Abstract
In this chapter, we highlight a number of pedagogies and curricular frameworks and models as toolkit for engineering education academics and schools for facilitation of the implementation of industry-integrated engineering education. In particular, we provide further details on competency-based education (Frank et al. 2010; Kenkel and Peterson 2010; Morcke et al. 2013; Johnstone and Soares 2014) and a number of learner-centric, constructivist, and experiential pedagogies (Abdulwahed et al. 2008) such as service-based learning (Bringle and Hatcher 1996; Waterman 2014), high-impact practices (Brownell and Swaner 2009; Kuh 2008), problem-/project-based learning (Mills and Treagust 2003; Abdulwahed et al. 2009), engineering design (Dym et al. 2005; Abdulwahed and Hasna 2017), etc. The learner-centric approaches are in particular useful for executing on competency-based education models in practice in the classroom and curricular delivery. Competency-based education is in particular a suitable framework for implementing industry-integrated engineering education because CBE emphasizes the combination of the following triangulation in situation, context, or professional activity:
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Abdulwahed, M. (2019). The Toolkit: Pedagogies, Curricular Models, and Cases for Engineering Academics and Schools Implementing Industry-Integrated Engineering Education. In: Abdulwahed, M., Bouras, A., Veillard, L. (eds) Industry Integrated Engineering and Computing Education. Springer, Cham. https://doi.org/10.1007/978-3-030-19139-9_12
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