The Engineering Design Process is a general framework with a series of steps that engineers follow when they are trying to solve a problem and design a solution for something.Engineering design creates our day-to-day, from the technologies that support our health, to communication, transportation, living environments and entertainment.

Students will learn how to transform science research into technological applications and how to apply the Engineering Design Process while working on various pre-designed challenges in the fields of aeronautics, electrical, mechanical, marine, electronic engineering and robotics.

Some of the our engineering design challenges: hydraulic arms, handheld vacuum cleaner, water rockets, solar powered (B.E.A.M) bots, obstacle avoiding Arduino robot etc.

As our world becomes more and more complex, this approach to problem solving will also teach future job seekers to address unexpected situations.

Workforce in Engineering

Engineering accounts for almost half of the STEM student population. In the EU, jobs for engineers and other researchers grew by 7% in the past five years. Jobs for science and engineering technicians - such as construction supervisors and process controllers - grew by 2%. Overall, they account for 7% of all jobs in the EU. As of 2016, around 15 million European engineering and science workers are employed. Many of them work in the manufacturing, construction, and professional service sectors. In the next years, jobs for engineers and researchers will increase by 13%, and jobs for science and engineering technicians will increase by 2%.

RRI aspects

RRI has been introduced in the engineering course contents following:

IDEA 2: RRI CHALLENGES THE METHODOLOGIES TO BE USED IN STEM EDUCATION

The steps of Engineering Design Process (EDP), that is used in this programme, involve the students in real-world engineering experiences and allow them to learn more about the engineer’s work. Following an introductory activity presenting the problem and its context, students are invited with the help of teachers to use their acquired scientific knowledge in order to design, synthesize solutions, test and improve the final design of a hands-on model.

IDEA 6: GENDER IS AN ISSUE IN STEM TEACHING

Timely introduction to engineering can encourage many capable students, especially girls to overcome the stereotypes that may have on this field and they consider engineering as a career and boost their interest for science and math courses in high school.

IDEA 7: INCLUSION IS A DRIVING FORCE FOR STEM LEARNING

Our previous findings and assessments suggest that using Engineering materials can narrow, or even close the achievement gap between children from high and low socioeconomic backgrounds, urban and province schools, public and private schools. In order to ensure this RRI idea, we selected schools from various regions (province and isolated villages) of Greece and isolated islands in the Aegean Sea for the piloting. In addition, the building of the content, activities and the use of the design process are driving forces for inclusion. Both teachers and students may achieve increased understanding of science and engineering from their engagement in the Engineering activities.

More information on RRI 10 Ideas

Innovative aspects

Engineering challenges content are based on the following innovative educational methodologies

Engineering Design Process (EDP) was used as learning methodology applied for secondary students. It was observed that hands-on model building increases young peoples knowledge, interest and skills. Engineering challenges are designed to allow for engagement at different levels of ability and learning contexts (formal-informal), and the materials are designed to support teacher/students science knowledge, the learning of problem solving (inquiry-based learning) and how students will use the scientific knowledge in order to solve a problem.

More information about the learning methodologies and EDP.

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