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A Different Pathway for Engineering Education – the Design-Centric Curriculum

A Different Pathway for Engineering Education – the Design-Centric Curriculum at the National University of Singapore. S.C. Lim Deputy Dean, Faculty of Engineering National University of Singapore. Autodesk University 2010 December 2, 2010, Las Vegas.

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A Different Pathway for Engineering Education – the Design-Centric Curriculum

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  1. A Different Pathway for Engineering Education – the Design-Centric Curriculum at the National University of Singapore S.C. Lim Deputy Dean, Faculty of Engineering National University of Singapore Autodesk University 2010 December 2, 2010, Las Vegas

  2. Some desired attributes of an engineer in a competitive global market • Strong engineering fundamentals • Able to conceive, design, implement and operate • A multi-disciplinary system perspective • Cultural sensitivity • Comfortable working in a team • Good communication skills • High ethical standards

  3. We therefore have to transform engineering education in order to produce engineering graduates who can competently compete in a globalized economy

  4. Transforming engineering education at NUS • Continue to emphasize strong engineering fundamentals – providing technical depths • Intensify engineering design exposure • Incorporating other broadening strategies The Design-Centric Curriculum (or DCC) is the culmination of the various efforts in this broad direction, undertaken by different Departments in the Faculty of Engineering at NUS.

  5. The NUS Design-Centric Curriculum The Straits Times April 2009 5

  6. The NUS Design-Centric Curriculum (DCC) • Learning Engineering in the context of a “thematic” problem • Creating the environment for creative thinking, team learning, independent learning, and system integration • Learning from the educational philosophy under-pinning the successful NUS FSAE race car and eco-car projects • Potential partners include other NUS Faculties, industry and overseas institutions

  7. Key Features of the DCC • 1. A multi-disciplinary setting centered on broad themes, starting with (but not restricted to) three themes: • future transportation systems • smart and sustainable cities • engineering in medicine Source: shimz.co.jp Source: scienceray.com Source: washedit.com

  8. 2. DCC students from different departments will work together in groups on these thematic projects over a period of 3 years. • 3. DCC students will take a number of modules specially put together for them. While they will learn together with the regular engineering students, the DCC students will take a number of modules which will be taught the DCC way, i.e. they will learn the module content in the context of their “thematic” projects.

  9. 4. Special Design Summer Program/School will be organised for DCC students with the aim to exposing them to different cultural perspectives in design. • 5. Students will be mentored by teaching staff members who will provide support and advice throughout their degree programme. Students going through the DCC will be identified as a distinct group from the regular group of students in the transcript and other official document.

  10. The Design-Centric Curriculum (DCC) Innovative ● integrative ●interdisciplinary ●inspirational Integrated solutions in the context of societal needs A Design Spine: Three-year, multi-disciplinary thematic projects addressing grand challenges from engineering fundamentals to systems-level complexity Special DCC modules; modules taught DCC way; enrichment programmes; NUS Design Summer School; “generational learning”; quality supervision and academic interactions.

  11. Partnership with Autodesk NUS Faculty of Engineering is grateful to Autodesk for the partnership in the effort to create a differentiated pathway to engineering education through the Design-Centric Curriculum

  12. Thank you

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