Abstract:

The learner development in most traditional engineering programs is focused on the analytical abilities and cognitive domain development. With the rapid development in the pace and needs for more technological innovations, there is a demand for a new breed of creative and entrepreneurial engineering graduates. To educate and produce such a breed of more innovative and work ready engineering graduates, the current state of engineering education must move towards a more holistic approach for the development of engineering students.

Considering that engineering practices encompass all aspects of the science and art of product realization, understanding the different knowledge, skills, and attitudes needed for success in the different phases is necessary for the design, development, and delivery of a successful holistic engineering educational experience. In this paper, guided by the needs of the different phases of the product realization process, the holistic development of the cognitive, affective, and psychomotor domains of the engineering learner for successful educational and professional practice experiences are studied. As a result, the intent, content, and delivery of holistic engineering educational programs, courses, and activities are explained with illustrative examples.

Keywords:

Learner development, Engineering Education, holistic development, cognitive domain, affective domain, psychomotor domain.