Showing papers on "Engineering education published in 1978"

How about electrical engineering

Abstract: The ECE Department offers an evening program of 30 credit hours, leading to the degree of Master of Science in Engineering (Electrical Engineering). Students desiring admission to the program must have earned a Bachelor's degree in Electrical and/or Computer Engineering with an overall GPA of 3.0 or higher. Students whose undergraduate background is in a field other than Electrical or Computer Engineering may be given conditional admission and required to take preparatory courses in electrical and/or computer engineering. Students admitted to the program are required to take courses as specified below. Students are expected to earn a B or better in every graduate course to be credited toward the degree requirements, however, a maximum of two grades of Bwill be accepted. In addition, students must maintain a cumulative GPA of 3.0 or higher in every semester. Students may be placed on probation, if their cumulative GPA falls below 3.0. Finally, a cumulative GPA of 3.0 or higher is required, in order to be eligible to receive the MSE (EE) degree.

"Interdisciplinary Evaluation" Using the Model of Education of the IPN in Automotive Manufacturing Classes in Mexico

Abstract: At the present article a follow up was made of the technics used to evaluate interdisciplinary classes in automotive manufacturing engineering, based in a method proposed by the Instituto Politecnico Nacional (IPN) The method is related to the evaluation through competency-based learning, although is not a new method worldwide, in the engineering education specifically in Mexico is gaining popularity The evaluation method of the IPN is center in the flexibility, the continuous education, and the professional formation of the student by working in a lab of manufacturing processes The conducted follow up of the method deals with the performance of students working in small teams, and the way the students are evaluated using equipment The results were obtained through observation, and analysis of the methods used to evaluate, and making comparisons with the method of competency based learning proposed by the IPN

The Challenge for Engineering

Abstract: The engineering profession is shown to be under continuous challenge from neo-Ludditism, and its mistakes, which were without guilt, are being used to adversely influence public opinion. Engineers today need expanding knowledge in the social and behavioral sciences to be able to meet their expanding responsibilities. The future for civil engineering is examined in detail for impacts from zero population growth, the computer revolution, narrow technical decisions, mass education, and the nation's economic outlook: it is shown that civil engineers might well devote more of their energies to developing skills in public policy.

Electric Power Engineering Education National Trends

Abstract: At a time when energy issues are of great importance and the Power Industry has an increasing demand for the best young minds available to solve its problems, trends have developed that suggest possible future problems for Power Engineering Education. This paper reviews these national trends.

Engineering Reality in Single-Answer Problems

Abstract: The purpose of this work has been to investigate one method by which some of the outside reality of the world of engineering can be presented in single-answer problems. The technique involves a tool readily available to all engineering educators: the current technical literature. Single-answer problems are particularly important in the earlier phases of engineering education, when they serve to develop the student's capacity to use fundamental intellectual abilities such as recall and manipulation. Textbook problems are typical. They are generally considered to have little direct relation to the real world of engineering. However, if some of this outside reality can be presented in such problems, the student will perceive them as relevant and will be motivated to higher levels of achievement.

Engineering design education —with real life problems

Abstract: (1978). ENGINEERING DESIGN EDUCATION —WITH REAL LIFE PROBLEMS. European Journal of Engineering Education: Vol. 3, No. 2, pp. 135-147.

Higher education and technical professionalism at the undergraduate level

Abstract: Educational institutions have been greatly influenced by expanding pressures to develop occupation oriented undergraduate programs. These programs can be in serious conflict with the goals of these institutions of higher learning. This paper presents and discusses these conflicts, with a particular emphasis upon engineering education. It is concluded in this work that engineering programs fall far short of their responsibility to higher learning. Further conclusions state that one may no longer be able to define the Twentieth Century university in simple classical terms. Various recommendations reflecting these conclusions are presented. An emphasis is placed on the need to establish an intellectual base for the enginering discipline so that it may be properly included among the disciplines represented in undergraduate schools. Such a definition will require that practitioner oriented material be separated into programs which can be readily identified. These programs should be visibly separate from general undergraduate education so that those entering, funding, and controlling the education process have a clear perspective of the general attitude they must assume. In short, the university must in some fashion reassert itself as a nonprofessional entity if it is to maintain the role of a center for higher learning.

Personal Views on Power Engineering Education from an Industry Vantage Point

Abstract: Engineering education in general and power engineering education in particular are discussed in this paper from the point of view of the engineer being a total person with responsibilties to society and to himself. It appears that we are living in times when the relationship between society and technology is in crisis and that if adequate solutions are to be found changes in engineering education may be necessary to solve the problem. Engineering education has to address real problems in order to close the gap that has widened between academia and the practice of engineering. A macro-proposal on power engineering education is derived from discussions of the above topics and is offered here as a starting point for a thorough examination of the subject by everyone concerned.

Trends and perspectives in computer science and engineering education

Abstract: This paper provides an overview of significant developments in computer science and engineering education with discussions on curriculum development, continuing education, and certification. Forecasts of industry needs in the 1980's for computer professionals are included, together with the trends in curriculum developments they may auger.

Accreditation: Perspectives and procedures

Abstract: The historical operation of the engineering accreditation process in which IEEE participates is described, stressing recent changes in procedure. Some key steps in the accreditation process are described, as well as some changes that might come in the future.

The Development of a Power System Engineering Education Program

Abstract: Because he was the recipient of the Edison Electric Institute's Power Engineering Educator award, the author was invited to contribute a paper to this issue of IEEE Transactions on Education. This paper describes the philosophy which supported the creation and development of the power systems engineering program at The University of Texas at Arlington. It discusses a sixteen-year effort of building a balanced, three-phase (undergraduate, graduate and continuing education) power program. The experiences, both encouraging and frustrating, in working colleagues, industry and government are described.

Cultivation of professional engineering skills — development of a tutorial method

Abstract: (1978). CULTYVATION OF PROFESSIONAL ENGINEERING SKILLS- DEVELOPMENT OF A TUTORIAL METHOD. European Journal of Engineering Education: Vol. 3, No. 1, pp. 117-133.

Education of Engineers in Britain

Abstract: Over the last few years there has been mounting concern in Britain that something serious ailed British engineering. Several national enquiries have been or are being held and this paper draws on the experience of that conducted by the British Association for the Advancement of Science. It concluded that much of the trouble lay in engineering education and particularly in a system which attracted the worst students to tertiary education in the field. In Britain, that system must change before engineering can prosper. By taking note of the British experience, Australia may be able to avoid similar difficulties.

The University Grants Commission in Relation to Library and Information Science Education in India

Abstract: Discusses the genesis and function of the University Grants Commission of India (1956). Highlights its activities in relation to the development of the University Education in Library and Information Science in India. Presents details in the design of the curriculum and standard teaching and other resources needed in the university departments evolving from the work of review committees of the University Grants Commission. Suggests areas for bilateral cooperation in setting up standards for library and information science education at the Master's degree and Doctorate levels.

Baccalaureate Programs in Environmental Engineering.

Abstract: As shown by the enrollment figures, undergraduate environmental engineering education has grown very quickly in the past six years. Is this growth indicative of the need and usefulness of such a discipline. Most of the programs reviewed were created immediately following the environmental awareness of the late sixties. Since that time graduate environmental engineering enrollments have declined from a variety of causes. We cannot yet tell if undergraduate environmental engineering enrollments will stabilize at the present level, continue to increase, or decline. Enrollment will depend, in large part, on the degree of public awareness of the discipline and the demand for graduates in the field.

Computer Related Curricular Changes In Traditional Mathematics

Abstract: The author has been long concerned with the proper role for the computer in undergraduate instruction in mathematics. This was, in part, prompted by the dramatic shift he observed in engineering education which took place in the early 1960s as students gave up slide rules and embraced computers as their principle tool. Much credit for this rapid transition should go to the Ford Foundation (Michigan U.) project on Computers in Engineering Education [1] which developed computer-oriented materials for traditional courses and trained many visiting faculty in the use of computers and the related instructional materials generated. Although trends in the employment opportunities for undergraduate students in mathematics showed the need for substantial curricular changes also, repeated efforts to get a counterpart of the Michigan Engineering Education effort funded for mathematics were futile.

The Development of an Interactive Industry/Academic Power Engineering Education Program at the University of Missouri-Rolla

Abstract: This paper describes the development of a unique and innovative program in power engineering education enhanced through an Industry/Academic interrelationship. This program is devoted to both the teaching and the practice of power engineering. The development of the Industry/Academic relationship and its value as a model for power engineering education are related. A summary of present and proposed future activities concludes the report.

Engineering education throughout the world: A synoptic view

Abstract: The United States has benefited in the past by adopting approaches to education that were being used in countries in Europe. Engineering education, in particular, was influenced significantly by ideas initially developed in other nations. In the past few decades, however, with the tremendous advances America has achieved in science, technology, and scholarship, we have become insular as a nation with respect to outside ideas. Studies of the changes that are occurring in the educational systems in many countries, and of the results of those changes, can provide us with new insights to think imaginatively about solutions to the problems that exist within our country. This article describes the systems for engineering education in four nations: West Germany, France, the Soviet Union, and the United Kingdom. Although necessarily succinct, it provides enough information so that the reader can judge whether he or she would wish to study a particular idea or development in depth.