1,065,830 research outputs found

    Engineering programme structure requirements for Bologna compliance

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    In 1999 twenty nine European countries have signed the Bologna Declaration to establish a common European higher education system as for the year 2010. Engineering Ireland has decided that the education standard for the title of CEng and MIEI should be raised to Master Degree in engineering accredited by Engineers Ireland with effect from programmes completed in 2013”. This paper focuses on engineering programme structure in our school. Further discussions will be carried out to present the current engineering programmes in our school and the future vision to compliance with Bologna treaty

    Sustainable design and the design curriculum

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    This paper reports on an initial study that begins the process of considering how design education should deal with the issue of sustainable design specifically in the context of the education of graduate designers in the fields of product, design engineering and interior design. Consideration is given to the development of the design curriculum and the design process. Further, a number of questions related to shaping the future of design and engineering education are also explored. The question this research seeks to address is whether sustainability, or more specifically sustainable design, should or can be an integral part of engineering/product design programmes or whether it should/or can be developed as a separate design discipline, perhaps as a postgraduate extension to the designer’s core skills set? The research also discusses the difference between, eco-design and sustainable design and the implications of the understanding of this difference for design education

    A methodology to introduce sustainability into the Final Year Project to foster sustainable engineering projects

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    The introduction of sustainability skills into higher education curricula is a natural effect of the increasing importance of sustainability in our daily lives. Topics like green computing, sustainable design or environmental engineering have become part of the knowledge required by today’s engineers. Furthermore, we strongly believe that the introduction of this skill will eventually enable future engineers to develop sustainable products, services and projects. The Final Year Project is the last academic stage facing students and a step towards their future professional engineering projects. As such, it constitutes a rehearsal for their professional future and an ideal opportunity for reflecting on whether their Final Year Project is sustainable or not, and to what extent. It also provides a good tool for reviewing the lessons learned about sustainability during the degree course and for applying them in a holistic and integrated way. In this paper, we present a guide that allows both students and advisors to think carefully about the sustainability of engineering projects, in particular the Final Year Project.Postprint (author’s final draft

    Middle school students' perceptions of engineering

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    This paper focuses on implementing engineering education in middle school classrooms (grade levels 7-9). One of the aims of the study was to foster students’ and teachers’ knowledge and understanding of engineering in society. Given the increasing importance of engineering in shaping our daily lives, it is imperative that we foster in students an interest and drive to participate in engineering education, increase their awareness of engineering as a career path, and inform them of the links between engineering and the enabling subjects, mathematics, science, and technology. Data for the study are drawn from five classes across three schools. Grade 7 students’ responded to initial whole class discussions on what is an engineer, what is engineering, what characteristics engineers require, engineers (family/friends) that they know, and subjects that may facilitate an engineering career. Students generally viewed engineers as creative, future-oriented, and artistic problem finders and solvers; planners and designers; “seekers” and inventors; and builders of constructions. Students also viewed engineers as adventurous, decisive, community-minded, reliable, and “smart.” In addition to a range of mathematics and science topics, students identified business studies, ICT, graphics, art, and history as facilitating careers in engineering. Although students displayed a broadened awareness of engineering than the existing research suggests, there was limited knowledge of various engineering fields and a strong perception of engineering as large construction

    Walking Through the Method Zoo: Does Higher Education Really Meet Software Industry Demands?

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    Software engineering educators are continually challenged by rapidly evolving concepts, technologies, and industry demands. Due to the omnipresence of software in a digitalized society, higher education institutions (HEIs) have to educate the students such that they learn how to learn, and that they are equipped with a profound basic knowledge and with latest knowledge about modern software and system development. Since industry demands change constantly, HEIs are challenged in meeting such current and future demands in a timely manner. This paper analyzes the current state of practice in software engineering education. Specifically, we want to compare contemporary education with industrial practice to understand if frameworks, methods and practices for software and system development taught at HEIs reflect industrial practice. For this, we conducted an online survey and collected information about 67 software engineering courses. Our findings show that development approaches taught at HEIs quite closely reflect industrial practice. We also found that the choice of what process to teach is sometimes driven by the wish to make a course successful. Especially when this happens for project courses, it could be beneficial to put more emphasis on building learning sequences with other courses

    NASA's educational programs

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    The educational programs of NASA's Educational Affairs Division are examined. The problem of declining numbers of science and engineering students is reviewed. The various NASA educational programs are described, including programs at the elementary and secondary school levels, teacher education programs, and undergraduate, graduate, and university faculty programs. The coordination of aerospace education activities and future plans for increasing NASA educational programs are considered

    Sustainable development as a meta-context for engineering education

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    At the end of the first decade of the twenty-first century, there is unprecedented awareness of the need for a transformation in development, to meet the needs of the present while also preserving the ability of future generations to meet their own needs. However, within engineering, educators still tend to regard such development as an ‘aspect’ of engineering rather than an overarching meta-context, with ad hoc and highly variable references to topics. Furthermore, within a milieu of interpretations there can appear to be conflicting needs for achieving sustainable development, which can be confusing for students and educators alike. Different articulations of sustainable development can create dilemmas around conflicting needs for designers and researchers, at the level of specific designs and (sub-) disciplinary analysis. Hence sustainability issues need to be addressed at a meta-level using a whole of system approach, so that decisions regarding these dilemmas can be made. With this appreciation, and in light of curriculum renewal challenges that also exist in engineering education, this paper considers how educators might take the next step to move from sustainable development being an interesting ‘aspect’ of the curriculum, to sustainable development as a meta-context for curriculum renewal. It is concluded that capacity building for such strategic considerations is critical in engineering education

    Advance management education for power-engineering and industry of the future

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    The objectives of this study are to substantiate the principles of advance education and the requirements for the new generation of educational programs aimed at developing competences for the design, manufacture, operation and maintenance of complex industrial systems integrated into intellectual production, environments, and robotic systems. The study included formulating a hypothesis, refining the conceptual framework, creating the necessary empirical base, reviewing the cases of world leading universities, and presenting and substantiating the main features of advance management education that meet the current challenges. A flexible modular architecture of the educational process was developed which allows making timely adjustments to the content and teaching methods to include new knowledge. The experience of testing the results obtained in consulting practice, in teaching master's degree students at Ural Federal University (Russia) and in educational projects for leaders and breakthrough teams of large energy corporations is described. The academic novelty of the results lies in the comprehensive examination of the issue of advance education, the conditions and the tools for its implementation within the framework of the proactive management methodology developed by the authors for sustainable business development in a revolutionary and changing industrial landscape. © 2019 by the authors.Government Council on Grants, Russian FederationThe work was supported by Act 211 of the Government of the Russian Federation, contract No 02.A03.21.0006. This research received no external funding

    Engineering Education for the Future in a Multicultural and Smart World

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    Focused on "Engineering Education for the future in a multicultural and smart world", the EDUCON2020 Online edition was based on a comprehensible program that included: • a pre-conference day with 9 workshops, which attracted approx. 300 remote participants; • 3 plenary sessions, including: • a unique opening interview with interveners physically located in two different time zones, with a span of 16 hours, in particular Keith Willey (interviewed), from Sydney, Australia, and Susan Zvacek (interviewer), from Denver, US. Henrique Santos, Vice President for Conferences and Workshops of the IEEE Education Society, located in Portugal, served as moderator. • a keynote by Annette Kolmos, about “Complex Problem Solving and PBL in Engineering Education”, moderated by José Carlos Quadrado. • and, a closing debate with Maria Graça Carvalho (a member of the European Parliament), Sebastião Feyo de Azevedo (Rector of Universidade Portucalense Infante D. Henrique), and João Gabriel Silva (Rector of the University of Coimbra from 2011 to 2019), who discussed about “The University and the Digital Transformation of Society”, in a debate moderated by Russ Meier, president of the IEEE Education Society. • and 44 technical sessions; 4 round tables, and 7 special sessions The technical program included 314 papers that underwent a double-blind review process with at least 3 independent reviewers. Considering a total number of 654 submissions, this results into a 50% acceptance rate. Finally, the EDUCON2020 online conference edition gathered more than 300 participants from 51 countries on 5 continents.info:eu-repo/semantics/publishedVersio
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