Refine
Year of publication
Institute
- Fachbereich Medizintechnik und Technomathematik (1571)
- Fachbereich Elektrotechnik und Informationstechnik (712)
- IfB - Institut für Bioengineering (566)
- Fachbereich Energietechnik (562)
- Fachbereich Chemie und Biotechnologie (539)
- INB - Institut für Nano- und Biotechnologien (533)
- Fachbereich Luft- und Raumfahrttechnik (481)
- Fachbereich Maschinenbau und Mechatronik (267)
- Fachbereich Wirtschaftswissenschaften (207)
- Solar-Institut Jülich (161)
Has Fulltext
- no (4713) (remove)
Language
- English (4713) (remove)
Document Type
- Article (3205)
- Conference Proceeding (1039)
- Part of a Book (195)
- Book (146)
- Doctoral Thesis (32)
- Conference: Meeting Abstract (29)
- Patent (25)
- Other (10)
- Report (10)
- Conference Poster (5)
Keywords
- Gamification (6)
- avalanche (6)
- Earthquake (5)
- Enterprise Architecture (5)
- MINLP (5)
- solar sail (5)
- Additive manufacturing (4)
- Diversity Management (4)
- Energy storage (4)
- Engineering optimization (4)
There is a broad international discussion about rethinking engineering education in order to educate engineers to cope with future challenges, and particularly the sustainable development goals. In this context, there is a consensus about the need to shift from a mostly technical paradigm to a more holistic problem-based approach, which can address the social embeddedness of technology in society. Among the strategies suggested to address this social embeddedness, design thinking has been proposed as an essential complement to engineering precisely for this purpose. This chapter describes the requirements for integrating the design thinking approach in engineering education. We exemplify the requirements and challenges by presenting our approach based on our course experiences at RWTH Aachen University. The chapter first describes the development of our approach of integrating design thinking in engineering curricula, how we combine it with the Sustainable Development Goals (SDG) as well as the role of sustainability and social responsibility in engineering. Secondly, we present the course “Expanding Engineering Limits: Culture, Diversity, and Gender” at RWTH Aachen University. We describe the necessity to theoretically embed the method in social and cultural context, giving students the opportunity to reflect on cultural, national, or individual “engineering limits,” and to be able to overcome them using design thinking as a next step for collaborative project work. The paper will suggest that the successful implementation of design thinking as a method in engineering education needs to be framed and contextualized within Science and Technology Studies (STS).
Humic substances possess distinctive chemical features enabling their use in many advanced applications, including biomedical fields. No chemicals in nature have the same combination of specific chemical and biological properties as humic substances. Traditional medicine and modern research have demonstrated that humic substances from different sources possess immunomodulatory and anti-inflammatory properties, which makes them suitable for the prevention and treatment of chronic dermatoses, allergic rhinitis, atopic dermatitis, and other conditions characterized by inflammatory and allergic responses [1-4]. The use of humic compounds as agentswith antifungal and antiviral properties shows great potential [5-7].