Engineer of 2050: Thematic Analysis of CEEA-ACEG Workshop Provocations and Reflections

Proceedings of the Canadian Engineering Education Association (CEEA) Pub Date : 2022-11-01 DOI:10.24908/pceea.vi.15930

Nadine Ibrahim, C. Variawa, Shelir Ebrahimi, Jillian Seniuk Cicek, Gabriel Potvin, Renato Bezerra Rodrigues

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Abstract

The understanding of how engineering education might evolve to prepare future students for the opportunities and challenges that society will face is of great interest to educators and to the engineering profession. A special interest group of the CEEA-ACÉG was formed in 2017 with a mandate to facilitate the discussion on the identity and attributes of the Engineer of 2050. Among its other activities, this group ran three workshops (in 2017, 2018 and 2021) in which participants answered prompts on their vision of the future of the engineering profession, and the associated changes in engineering education necessary to train competent future engineers. This paper presents the results of a qualitative content analysis of the responses to these prompts, to highlight recurring themes and trends, and suggest some areas warranting further discussion or investigation. This work is intended to serve as a foundation on which the work of the special interest group can build in the coming years.

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2050年的工程师:CEEA-ACEG研讨会的主题分析

了解工程教育如何发展，使未来的学生为社会将面临的机遇和挑战做好准备，是教育工作者和工程专业人士非常感兴趣的问题。2017年成立了一个特别兴趣小组CEEA-ACÉG，其任务是促进关于2050年工程师身份和属性的讨论。在其他活动中，该小组举办了三次研讨会(分别在2017年、2018年和2021年)，参与者回答了他们对工程专业未来的愿景，以及培养有能力的未来工程师所需的工程教育的相关变化。本文介绍了对这些提示的回应进行定性内容分析的结果，以突出反复出现的主题和趋势，并提出一些值得进一步讨论或调查的领域。这项工作的目的是作为今后几年特别兴趣小组工作的基础。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Proceedings of the Canadian Engineering Education Association (CEEA)

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