scholarly journals Skills for employability: Identification of the Soft Skills required in engineering education

2017 ◽  
Vol 7 (9) ◽  
Author(s):  
Hind CHAIBATE
Keyword(s):  
Engineering Education ◽  
Success Factors ◽  
Soft Skills ◽  
The United States ◽  
Massachusetts Institute Of Technology ◽  
Job Market ◽  
Engineering And Technology ◽  
The Government ◽  
Institute Of Technology ◽  
The University

In a context of increased competition on the job market, soft skills have become as important as the technical skills for employability of Moroccan engineers. Reactive and innovative engineering schools orient their learning process towards the job market requirements. This study aims at examining the soft skills required by accreditation bodies in some developing countries, namely ABET (The Accreditation Board for Engineering and Technology), ENAEE (European Network for Accreditation of Engineering Education), ABEEK (Accreditation Board for Engineering Education of Korea), JABEE (The Japan Accreditation Board for Engineering Education) et EA (Engineers Australia). These skills are subsequently correlated with the Syllabus of the CDIO initiative founded by MIT (the Massachusetts Institute of Technology) In the United States. This syllabus represents a model of engineering program. It has been developed in collaboration with the industry, the government and the university community. In this study we highlight a set of soft skills which we compared with those developed in Moroccan engineering education programs in order to detect their shortcomings and key success factors.

William Barton Rogers and the First Geological Survey of Virginia, 1835 - 1841

1987 ◽  
Vol 6 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert Milici ◽  
C. Hobbs
Keyword(s):  
New York ◽  
Natural Philosophy ◽  
Mineral Resources ◽  
The United States ◽  
Geological Survey ◽  
Annual Reports ◽  
Massachusetts Institute Of Technology ◽  
Copper Gold ◽  
Institute Of Technology ◽  
The University

Virginia was the fifth state in the United States to establish a geological survey. Support for this bold venture to develop the state's mineral wealth came from the Geological Society of Pennsylvania, several prominent Virginia citizens, and county legislators. On March 6, 1835 the General Assembly passed an act to authorize a geological reconnaissance. Shortly thereafter William Barton Rogers was appointed to direct the survey, as well as being elected to the chair of natural philosophy at the University of Virginia in Charlottesville. Within a nine-month period he prepared a report on limestones, sandstones, granites, slates, soapstones, coal, ores of iron, copper, gold, and other materials having economic potential. This report influenced the legislature to give financial support to the survey through April 1842. He prepared six annual reports and numerous papers and in 1853 left Charlottesville for Boston, Massachusetts, where he founded the Massachusetts Institute of Technology. Rogers identified several rock units using stratigraphic names correlative with those in Pennsylvania and New York. His works were among the first to deal with igneous and metamorphic rocks in the state. He and his brother, Henry Darwin Rogers, made the first major structural synthesis of the Appalachian chain, recognizing inverted folds and reverse faults. Rogers' works were used as a basis of the development of Virginia geology and mineral resources beyond his demise in 1882. Emma Rogers, his wife, compiled his papers and reports, a vital legacy published in 1884. William and Henry were in constant contact with one another and many other geologists during their years of study in the Appalachian mountains. Indeed, they relied heavily upon Conrad and Hall of New York for detailed paleontologic and stratigraphic work, which they applied to their own areas in Virginia and Pennsylvania.

Twenty-Second British Commonwealth Lecture

1967 ◽  
Vol 71 (675) ◽  
pp. 149-184
Author(s):  
S. Dhawan
Keyword(s):  
Assistant Professor ◽  
The United States ◽  
Indian Institute ◽  
University Of Minnesota ◽  
High Commissioner ◽  
The Government ◽  
Institute Of Technology ◽  
British Commonwealth ◽  
Indian Institute Of Science ◽  
The University

The Twenty-Second British Commonwealth Lecture, “Aeronautical Research in India”, was given by Dr. S. Dhawan, MA, BSc(Eng), MS, FRAeS, Director of the Indian Institute of Science, Bangalore, on 3rd November 1966. The Chair was taken by the President, Mr. A. D. Baxter, MEng, FRAeS, and the distinguished audience included His Excellency Dr. J. Mehta, High Commissioner for India.Before the Lecture the President introduced Lord Caldecote, DSC, MA, FRAeS, immediate Past President of the Society of British Aerospace Companies Limited, who presented the four SB AC Scholarship Awards for 1966 to the recipients.Introducing the Lecturer, Mr. Baxter said that the British Commonwealth Lecture had been established immediately after the Second World War to foster interest and understanding in aeronautical developments between Great Britain and her partners in the Commonwealth. He thought that object had been successfully achieved by the efforts of a long and distinguished list of lecturers, both from home and overseas; now they were to add another distinguished name to that list. Dr. Dhawan had taken his first degree in mathematics and physics at Lahore in 1938; in 1941 he obtained his MA from the Punjab University and, from the same university, his BSc in Engineering in 1944. After a period as an Assistant Supervisor with the Hindustan Aircraft Company, he was selected by the Government of India for advanced studies abroad in aeronautics. Dr. Dhawan had gone to the United States where he took a Masters Degree in Aeronautics at the University of Minnesota and a PhD in Aeronautics at the Californian Institute of Technology. Returning to India in 1951, he joined the Department of Aeronautics at the Indian Institute of Science, becoming Assistant Professor in 1952 and Professor and Head of the Department in 1955 and, since 1963 Director of the Institute.

Canada’s changing innovation landscape

2021 ◽  
Author(s):  
Md. Razib Alam ◽  
Bonwoo Koo ◽  
Brian Paul Cozzarin
Keyword(s):  
The United States ◽  
Destination Country ◽  
Firm Level ◽  
Individual Level ◽  
Patent Classification ◽  
The Usa ◽  
The Government ◽  
The Individual ◽  
The University ◽  
Over Time

Abstract Our objective is to study Canada’s patenting activity over time in aggregate terms by destination country, by assignee and destination country, and by diversification by country of destination. We collect bibliographic patent data from the Canadian Intellectual Property Office and the United States Patent and Trademark Office. We identify 19,957 matched Canada–US patents, 34,032 Canada-only patents, and 43,656 US-only patents from 1980 to 2014. Telecommunications dominates in terms of International Patent Classification technologies for US-only and Canada–US patents. At the firm level, the greatest number of matched Canada–US patents were granted in the field of telecommunications, at the university level in pharmaceuticals, at the government level in control and instrumentation technology, and at the individual level in civil engineering. We use entropy to quantify technological diversification and find that diversification indices decline over time for Canada and the USA; however, all US indices decline at a faster rate.

William Barton Rogers and the Southern Sieve: Revisiting Science, Slavery, and Higher Learning in the Old South

2005 ◽  
Vol 45 (1) ◽  
pp. 18-37 ◽  
Author(s):  
A. J. Angulo
Keyword(s):  
Nineteenth Century ◽  
Higher Learning ◽  
Massachusetts Institute Of Technology ◽  
University Of Virginia ◽  
Educational Thought ◽  
Nineteenth Century America ◽  
Technological Institutes ◽  
Institute Of Technology ◽  
The University ◽  
Century Science

William Barton Rogers, conceptual founder of the Massachusetts Institute of Technology, pursued two interrelated careers in nineteenth-century America: one centered on his activities in science and the other on his higher educational reform efforts. His scientific peers knew him as a geologist and natural philosopher, director of the first geological survey of Virginia, author of over one hundred publications in science, and promoter of professionalization. His colleagues in higher education, meanwhile, thought of him as the reform-minded professor at the College of William and Mary and the University of Virginia, who later left the South and established one of America's first technological institutes. Comparatively little has been written about either of these areas of Rogers's life and career. We know much more about the scientific and educational thought of such figures as Louis Agassiz at Harvard, Benjamin Silliman at Yale, Joseph Henry at Princeton, and Alexander Dallas Bache at the helm of the Coast Survey. The literature on Rogers, by comparison, has offered little insight into his life and even less about his relationship to broader developments in nineteenth-century science and higher learning.

IS ERROR FRAUD?

PEDIATRICS ◽  
1989 ◽  
Vol 84 (4) ◽  
pp. A64-A64
Author(s):  
J. F. L.
Keyword(s):  
Massachusetts Institute Of Technology ◽  
Bad Faith ◽  
Real Science ◽  
Long Time ◽  
The Government ◽  
Institute Of Technology ◽  
Witch Hunts ◽  
First Time ◽  
Published Research ◽  
The Way

Prof. David Baltimore of the Massachusetts Institute of Technology is under attack by Representative John Dingell of Michigan. Why should anyone outside of the Government or basic biomedical research care? Dr. Baltimore's reputation is at stake, but the rest of us will be affected by the outcome of these investigations as well. What has come under a legislative cloud for the first time in a very long time, perhaps ever in this country, is the legitimacy of the scientific method itself. This is an immediate and serious threat to science and medicine. The N.I.H. will have the last word on Dr. Baltimore's published research. But as I understand the Congressman's case, it is that published science must be free of error, and that error itself indicates bad faith and fraudulent intent. This is wrong. Published error is at the heart of any real science. We scientists love to do experiments that show our colleagues to be wrong and, if they are any good, they love to show us to be wrong in turn. By this adversarial process, science reveals the way nature actually works. If we as a country make science a field for only those who enjoy a good lawsuit, we will have shut the door on our future as a technologically serious nation. Clearly Congress cannot wish to do this. I would welcome a Congressional initiative to deal with fraud as such, but I fear that the way Dr. Baltimore is being treated means that witch-hunts are in the offing.

The Measurement Handicapping System of USYRU

1979 ◽  
Author(s):  
Daniel D. Strohmeier
Keyword(s):  
United States ◽  
The United States ◽  
Linear Measure ◽  
Massachusetts Institute ◽  
Massachusetts Institute Of Technology ◽  
Wind Velocities ◽  
Sailing Yacht ◽  
Institute Of Technology ◽  
Rule Making ◽  
Offshore Sailing

In 1976 the United States Yacht Racing Union mandated a new handicapping system for offshore sailing yachts. The purpose was to provide equitable racing among yachts of diverse designs, a feature not possible under the existing International Offshore Rule. Making full use of the Pratt Project for sailing yacht research at the Massachusetts Institute of Technology, USYRU evolved the Measurement Handicap System, in which ratings are expressed, not in linear measure as in past rules, but in predicted speeds on various points of sailing and in different wind velocities. The MHS was first used in the 1978 Bermuda Race. A feature of MHS is a set of regulations to require adequate cruising accommodations.

Using Mammon for Righteousness

2017 ◽  
Author(s):  
Joan Marie Johnson
Keyword(s):  
University Of California ◽  
Massachusetts Institute ◽  
Massachusetts Institute Of Technology ◽  
Access To Education ◽  
Intellectual Achievement ◽  
Institute Of Technology ◽  
The University

Chapter 5 explores what happened when women approached existing coeducational schools offering restricted gifts to benefit women. These donations either forced a school to open its doors to women or increased the number of women admitted by providing scholarships for women or erecting a women’s building or a women’s dormitory. Like the college founders, these donors believed that women were capable of the same intellectual achievement as men but found that many of America’s best universities resisted coeducation. The women in this chapter, including Mary Garrett, and Phoebe Hearst and the gifts they gave show how money could be wielded to force changes that would benefit women, in the form of access to education and professions formerly restricted to men. Moreover, coeducation at these schools, including Johns Hopkins, Massachusetts Institute of Technology, and the University of California, Berkeley, was especially significant. If women were welcomed at these important institutions, they could demonstrate their intellectual and professional capabilities and equality with men.

scholarly journals Mutual Capacity Building through North-South Collaboration Using Challenge-Driven Education

2019 ◽  
Vol 11 (24) ◽  
pp. 7236 ◽  
Author(s):  
Anna-Karin Högfeldt ◽  
Anders Rosén ◽  
Christine Mwase ◽  
Ann Lantz ◽  
Lena Gumaelius ◽  
...  
Keyword(s):  
Engineering Education ◽  
Social Values ◽  
Organizational Structures ◽  
Royal Institute ◽  
International Policy ◽  
Education Change ◽  
Global Challenges ◽  
New Knowledge ◽  
Institute Of Technology ◽  
The University

The urgent need for actions in the light of the global challenges motivates international policy to define roadmaps for education on all levels to step forward and contribute with new knowledge and competencies. Challenge-Driven Education (CDE) is described as an education for Sustainable Development (ESD) approach, which aims to prepare students to work with global challenges and to bring value to society by direct impact. This paper describes, evaluates and discusses a three-year participatory implementation project of Challenge-driven education (CDE) within the engineering education at the University of Dar es Salam, UDSM, which has been carried out in collaboration with the Royal Institute of Technology, KTH in Stockholm. Conclusions are drawn on crucial aspects for engineering education change through the lens of Activity Theory (AT), where CDE is brought forward as a motivating ESD initiative for engineering faculty and students. Furthermore participatory co-creation is notably useful as it aims to embrace social values among the participants. Also, traditional organizational structures will need to be continuously negotiated in the light of the integration of more open-ended approaches in education.

Lithuania's Industry Role in the Curricula of Engineering Education in Mechanics Faculty at Vilnius Gediminas Technical University (VGTU)

2006 ◽  
Vol 113 ◽  
pp. 621-624
Author(s):  
Mečislovas Mariūnas
Keyword(s):  
Engineering Education ◽  
Professional Staff ◽  
University Graduates ◽  
Acceptance Level ◽  
Bologna Declaration ◽  
Industrial Enterprises ◽  
Individual Industry ◽  
The Republic ◽  
The Government ◽  
The University

In the paper the industry role in the curricula of engineering education is examined. There are shown that the information obtained on industry developments trends, product export/import ratio as well as the level of investments injected into individual industry sub-sectors helps to make projections as to the number and profile of future professional staff; more specifically, as to the type of curriculum modules and the university acceptance level. Based on the information obtained from university graduates and managers from industrial enterprises as well as other authorities and summarized in an appropriate way, adequate corrections are introduced into the curriculum module without prejudice to regulations of the Government of the Republic Lithuania and to the provisions of the Bologna Declaration.

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