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Abstract

One of the primary objectives of most undergraduate engineering programs is to prepare graduates for engineering practice. Advances in engineering methods and technology, modern system complexity, and the need to work across cultures and time zones have influenced significant change in the practice of engineering. Unfortunately, there has been little change in engineering education to accommodate these changes. In this paper, we propose that engineering educators alter the typical lecture style and instructional activities focused on the individual, and use a team-based case method approach to transform their programs, so that throughout a curriculum teams of students engage in realistic engineering practice activities, centered around a comprehensive life-cycle engineering case study. The authors illustrate this approach with a life-cycle software engineering case study.

© 2014 Towhidnejad, Hilburn, Salamah, licensee Bloomsbury Qatar Foundation Journals.
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/content/papers/10.5339/qproc.2014.wcee2013.25
2014-07-01
2024-09-09
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/content/papers/10.5339/qproc.2014.wcee2013.25
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Using the case method to transform engineering education
QScience Proceedings 2014, 25 (2014); https://doi.org/10.5339/qproc.2014.wcee2013.25
/content/papers/10.5339/qproc.2014.wcee2013.25
/content/papers/10.5339/qproc.2014.wcee2013.25
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  • Received: 18 January 2014
  • Accepted: 30 April 2014

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