CDIO Standards Implementation and Further Development in Russia

2019 ◽  
pp. 80-88 ◽  
Author(s):  
Alexander I. Chuchalin
Keyword(s):  
Engineering Education ◽  
Graduate Training ◽  
Design Standards ◽  
Engineering Programs ◽  
Standards Implementation ◽  
Engineering Activity ◽  
Complex Engineering ◽  
Further Development ◽  
Program Graduate ◽  
Phd Program

Russian experience in the implementation of CDIO (conceive, design, implement, operate) standards for modernization of BEng programs focused on graduate training for complex engineering activity are considered. The CPD program “Applying CDIO Standards in Engineering Education” for managers and faculty staff at Russian HEIs is described. Further development of the CDIO concept for MSc and PhD engineering programs design are discussed taking into account the priorities of innovative and research engineering activities. The FCDI (forecast, conceive, design, implement) standards focused on MSc program graduate training for innovative engineering activity and FFCD (foresight, forecast, conceive, design) standards focused on PhD program graduate training for research engineering activity are presented.

scholarly journals Integrative Training of Future Engineers to Innovative Activities in Conditions of Postindustrial Economy

2019 ◽  
Vol 28 (1) ◽  
pp. 65-75 ◽  
Author(s):  
S. V. Yushko ◽  
M. F. Galikhanov ◽  
V. V. Kondratyev
Keyword(s):  
Engineering Education ◽  
Technological Development ◽  
Distinctive Features ◽  
Postindustrial Economy ◽  
University Center ◽  
Engineering Activity ◽  
Technological University ◽  
Further Development ◽  
Engineering Training

The article substantiates the necessity of new priorities and paradigms of innovative engineering activity, changing the role of an engineer and the nature of engineering education. It is demonstrated that the basis of modern technologies is interdisciplinary research that determines the need for integrative training of engineers for innovation. The main characteristics, distinctive features and structure of such activity are given. Based on the qualification levels of future engineers’ and the stages of their professional competencies formation, the requirements for innovative engineers are formulated and a comprehensive approach to the formation of engineering competencies is substantiated. The change of the most important trends in the field of engineering training made it possible to update the main provisions of the classical concept of engineering education. The vector of further development of Kazan National Research Technological University as a university center for technological development of the Republicof Tatarstanin the field of chemical technologies has been outlined.

scholarly journals Engineering Education in the Epoch of Industrial Revolution and Digital Economy

2018 ◽  
Vol 27 (10) ◽  
pp. 47-62 ◽  
Author(s):  
A. I. Chuchalin
Keyword(s):  
Online Education ◽  
Blended Learning ◽  
Engineering Education ◽  
Industrial Revolution ◽  
Digital Economy ◽  
Sources Of Information ◽  
Engineering Programs ◽  
Online Technologies ◽  
Engineering Activity

The paper presents a review of literature and other sources of information concerning the fourth industrial revolution and the development of the digital economy. The tasks of improving the education system including higher education and engineering training are actualized. The author analyzes the development of online technologies in education, as well as blended learning, combining the advantages of traditional and online education. The paper dwells on the peculiarities of training engineers and the best practices of applying blended learning in engineering education, shows the need to optimize blended learning by maximizing the benefits of traditional and online education. A technique for using the CDIO approach, further developed for engineering education of the top levels, is proposed for the optimal blended learning design of the Bachelor, Master and PhD programs. The author adduces the concrete examples, which show the possibility of digital transformation of engineering programs with the purpose of their actualization and improving the quality of graduates’ training for complex, innovative and research engineering activity.

Pengembangan Prototipe Piranti Lunak Sistem Informasi Manajemen Kegiatan Perekayasa Dengan Microsoft Excel

2014 ◽  
Vol 5 (2) ◽  
pp. 54-60
Author(s):  
Ivransa Zuhdi Pane
Keyword(s):  
Information System ◽  
Software Engineering ◽  
Management Information ◽  
Microsoft Excel ◽  
Development Stages ◽  
Engineering Activity ◽  
Engineering Information ◽  
Analysis Design ◽  
Index Terms ◽  
Further Development

Management of engineering activities based on information systems is expected to increase Engineer’s perfomances in executing the daily tasks. The software of such management information system should be built on the platform which is easy to use and adaptable to the dynamics of engineering activity management in the future. Software engineering, consisting of analysis, design and implementation, was carried out to realize a prototype which is ready to be applied in the further development stages. Index Terms - engineering activity, Engineering, information system, software engineering.

A Novel Paradigm for Engineering Education: Virtual Internships With Individualized Mentoring and Assessment of Engineering Thinking

2015 ◽  
Vol 137 (2) ◽  
Author(s):  
Naomi C. Chesler ◽  
A. R. Ruis ◽  
Wesley Collier ◽  
Zachari Swiecki ◽  
Golnaz Arastoopour ◽  
...  
Keyword(s):  
Engineering Education ◽  
First Year ◽  
Collaborative Environment ◽  
Large Numbers ◽  
Engineering Problems ◽  
Complex Engineering ◽  
Potential Impact

Engineering virtual internships are a novel paradigm for providing authentic engineering experiences in the first-year curriculum. They are both individualized and accommodate large numbers of students. As we describe in this report, this approach can (a) enable students to solve complex engineering problems in a mentored, collaborative environment; (b) allow educators to assess engineering thinking; and (c) provide an introductory experience that students enjoy and find valuable. Furthermore, engineering virtual internships have been shown to increase students'—and especially women's—interest in and motivation to pursue engineering degrees. When implemented in first-year engineering curricula more broadly, the potential impact of engineering virtual internships on the size and diversity of the engineering workforce could be dramatic.

A Framework for Engineering Dissection Exercise Creation and Implementation

2009 ◽  
Author(s):  
Kathleen M. Hart ◽  
Steven B. Shooter ◽  
Charles J. Kim
Keyword(s):  
Active Learning ◽  
Best Practices ◽  
Reverse Engineering ◽  
Engineering Education ◽  
Learning Outcomes ◽  
Positive Impact ◽  
Rigorous Approach ◽  
Engineering Activity ◽  
Hands On ◽  
Different Levels

Hands-on product dissection and reverse engineering exercises have been shown to have a positive impact on engineering education, and many universities have incorporated such exercises in their curriculum. The CIBER-U project seeks to examine the potential to utilize cyberinfrastructure to enhance these active-learning exercises. We have formulated a framework for product dissection and reverse engineering activity creation to support a more rigorous approach to assessing other exercises for satisfaction of the CIBER-U project goals and adapting the best practices. This framework is driven by the fulfillment of learning outcomes and considers the maturity of students at different levels. Prototype exercises developed with the framework are presented. The approach is sufficiently general that it can be applied to the consideration and adaption of other types of exercises while ensuring satisfaction of the established goals.

scholarly journals The crossroads of Engineering education

2019 ◽  
Vol 39 (2) ◽  
Author(s):  
Andres Pavas ◽  
Nelson Arzola de la Peña
Keyword(s):  
Labor Market ◽  
Engineering Education ◽  
Formal Theory ◽  
Regular User ◽  
Engineering Programs ◽  
Recent Graduates ◽  
Technical Systems ◽  
Law And Humanities ◽  
Engineering Career ◽  
Final Disposition

Never before has Engineering needed more from the support of society and society needed more from the advances of Engineering than now. However, there is a feeling of demotivation among the students to pursue Engineering programs, thus other careers are more desirable such as Administration, Economics, Journalism, Law and Humanities. In the first place, this occurs partially because technology is generally available to everyone, that is, everyone is a regular user of it, thus confusing its daily use (connect and use solutions) with the background complexity for creating and implementing it. In the second place, potential engineering studentsexpect education in technology with immediate practical activities and with the minimum of formal theory, because in summary everything is so easy to use that they think it is not necessary to make things difficult with a thoroughly understanding of how to conceive, manufacture, operate, perform and of the final disposition of equipment and technical systems. Finally, the frequent outcome of studying an Engineering career could be another reason, since recent graduates often do not have the skills and knowledge demanded by the labor market and are received with unattractive salaries, in addition to the discovery that graduates of other careerswith little technical and engineering preparation use technologies and turn them into highly profitable businesses.

scholarly journals Modeling Humanizing Education Through Newly Reviewed Materials Engineering Curriculum

2021 ◽  
Vol 9 (3) ◽  
pp. 63-79
Author(s):  
Norshahida Sarifuddin ◽  
Zuraida Ahmad ◽  
Ahmad Zahirani Ahmad Azhar ◽  
Hafizah Hanim Mohd Zaki ◽  
Amelia Wong Azman ◽  
...  
Keyword(s):  
Engineering Education ◽  
Curriculum Design ◽  
Well Being ◽  
Engineering Programs ◽  
Academic Field ◽  
Materials Engineering ◽  
New Curriculum ◽  
Humanitarian Engineering ◽  
Definition Of ◽  
The University

In line with the current global focus on sustainability and the well-being of the planet, becoming a professional engineer nowadays requires more than simple mastery of technical skills. Considering that engineers are required to have a deep sense of responsibility not only for humankind but also for the environment, engineering education and practices must be reformed substantially to prepare engineers that will contribute to sustainable development. This necessitates updating conventional engineering programs (CEE) to incorporate Humanizing Engineering Education (HEE). Although HEE is an old practice of individual engineers and other organizations outside the academic field, it is relatively new in academic engineering. While the definition of what truly merits being considered HEE remains debatable, many engineers believe that their work involves a humanitarian aspect. To streamline the development of HEE, there is a need for developing guidelines and frameworks for a comprehensive model. Ideally, that framework should integrate humanizing pedagogy in the new curriculum design. The objective of the paper is to share the experience of the authors in designing a new curriculum for a Materials Engineering Programme (MEP) that is embedded with Humanitarian Engineering (HE), which is among the main elements of HEE. Data collection was through interviews, qualitative surveys, reports from the stakeholders, accreditation bodies and benchmarking with other Higher Learning Institutions (HLI). An extensive scholarly literature review was executed to identify shortcomings in CEE and how it could be reformed by integrating it with HEE. The Sejahtera Academic Framework (SAF); a strategic framework for academic programmes developed by the university, was used as a reference to customize MEP to better meet students’ needs. Since the proposed model applies a new emerging concept, it inevitably raises challenges related to different levels of understanding among course implementers and perceptions of external stakeholders. Moreover, the developers had to consider the limitations imposed by the university's policies and structures while acknowledging the availability of finite resources (i.e. time, money, equipment, and expertise).

Quality Assurance through Innovation Policy

2012 ◽  
pp. 40-49
Author(s):  
Marlia Mohd Puteh ◽  
Kamsiah Ismail
Keyword(s):  
Engineering Education ◽  
Value Chain ◽  
Innovation Policy ◽  
Traditional Approach ◽  
Critical Role ◽  
Scientific Development ◽  
Teaching Methodology ◽  
Engineering Programs ◽  
Outcome Based Education ◽  
Intellectual Capacity

A number of countries are focusing on innovation to advance their economies up the value chain. Hence, a large emphasis is given to engineering education as activities that engage scientific development generally originate from the engineering field (Ashford, 2004). A country’s innovation policy also determines educational reform as the education sector is a key player, holding holds the intellectual capacity and trained human resources to execute the transformation. In this regard, the engineering profession and accrediting engineering programs have repeatedly called for reform in the engineering education pedagogical approach. Despite debates over the effectiveness of outcome-based education, the prominent teaching methodology has always been attributed to the traditional approach of “chalk and talk” (Mills & Treagust, 2003). This study investigates the critical role of science, technology and innovation to a country’s economy. It will also examine the extent to which the educational approach, particularly in the engineering education field, is coherent with the national system of innovation, exposing students with real perspectives for future workplace environment.

scholarly journals Surveying the assessment components suitability for engineering learning in a challenging educational environment

2020 ◽  
Vol 26 (1) ◽  
pp. 29-33
Author(s):  
Samuel Eneje ◽  
S. Scholar
Keyword(s):  
Learning Environment ◽  
Engineering Education ◽  
Engineering Students ◽  
Learning Outcome ◽  
Educational Environment ◽  
African Region ◽  
Engineering Programs ◽  
Educational Environments ◽  
Engineering Models ◽  
Blended Course

This study used a mixed methodology to investigates the possibility of using blended assessment for engineering education in a challenging learning environment. It discussed the outcome of the evaluation, which is problematized by the influences of an encumbered learning environment. It used the blended engineering models to investigate the circumstances of assessments and its outcomes in a university situated in the sub-Sahara African region. It revealed the experiences of post-internship engineering students using a single blended course. The survey showed that students` knowledge of factors impeding thorough assessment for productivity in the region and advocated ways of improvement. It disclosed past and present assessment percentage shares in addition to suggesting a preferred assessment percentage share required for graduating skilled engineers. The result uncovered where assessment might be situated so that there is a satisfactory learning outcome for engineering programs. Keywords: Blended engineering learning, Challenged educational environments, Assessment outcomes.

Skill-Centered Syllabus for Undergraduate Mechanical Engineering Education

2006 ◽  
Author(s):  
Carlos F. Rodriguez ◽  
Alvaro E. Pinilla
Keyword(s):  
Higher Education ◽  
General Education ◽  
Engineering Education ◽  
Professional Education ◽  
Higher Education Policy ◽  
Mechanical Engineering ◽  
First Year Students ◽  
Engineering Programs ◽  
Credit Hours ◽  
High Standards

Recent changes in higher education policy in Colombia (South America) have forced educational institutions and universities to consider reducing undergraduate engineering programs from the traditional 5 or 6 years (170 credit hours) to four years (136 credit hours). This reduction is a worldwide trend, mainly due to a lack of financial resources supporting high standards of professional education. Additionally, institutions are restructuring their curricula to adjust to the broader spectrum of career development opportunities for the graduating engineer and the new challenges faced by practicing engineers. Also, engineering education in Colombia needs to adjust to Colombia's necessities as a developing country. In response to the above-mentioned circumstances, the mechanical engineering department of the Universidad de Los Andes (UdLA) has proposed a new mechanical engineering (ME) undergraduate syllabus. This paper summarizes the process undergone by the ME department of the Universidad de Los Andes to review our syllabus and propose alternative approaches. Our new ME syllabus applies a skill-centered approach structured by four priorities: 1) the primary professional role of an engineer is in project development, 2) the engineer needs an in-depth knowledge of the sciences (physics, chemistry and biology) and mathematics; 3) the engineer also needs a general education in the social sciences and arts and, 4) the engineer should master the core concepts of mechanical engineering. These four priorities agree with the US study of the Engineer of 2020. Our restructured syllabus evenly introduces these priorities early in the undergraduate ME program. Our ME Department implemented the new syllabus for first year students in January 2006. Positive results have already started to emerge. This article provides an overview of the higher education quality assurance system in Colombia and a description of the Universidad de Los Andes new ME syllabus.

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