The Quality of Engineering Programs of Cebu Technological University as determined by its Performance in the Mechanical and Electrical Engineering Licensure Examinations

2015 ◽  
Vol 9 (1) ◽  
Author(s):  
JANUARIO FLORES JR.
Keyword(s):  
Engineering Education ◽  
Mechanical Engineering ◽  
Core Competencies ◽  
Electrical Engineering ◽  
National Standard ◽  
Engineering Programs ◽  
Licensure Examinations ◽  
College Of Engineering ◽  
Engineering Schools

Licensure examination performance provides an indication of the effectiveness of the curricular program to develop core competencies of students. The study aimed to evaluate the quality of Cebu Technological University’s engineering programs by determining the performance of its graduates in the licensure examinations from 2005 to 2012 and comparing it with the national standard. It also benchmarked its performance with that of the top four private engineering schools of Cebu. Source of data was the Professional Regulation Commission. The result of the study showed that there were no significant differences between the CTU College of Engineering’s performance in the licensure examinations of both Mechanical Engineering and Electrical Engineering as against the National passing performance. There were no significant differences between the performance of CTU and the performance of the top four engineering schools of Cebu in both Mechanical Engineering and Electrical Engineering. Based on those findings, it can be concluded that the performance of CTU College of Engineering in the licensure examinations is comparable with that of the national standard. It is also comparable with the performances of the top four private engineering schools of Cebu. It is effective in its curricular programs in engineering, competent to provide quality engineering education at par with the top engineering schools of Cebu and the rest of the nation, and capable of producing globally competent engineers.   Keywords - Engineering Education, licensure exam performance, quantitative, t-test, one-way analysis of variance,  Philippines, Asia

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.

scholarly journals Practical Elements of Mechanical Engineering – An Enrichment to University Engineering Education

2015 ◽  
Author(s):  
Anthony G. Straatman
Keyword(s):  
Engineering Education ◽  
Mechanical Engineering ◽  
Practical Knowledge ◽  
Engineering Curriculum ◽  
Engineering Programs ◽  
Materials Engineering ◽  
Enrichment Program ◽  
Applied Arts

Practical Elements of Mechanical Engineering (PEME) is an enrichment program developed by the Department of Mechanical and Materials Engineering at Western University in collaboration with Fanshawe College of Applied Arts and Technology. The PEME program was developed mainly in response to the changing backgrounds of students entering university engineering programs, and to provide an opportunity for students to get exposure to practical courses in machining, welding, metrology, and other practical areas, which complement the traditional Mechanical engineering curriculum. The PEME program is thus a formal avenue whereby students have an opportunity to gain some additional practical knowledge of their profession.

Benchmarking the Integration of Complex Systems Study in Mechanical Engineering Programs in the Southeastern United States

2007 ◽  
Vol 35 (3) ◽  
pp. 256-270 ◽  
Author(s):  
Nadia Kellam ◽  
Michelle Maher ◽  
James Russell ◽  
Veronica Addison ◽  
Wally Peters
Keyword(s):  
United States ◽  
Complex Systems ◽  
Engineering Education ◽  
Mechanical Engineering ◽  
Southeastern United States ◽  
Engineering Programs ◽  
University Websites ◽  
Undergraduate Engineering ◽  
Undergraduate Engineering Education ◽  
The University

Complex systems study, defined as an understanding of interrelationships between engineered, technical, and non-technical (e.g., social or environmental) systems, has been identified as a critical component of undergraduate engineering education. This paper assesses the extent to which complex systems study has been integrated into undergraduate mechanical engineering programs in the southeastern United States. Engineering administrators and faculty were surveyed and university websites associated with engineering education were examined. The results suggest engineering administrators and faculty believe that undergraduate engineering education remains focused on traditional engineering topics. However, the review of university websites indicates a significant level of activity in complex systems study integration at the university level, although less so at college and department levels.

Corrosion Engineering And Corrosion Science

CORROSION ◽  
1963 ◽  
Vol 19 (6) ◽  
pp. 199t-204t ◽  
Author(s):  
M. G. FONTANA
Keyword(s):  
Mechanical Properties ◽  
Stress Analysis ◽  
Human Nature ◽  
Mechanical Engineering ◽  
Electrical Engineering ◽  
Quality Of Work ◽  
Physical Chemical ◽  
Corrosion Science ◽  
Properties Of Materials

Abstract The corrosion scientist and corrosion engineer are complementary; their efforts are synergistic in solving problems of corrosion control. The broad background of a corrosion engineer capable of covering the entire field of corrosion engineering includes knowledge of chemistry, metallurgy, physical, chemical and mechanical properties of materials, electrical engineering, mechanical engineering, biology, stress analysis, economics, human nature and many other fields. The corrosion scientist and corrosion engineer should regard each other with equal esteem, the only basis for evaluating the other's efforts being quality of work.

Turbomachinery Teaching and Research as a Supplement to Mechanical Engineering Education

1996 ◽  
Author(s):  
Abraham Engeda
Keyword(s):  
Engineering Education ◽  
Mechanical Engineering ◽  
High Efficiency ◽  
Energy Systems ◽  
Additional Constraint ◽  
Environment Friendly ◽  
Research And Teaching ◽  
Emission Regulations ◽  
Energy Shortage

Present and future technological trends are clearly compelling engineers to review efficiencies of energy systems. This is more so currently than ever before with an additional constraint due to stricter emission regulations. For overcoming future energy shortage and tackling any energy concerns, the solution will entirely depend on the engineer’s ability to develop and design high-efficiency turbomachinery, which are by far the largest component of energy producing and conversion systems. The quality of turbomachinery research and teaching is therefore expected to play an important role in developing efficient, reliable, cost worthy, and environment-friendly energy systems for the future.

scholarly journals USE OF LAPTOPS IN INTERNET-ENABLED LEARNING SPACES: ENHANCING ELECTRICAL ENGINEERING EDUCATION

2011 ◽  
Author(s):  
A. Grami ◽  
G. S. Rao ◽  
M. A. Rosen
Keyword(s):  
Engineering Education ◽  
Electrical Engineering ◽  
Learning Spaces ◽  
Engineering Programs ◽  
Use Of Technology ◽  
Form Part ◽  
Electrical Engineering Education ◽  
Institute Of Technology ◽  
Teaching Learning ◽  
The University

The University of Ontario Institute of Technology (UOIT) is Ontario’s only laptop university, and among the few universities in the world where every seat in classrooms and laboratories is connected to the Internet, and the faculty are required to appropriately integrate the use of technology into the teaching-learning enterprise. In this paper, we discuss how the use of laptops in Internet-enabled learning spaces can enhance electrical engineering education. Issues of importance are highlighted. The discussions apply to the bachelor program in Electrical Engineering at the UOIT as well as to courses related to electrical engineering that form part of other engineering programs in UOIT’s Faculty of Engineering and Applied Science.

Shall We Continue Keeping High School Courses in Mechanical Engineering Curriculum?

2014 ◽  
Author(s):  
Murat Sönmez
Keyword(s):  
High School ◽  
High Schools ◽  
Engineering Education ◽  
Mechanical Engineering ◽  
School Education ◽  
High School Education ◽  
Engineering Science ◽  
Engineering Programs ◽  
Science Courses ◽  
And Mathematics

Since the entrance of the graduates of technical high schools to engineering programs is hindered, in application, the graduates of general or science high schools only are accepted to engineering education. For these students, four years are not sufficient to teach the basic and the related application courses of the profession. Looking at the existing curriculum of mechanical engineering, it can be seen that in the 1st Year, the physics and chemistry courses repeat the content of the ones given in high school education. The current approach considers the students as they come to university with inadequate and incomplete knowledge and therefore not ready to follow the engineering science courses. This approach underestimates and denies the high school education contrary to the main objective of its curriculum. The main objective of high schools (secondary schools) is expressed in the Laws and Regulations with such a statement: “General high schools do not prepare students for a specific profession but rather for higher education”. Today, the existing curriculum of Mechanical Engineering is to be renewed by some new science and application courses to satisfy the demands of labor market. However, the total course credit limit prevents such a renewal. In the face of this dilemma, the answer to this question becomes important: Should the university really repeat high school physics and chemistry? In science high schools and in science branch of general high schools the science and mathematics courses have the major importance. The students are well educated on physics, chemistry, biology and mathematics. They are provided with the necessary science and mathematics background that is required in engineering education. Although only the well-educated graduates of science and general high schools are admitted to engineering programs and the students are already ready to follow the engineering science courses thanks to their high school background, unfortunately in some universities (in Turkey in all) science courses part of engineering curricula is filled by physics and chemistry courses with the same content of the ones taught in high school.

scholarly journals Outcomes of Mechanical Engineering Education in Specialized Projects With Respect to Entry Level Practice

1970 ◽  
Vol 7 (1) ◽  
pp. 127-134
Author(s):  
Guna Raj Paudel
Keyword(s):  
Engineering Education ◽  
Mechanical Engineering ◽  
Bachelor's Degree ◽  
Mean Values ◽  
Entry Level ◽  
The Mean ◽  
Structured Questionnaire

The study measured the extent of importance, desired and existing level of competences of seven proposed outcome statements related to specialized project works in Bachelor's Degree in Mechanical Engineering. A structured questionnaire was distributed to three groups of respondents namely employers, graduates, and teachers associated to mechanical engineering. Collected data were analyzed with the help of SPSS technology. The findings showed that all seven outcome statements were very important in the profession indicating the need of the fulfilment of higher level of competencies in these areas by engineering education. On the opposite the study showed significant differences between the mean values of desired and existing level of competences indicating the desire of additional efforts to improve the quality of engineering education.Key words: Mechanical Engineering; educationJournal of the Institute of Engineering, Vol. 7, No. 1, July, 2009 pp. 127-134doi: 10.3126/jie.v7i1.2071

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.

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