Teaching Transversal Skills for Engineering Students

Reviews / Votes

"This book enabled me to infuse multiple dimensions of sustainability in engineering curriculum seamlessly. As an engineering education faculty, the structure of the activity guide (Chapter 4) allowed me to easily adapt it to my classroom context. It was a success from the first time and our students participated enthusiastically!" * Dr. Rucha Joshi, associate professor, Innovation Lab and Grand Challenges Studio, Plaksha University, India * "I implemented the Chapter 3 activity on emotional self-management in my 1000-student 'engineering practice and design' course. It was great to see how students engaged with the activity, moving slightly out of their comfort zones while developing a willingness to provide feedback in their project teams." * Brian Frank, Smith Engineering, Queen's University, Canada * "I already knew that I wanted to develop how I taught these skills in my course, but the 3T activity guides made it straightforward to structure and plan good learning activities that really focus on what I want for my students." * Dr. Oxana Lundstroem, postdoctoral fellow, Faculty of Technology, Linnaeus University, Sweden * "Educating engineers and scientists is about more than developing their technical skills, they need skills to work together and in society. Our mission as educators, to prepare students for a real-life complexity, where transversal competences play one of the key roles. It is exactly on these points that the 3T PLAY program has been useful to me. We used to offer activities to train our teaching assistants, and those workshops got the best feedback within our training program. These absolutely unique resources save a lot of time for teachers and are a great inspiration!" * Dr. Vira Bondar, Head of the EPT-hub/ Educational Developer and Lecturer at the Department of Physics, ETH Zuerich, Switzerland * "Designing learning activities that develop intra and interpersonal skills can be challenging. So, I really appreciate the scaffolding provided by Chapter 8 for the design of new activities to develop emotional and human skills." * Diana Bairaktarova, Virginia Tech, USA *