Promoting collaborative problem-solving skills in a course on engineering grand challenges

Promoting collaborative problem-solving skills in a course on engineering grand challenges

• Zou, Tracy X. P. Center for Engineering Education Innovation, The Hong Kong University of Science and Technology, Hong Kong
• Mickleborough, Neil C. Center for Engineering Education Innovation, The Hong Kong University of Science and Technology, Hong Kong

Innovations in Education & Teaching International, 52(2), 148-159, 2015

Routledge

2015

• Q Philosophy of Education, Educational System & School At Different Levels
  • QD Secondary Education

Group Work in Education Problem Solving Problem-Based Learning Engineering Curriculum Planning -- Universities & Colleges Self-Evaluation Young Adults Higher Education Study & Teaching (Higher) Collaborative Problem Solving Cooperative Learning Engineerin

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

The ability to solve problems with people of diverse backgrounds is essential for engineering graduates. A course on engineering grand challenges was designed to promote collaborative problem-solving (CPS) skills. One unique component is that students need to work both within their own team and collaborate with the other team to tackle engineering challenges. It is found that the course facilitates the development in CPS skills and that the process, in which two teams develop arguments and integrate the initial ideas to generate a final solution, is a critical component. The value of CPS skills in tackling engineering problems has also been demonstrated. Appropriate scaffolding, explicit training and constant feedback on collaborative processes are found as important for the skill development.
Copyright of Innovations in Education & Teaching International is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14703297.2013.866591

• English

Journal Articles

• 14703297

• 10.1080/14703297.2013.866591

https://bibliography.lib.eduhk.hk/bibs/18e21b00

2015-03-12