Kazeruni Neda M Bassir, Laboy Andre, Hess Henry
Annu Int Conf IEEE Eng Med Biol Soc. 2018 Jul;2018:1636-1639. doi: 10.1109/EMBC.2018.8512572.
Traditional engineering and business school courses have different pedagogical emphases. Engineering courses are perceived as technical, dense and require students to provide definitive answers to problems. On the other hand, business school courses aim to increase students' knowledge by confronting them with real-world cases and by encouraging both in- and out-of-the-classroom teamwork, thinking in groups and problem solving. In business school courses, the teaching is directed towards the thought process rather than the final answer itself. These two approaches to learning are both valuable and give the opportunity to develop complementary skills. Combining both approaches in a single course is however challenging. We tackled this challenge by designing the semester-long "Introduction to Nanobiotechnology and Nanobioscience" course for senior undergraduate and first year graduate students as a hybrid class. Our objective was to design an engineering course of standard length, which incorporates key elements of the business schools' case study approach to learning while retaining essential elements of the traditional engineering education.
传统工程学院和商学院的课程有着不同的教学重点。工程课程被认为是技术性强、内容密集的，要求学生对问题给出明确答案。另一方面，商学院课程旨在通过让学生接触实际案例，并鼓励课堂内外的团队合作、小组思考和解决问题，来增加学生的知识。在商学院课程中，教学针对的是思维过程而非最终答案本身。这两种学习方法都很有价值，并有机会培养互补技能。然而，在一门课程中结合这两种方法具有挑战性。我们通过为高年级本科生和一年级研究生设计为期一个学期的“纳米生物技术与纳米生物科学导论”混合课程来应对这一挑战。我们的目标是设计一门标准时长的工程课程，该课程纳入商学院案例学习法的关键要素，同时保留传统工程教育的基本要素。
