Cambridge Regional College: report from the Inspectorate (FEFC inspection report; 81/95 and 104/98)

Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1994-95 and 1997-9

Research and Education in Computational Science and Engineering

Over the past two decades the field of computational science and engineering (CSE) has penetrated both basic and applied research in academia, industry, and laboratories to advance discovery, optimize systems, support decision-makers, and educate the scientific and engineering workforce. Informed by centuries of theory and experiment, CSE performs computational experiments to answer questions that neither theory nor experiment alone is equipped to answer. CSE provides scientists and engineers of all persuasions with algorithmic inventions and software systems that transcend disciplines and scales. Carried on a wave of digital technology, CSE brings the power of parallelism to bear on troves of data. Mathematics-based advanced computing has become a prevalent means of discovery and innovation in essentially all areas of science, engineering, technology, and society; and the CSE community is at the core of this transformation. However, a combination of disruptive developments---including the architectural complexity of extreme-scale computing, the data revolution that engulfs the planet, and the specialization required to follow the applications to new frontiers---is redefining the scope and reach of the CSE endeavor. This report describes the rapid expansion of CSE and the challenges to sustaining its bold advances. The report also presents strategies and directions for CSE research and education for the next decade.Comment: Major revision, to appear in SIAM Revie

Distance Education in Engineering for Developing Countries

Teaching/Communication/Extension/Profession,

Weymouth College: report from the Inspectorate (FEFC inspection report; 40/94 and 07/98)

Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1993-94 and 1997-98

St Helens College: report from the Inspectorate (FEFC inspection report; 53/94 and 73/98)

The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. This record comprises the reports for periods 1993-94 and 1997-98

Burnley College: report from the Inspectorate (FEFC inspection report; 89/95 and 48/00)

Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1994-95 and 1999-200

Understanding best practices in control engineering education using the concept of TPACK

This study aimed to design an integrated pedagogical approach to advance introductory Process Control Engineering Education through the application of the Technological Pedagogical Content Knowledge (TPACK) framework, and evaluating its impact on student learning. The research is initially being undertaken at Nottingham Trent University, UK but we will next adapt it to a case study in Libya. This paper aims to strengthen the teaching of introductory Process Control by using appropriate approach es in universities to improve the learning outcomes for students. From this work a new schematic for teaching Process Control ha s be en developed and, moreover, a thoughtful best practice in introducing Process Control in engineering education can be developed