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首页> 外文会议>American Society for Engineering Education Annual Conference and Exposition >Equipping Engineering Undergraduate College Students with the Tools Needed to Transition from Solving Textbook Problems to Real-world, Industry Projects
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Equipping Engineering Undergraduate College Students with the Tools Needed to Transition from Solving Textbook Problems to Real-world, Industry Projects

机译：装备工程本科学院学生，使用该工具转变为现实世界，行业项目的教科书问题

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The task of an engineer is to develop solutions to problems in the real-world by applying the fundamental principles of mathematics, science and creativity to solve the problem in a structured and organized way. Typically, the design of an engineering solution to a problem starts with specifications based on requirements. However, those requirements are often incomplete and require the engineer to begin the design process without all the required detail. It is the engineer's job to work within the constraint of having incomplete information, yet have a clear enough understanding of the problem to determine the known and unknown aspects of the problem from the available information. It can be seen from the above description of the engineering problem-solving process that solely understanding mathematics and science, and having creative thinking skills are not adequate in making a competent engineer. A well-rounded and complete engineering and technology education needs not only to include a robust understanding of the aforementioned disciplines, but also an understanding of how to model practical problems into idealized systems to which the basic textbook principles can be applied. This modeling process bridges the gap between textbook theoretical knowledge gained in the classroom, and the application of this knowledge to solving problems in practice. "Research confirmed in the 90s that students learn more by grappling with open-ended problems, like creating a computer game or designing an alternative energy system, than listening to lectures"1. For example, in the area of structural engineering, the process of defining a system involves defining the system geometric model, material model, load model, connection model, boundary and support conditions, and the analysis model. In a textbook problem, all of the above are explicitly given to the student who simply performs the task of applying a specific analysis model and the associated hand-calculations to obtain a solution to the problem. This is an essential tool in an engineer's repertoire of skills. However, this is far from being an adequate, complete set of skills.
机译：工程师的任务是通过应用数学，科学和创造力的基本原则，以结构化和有组织的方式解决问题的基本原则，为现实世界的问题制定解决方案。通常，将工程解决问题的设计设计以根据要求的规格开头。但是，这些要求通常不完整，并且需要工程师在没有所有必填细节的情况下开始设计过程。它是工程师在拥有不完整信息的约束内工作的工作，但对问题的问题有足够的了解，以确定来自可用信息的问题的已知和未知方面。从以上描述可以看出，从工程问题解决过程中完全了解数学和科学，并且具有创造性的思维技能并不能充分制作一个称职的工程师。一系列圆润和完整的工程和技术教育不仅需要对上述学科的强大了解，而且还有一种了解如何将实际问题建模到可以应用基本教科书原则的理想化系统。这种造型过程弥补了教科书理论知识与课堂上获得的差距，以及这种知识在实践中的解决问题。 “在90年代，学生通过争夺开放式问题的更多信息确认，比如创建计算机游戏或设计替代能源系统，而不是听讲座”1。例如，在结构工程领域，定义系统的过程涉及定义系统几何模型，材料模型，负载模型，连接模型，边界和支持条件以及分析模型。在教科书问题中，上面的所有内容都明确地向学生提供了仅执行应用特定分析模型和相关手动计算的任务以获得问题的解决方案。这是工程师reptoire技能的重要工具。然而，这远非是充足，完整的技能。

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