scholarly journals Evaluation of Teacher Training Needs in Engineering Pedagogy

2021 ◽  
Vol 30 (8-9) ◽  
pp. 93-103
Author(s):  
D. Gormaz-Lobos ◽  
C. Galarce-Miranda ◽  
H. Hortsch
Keyword(s):  
Engineering Education ◽  
Academic Staff ◽  
Russian Higher Education ◽  
German Speaking ◽  
The Russian Federation ◽  
High Level ◽  
Engineering Pedagogy ◽  
The University ◽  
Interest And Motivation ◽  
Engineering Training

In European countries, primarily in German-speaking countries, first of all, in Germany (Dresden), the concept of engineering pedagogy (EP) has existed for more than 70 years. In Eastern Europe, particularly in the Russian Federation, the tradition of EP has more than 20 years and shows an extensive network of universities actively participating in IGIP (International Society of Engineering Pedagogy). Several universities offer the IGIP curricula and work on various projects  related to majoring in engineering education and pedagogy in Russian Higher Education Institutions. In Spanish-speaking countries the concept of EP is relatively recent. Particularly, since 2014, the Technical University of Dresden (TU Dresden) works in cooperation with Chilean universities to strengthen engineering pedagogy and education in the university context. This goal was concretized through two cooperation projects “Engineering Didactics at Chilean Universities” (PEDING-Project) and “Strengthening engineering training at Chilean universities through practice partner-ships” (STING-Project), both financially supported by DAAD. The main goal of this paper is to present the results of a survey about teaching needs in engineering pedagogy in a Chilean university. In general, the results showed the high level of interest and motivation that a training course on engineering pedagogy specifically oriented for the academic staff of engineering faculties may have. The project was led by the International Center of Engineering Education (CIEI) at the University of Talca (Chile) under the pedagogical support of the TU Dresden (Germany). 

A New Step in the Study of the History of the Russian Prosecutor’s Office

2019 ◽  
pp. 94-98
Keyword(s):  
Russian Federation ◽  
Russian Empire ◽  
Practical Significance ◽  
History Of ◽  
The Russian Federation ◽  
The Russian Empire ◽  
High Level ◽  
The University

The paper is a review on the textbook by A. V. Yeremin, «The History of the National Prosecutor’s office» and the anthology «The Prosecutor’s Office of the Russian Empire in the Documents of 1722–1917» (authors: V. V. Lavrov, A. V. Eremin, edited by N. M. Ivanov) published at the St. Petersburg Law Institute (branch) of the University of the Prosecutor’s office of the Russian Federation in 2018. The reviewers emphasize the high relevance and high level of research, their theoretical and practical significance. The textbook and the anthology will help the students increase their legal awareness, expand their horizons.

scholarly journals Evaluation Results of an Online Teacher Training Course Specialized in Engineering Education

2021 ◽  
Vol 11 (5) ◽  
pp. 54
Author(s):  
Diego Gormaz-Lobos ◽  
Claudia Galarce-Miranda ◽  
Steffen Kersten
Keyword(s):  
Engineering Education ◽  
Teaching Practice ◽  
Academic Staff ◽  
Descriptive Analysis ◽  
Working Hours ◽  
Pilot Project ◽  
Research Process ◽  
Training Course ◽  
Online Teacher Training ◽  
High Level

The purpose of this article is to present the results of the evaluation of the imple-mentation of a teaching training course in Engineering Pedagogy (EP) at a Chilean university of applied sciences. The research questions that guided the research process were: (i) How do the participants evaluate the course in general? (ii) How do the participants evaluate the didactic design of the course? (iii) How do they evaluate the teaching competencies? (iv) How do they value the usefulness of the learning outcomes for their teaching practice? (v) How they self-evaluate their participation and their learning process? Based on different authors a questionnaire with closed and open-ended questions was developed and implemented online. For the statistical analysis was applied an exploratory-descriptive analysis. The training course consists of two online modules with 90 working hours in LMS, and was designed by the Center of Engineering Education (CIEI) at the University of Talca, according to the IGIP Curricula of the IGIP center at the Technische Universität Dresden (TU Dresden, Germany). From the first results of the pilot project, it can be noted that there is a high level of motivation and interest to participate in a teaching training course based on EP, which has been specially oriented and designed to meet the specific requirements of the academic staff of engineering schools.

Adopting a Strategy for Enhancing Generic Skills in Engineering Education

2014 ◽  
Vol 28 (3) ◽  
pp. 185-192 ◽  
Author(s):  
Evangelia Krassadaki ◽  
Kleanthi Lakiotaki ◽  
Nikolaos F. Matsatsinis
Keyword(s):  
Experiential Learning ◽  
Communication Skills ◽  
Engineering Students ◽  
Academic Staff ◽  
Skills Development ◽  
Generic Skills ◽  
Team Working ◽  
High Level ◽  
The University ◽  
Academic Year

It is remarkable how often academic staff discover students' weaknesses in expressing their thoughts in written and oral contexts, and in team working. To examine these weaknesses, a study was conducted in 2009–2010 and 2010–2011 of students taking an engineering course. Students self-reported an initial high level of weakness in both communication skills (writing and speaking), while expressing higher levels of confidence in their team working skills. This suggested that there was significant potential for improvement in both forms of communication skills and a lower potential for the improvement of team-working skills. On that basis the Technical University of Crete organized short training workshops based on experiential learning methods, during the academic year 2012–13. Other factors taken into account were the lack of awareness of such skills in traditionally-organized Greek universities; the inability to redesign all courses, currently dependent on a content-based curriculum, on a competency basis; and findings in the international literature, which highlight specific generic skills of engineering students as essential to their studies and future career prospects. The aim was to enhance the three skills of writing, speaking and team working. Participation was voluntary and open to students from all schools in the university. This paper assesses this initiative and analyses the contribution of the workshops to skills development.

scholarly journals Regional Development: New Challenges for Engineering Education (SYNERGY-2021 Conference Results Review)

2022 ◽  
Vol 30 (12) ◽  
pp. 111-132
Author(s):  
V. V. Kondratyev ◽  
M. F. Galikhanov ◽  
F. T. Shageeva ◽  
P. N. Osipov ◽  
L. V. Ovsienko
Keyword(s):  
Engineering Education ◽  
Regional Development ◽  
Plenary Session ◽  
Industrial Enterprises ◽  
The Usa ◽  
The Russian Federation ◽  
New Challenges ◽  
The Republic ◽  
Engineering Pedagogy ◽  
Technological University

The article summarizes the results of the plenary session of the international network conference “Regional development: new challenges for engineering education – SYNERGY-2021”, held at Kazan National Research Technological University from October 19 to 20, 2021. The forum which brought together representatives of universities and industrial enterprises of Russia and abroad was devoted to the issue of training engineers for the petrochemical industry. Among the participants were representatives of international societies for engineering education, ten national research universities and seven supporting universities of PJSC Gazprom, state authorities and industrial enterprises of Tatarstan. It was possible to observe the work of the plenary session in real time via the Internet in all the supporting universities of Gazprom. The event was organized by the Ministry of Science and Higher Education of the Russian Federation, the International Society for Engineering Pedagogy (IGIP), the Association of Engineering Education of Russia (AIOR), as well as the Ministry of Industry and Trade of the Republic of Tatarstan and Kazan National Research Technological University. Gazprom PJSC became the general sponsor. In total, the conference gathered more than 450 participants (380 online and 85 in person) from 40 universities in Russia, the USA, Great Britain, Germany, Portugal, Finland, Poland, Kazakhstan, Belarus, Armenia, Latvia, and Estonia. Representatives of 7 industrial enterprises spoke, 77 reports were made.

A Comparative View of Engineering Training in the US, Germany, and France With Special Focus on Turbomachinery-Relevant Skills

1999 ◽  
Author(s):  
Martin von Hoyningen-Huene ◽  
Walter Wedig ◽  
Julie Jeanpert ◽  
André Edel
Keyword(s):  
Engineering Education ◽  
Mechanical Engineering ◽  
Status Quo ◽  
Special Focus ◽  
Master's Level ◽  
The Us ◽  
The Status ◽  
The University ◽  
Engineering Training

In this study, the status quo of university engineering education in the US, Germany, and France is presented. The different ways of training mechanical and aeronautical engineers are compared. Based on this, the strengths and weaknesses of their “products”, the outcoming engineers at Bachelor’s and Master’s level, are analyzed in respect to the needs in industry. After a presentation of new tendencies and concepts in engineering education in the three countries under concern, the authors outline their vision of an engineer’s training. Some of these proposals are currently under realization in the Department of Mechanical Engineering of the University of Karlsruhe and at the Grande Ecole ENSAM in Paris that jointly have pursued this broad study.

scholarly journals TEACHING AIRCRAFT DESIGN:A CASE STUDY ON AN ALTERNATIVE ENGINEERING UNDERGRADUATE CAPSTONE FINAL YEAR PROJECT

2018 ◽  
Author(s):  
Andrea Cartile ◽  
Catharine C. Marsden ◽  
Yong Zeng ◽  
Brandiff Caron
Keyword(s):  
Engineering Education ◽  
Curriculum Reform ◽  
Q Methodology ◽  
Engineering Students ◽  
Design Engineering ◽  
Reform Initiatives ◽  
Design Creativity ◽  
The University ◽  
Engineering Training

Abstract – The effectiveness of aerospace design engineering education has received a great deal of anecdotal feedback from its stakeholders. The aerospace industry, the Canadian government, the University, and the enrolled engineering students have expressed customer needs and expectations of design engineering training.  While numerous curriculum reform initiatives have been developed and implemented, their impact has not yet beenstudied quantitatively. This paper proposes to use a theoretical model on design creativity, the statistical Q methodology, and an aerospace undergraduate capstone team case study to develop a tool for the quantitative evaluation for the effectiveness of aerospace design engineering education.  

scholarly journals Evaluation of the Significance of the Rankings of Higher Education Institutions

2020 ◽  
Vol 28 (2) ◽  
pp. 91-100
Author(s):  
Evija Rūsīte ◽  
Keyword(s):  
Academic Staff ◽  
Research Work ◽  
Scientific Publication ◽  
Work Organisation ◽  
University Rankings ◽  
University Ranking ◽  
Extensive Information ◽  
High Level ◽  
Research Function ◽  
The University

More and more attention is being paid to university rankings – for student and financing attraction, and for research and graduate employment of the respective university – the reputation of universities is becoming more and more important. However, it is important to underline, that only approximately 1–3% of the world universities (200–500 universities) are represented in the most popular international rankings. Previous studies confirm that most international rankings focus predominantly on indicators related to the research function of universities. Therefore, the purpose of this study is to search for some possible solutions for more effective research work organisation at the universities and correct reflection of achieved results to raise their position in university rankings. The methods used in this study are scientific publication analysis, investigation of university ranking results with special attention to research organisation at the university and expert interviews and expert survey. Main findings: possible solutions for more effective research work organisation at the universities with aim to raise the position in different university ratings, are innovative encouragement and financial support of academic staff for active scientific publication creation, as well as practical and methodological support in the preparing of high level publication for young scientists. Also significant aspect is support of academic staff for international communication and extensive information on research results.

scholarly journals Universities Development Data Analysis. A Case Study

2021 ◽  
Vol 320 ◽  
pp. 03002
Author(s):  
Albina Gazizulina
Keyword(s):  
Data Analysis ◽  
Russian Federation ◽  
Academic Staff ◽  
Important Task ◽  
Prospective Students ◽  
Development Data ◽  
The Russian Federation ◽  
The University

Statistical accounting of universities in the Russian Federation is available to any prospective students or organizations worldwide. The purpose of collecting statistical reports is to demonstrate the indicators and achievements of the university for applicants who choose a university for their further study and for organizations that would like a partnership with the university. Besides, this statistical collection is an effective tool for assessing the quality of the university administration’s work, including monitoring the level of academic staff salaries and researchers. Therefore, the adequacy, and reliability of the information in the data of statistical reports is an extremely relevant and important task.

scholarly journals Codifying an Approach to Remote Practicals

2020 ◽  
Author(s):  
Andrew Garrard ◽  
Joanna Bates ◽  
Stephen Beck ◽  
Adam Funnell
Keyword(s):  
Engineering Education ◽  
Learning Outcomes ◽  
Academic Staff ◽  
Staff Support ◽  
Face To Face ◽  
Delivery Format ◽  
The University ◽  
Remote Participation ◽  
Practical Teaching

Multidisciplinary Engineering Education (MEE) at the University of Sheffield is dedicated to delivering, at scale, practical teaching to students in the Faculty of Engineering. The COVID-19 pandemic initiated the sudden suspension of face to face teaching required MEE to translate over 600 in-lab practicals to a remote delivery format. With little opportunity to coordinate, academic staff independently adopted a variety of tactics to ensure practical learning outcomes were maintained. Following the reactive response, a proactive reflection was conducted and six categories of tactics for remote practicals have been established. These categories are Provide digital artefacts; Simulated practicals; Synchronous remote participation; Asynchronous participation by proxy; Perform procedure in alternative environment; Remote staff support. The advantages and drawbacks of each of these categories is discussed and it is suggested which tactics are appropriate for particular learning outcomes or operational and environmental outcomes of equivalent in-lab practicals. Further work to comprehensively align outcomes to tactics is proposed and lasting benefit from the analysis can be realized by adopting a principle of Remote Enhanced Practicals.

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