The International journal of engineering education

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  Año 2012, Vol. 28, Número Extraordinario 4

  • Section I: Design-Centric Engineering Education

    • Improvements of multi-disciplinary engineering study by exploiting design-centric approach, supported by remote and virtual labs

      R. Sell, S. Seiler

      • Resumen

      págs. 759-766

      

    • Human-centred design in engineering curricula

      Pere Ponsa Asensio, Cristina Suemay Manresa Yee, Diana Arellano, Johanna Gómez, Álex Pérez

      • Resumen

      págs. 767-777

      

    • An alternative perspective in engineering education: a parallel to disruptive technology

      Andi Sudjana Putra, Tan Kok Kiong

      • Resumen

      págs. 778-781

      

    • Learning to design: authenticity, negotiation, and innovation

      Vanessa Svihla, Anthony Petrosino, Kenneth R. Diller

      • Resumen

      págs. 782-798

      

    • Teaching design for environment through critique within a project-based product design course

      William Z. Bernstein, Devarajan Ramanujan, Fu Zhao, Karthik Ramani, Monica F. Cox

      • Resumen

      págs. 799-810

      

    • A design-centric approach for augmented reality collaboration

      Chih-Hsiang Ko, Ting-Chia Chang, Yung-Hsun Chen, Li-Han Hua

      • Resumen

      págs. 811-817

      

    • The educational effects of an introductory engineering design course based on creative projects

      Jiyoung Han, Seung-Hyun Yoo, Eunkyeong Kwon

      • Resumen

      págs. 818-823

      

    • Practice-oriented intuitive approach for engineering undergraduates: a case study

      Huixing Zhou, Peng Sun, Dong Zheng

      • Resumen

      págs. 824-830

      

    • Towards design-centric engineering education: capstone course reform in a chinese university

      Jin-Suo Lu, Yan-Ping Ding, Alexander Swift, Ting-Lin Huang

      • Resumen

      págs. 831-844

      

    • Student workshops in engineering education: case studies at the faculty of civil engineering in osijek, croatia

      Sanja Loncar Vickovic, Zlata Dolacek Alduk, Vladimir Sigmund, Dina Stober

      • Resumen

      págs. 845-851

      

    • What is missing for traditional design-centric engineering education to better prepare newly graduated engineers for the global era?

      Fernando Martini Catalano, Álvaro Martins Abdalla, Fulvio Luiz Delicato Filho

      • Resumen

      págs. 852-858

      

    • Coordination of student teams focused on project management processes

      André Luiz Aquere, Diana Mesquita, Rui Lima, Simone B. S. Monteiro, Marcia Zindel

      • Resumen

      págs. 859-870

      

    • Designing undergraduate design experiences—a framework based on the expectancy-value theory

      Jitesh H. Panchal, Olusola O. Adesope, Richard Malak

      • Resumen

      págs. 871-879

      

    • A curricula model for supporting a design-centric computing engineering education

      Jorge Villalobos, Óscar González

      • Resumen

      págs. 880-891

      

    • The value of impromptu design exercises as an approach in design-centric engineering education

      Teresa G. Wojcik, Garrett M. Clayton, Aleksandra Radlińska, Noelle Comolli

      • Resumen

      págs. 892-903

      

    • A radically assembled design-engineering education program with a selection and combination of multiple disciplines

      Kwanmyung Kim, Namhun Kim, Seonhee Jung, Duck Young Kim, Youngshin Kwak, Gyouhyung Kyung

      • Resumen

      págs. 904-919

      

  • Section II: Contributions in: Electronic Portfolios, Motivation, Problem-Based Learning, Design Competition, Collaborative Design, Learning Outcomes, Industry Sponsorship

    • The power of pull in engineering student learning

      Stuart Nettleton

      • Resumen

      págs. 920-931

      

    • Factors that influence students to major in engineering

      Timothy T. Yuen, Can Saygin, Heather Shipley, Hung-da wan, David Akopian

      • Resumen

      págs. 932-938

      

    • Effectiveness of problem-based learning in engineering education: a comparative study on three levels of knowledge structure

      Benoît Galand, Mariane Frenay, Benoît Raucent

      • Resumen

      págs. 939-947

      

    • Collaborative design learning and thinking style awareness

      Antonio Volpentesta, Salvatore Ammirato, Francesco Sofo

      • Resumen

      págs. 948-958

      

    • The role of environmental design competitions in engineering education

      Mohamed Al-Marzouqi, Muftah H. El Naas

      • Resumen

      págs. 959-965

      

    • Rationalizing relationships between the various sets of learning outcomes as a data driven mapping strategy

      Alcion Benedict Popp, David C. Levy, Simon Barrie

      • Resumen

      págs. 966-981

      

    • Industry input into the education of undergraduate engineering students through sponsorship

      Fakhteh Soltani, David Twigg, John Dickens

      • Resumen

      págs. 982-988