
25.1319.1 - 25.1319.9
The International Society of Engineering Education (IGIP) and the New Pedagogic Challenges in Engineering Education AbstractNever has the speed of development in the area of engineering been as accelerated as it is today, aswe observe the enormous and driven growth of the area of engineering. Today’s tendencies requireconcerted new efforts in engineering education - or in other words: The importance of pedagogy inthe field of engineering is growing enormously. These changes strongly demand new didactic andpedagogic paradigms. The International Society of Engineering Education (IGIP) offers tocontribute to the relevance and pedagogical aspects related to developing educational concepts inengineering education. IGIP has almost a 40-year tradition in contributing to engineering education and its membersand many activists have contributed to making IGIP a leading global engineering association. IGIPpresently has a worldwide membership of about 1.750 members (individual, affiliate, institutional).More than 1.100 professionals all over the globe at this moment bear the title of "IGIP InternationalEngineering Educator - ING.PAED.IGIP ". IGIP also works in good partnership with internationalassociations as IFEES, IEEE Education Society, SEFI, IELA and more.IGIP has established a prototype curriculum for engineering pedagogy which is already used inseveral countries. In contrast to ABET or EUR-ACE, IGIP is not an accreditation body forengineering curricula.By passing the curriculum as proposed by IGIP in any accredited or other institution worldwide,IGIP states that a given engineering educator with an ING.PAED.IGIP title has all the competenciesneeded to teach to the highest standards with the best available teaching technologies.The IGIP model’s point of departure is that the individual engineering lecturers initiate and areresponsible for the teaching and learning concepts that train engineers and technicians. The qualityand success of the engineering studies are decisively influenced by teacher competencies in thearea of pedagogy as pedagogical skills represent a network of knowledge and skills that transmitknowledge and experience, much like Web 3.0. For this reason, technology and educationalpractice must go hand in hand when we are dealing with the education of engineers.Engineering educators expand their typical engineering subject competence by acquiring teachingand learning skills in theoretical and practical coursework corresponding to the objectives of theING.PAED.IGIP model.Students taking engineering education training should acquire the necessary professional skillswhich technical teachers must have to be able to exercise their profession effectively andcreatively.The goal of IGIP accreditation is to insure that graduates of the accredited engineering pedagogicalprograms are well prepared to perform their teaching duties in engineering subjects and meet thecriteria for IGIP registration as International Engineering Educators, ING.PAED.IGIP. Another goalis to promote quality assurance, quality improvement and modernization of engineering pedagogyprograms and to create public awareness of the high quality of the IGIP program for engineeringpedagogues. Accreditation is a voluntary process which educational institutions must apply forthrough the responsible IGIP national monitoring committees.
Auer, M. E., & Edwards, A. W. (2012, June), The International Society of Engineering Education (IGIP) and the New Pedagogic Challenges in Engineering Education Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--22076
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