Showing papers on "Engineering education published in 1989"

SEI report on graduate software engineering education

Abstract: A report on the SEI's 1988 Curriculum Design Workshop is provided, along with descriptions of the six core courses for a Master of Software Engineering degree program that were designed at that workshop. A summary of current SEI recommendations for such a degree program is also included.

Towards a More Representative Engineering Education

Abstract: Engineering education in Australia today misrepresents both the practice of engineering and the nature of technological development. By offering mainly technical subjects and subjects that are overridingly mathematical and scientific in character and by selecting prospective students according to their ability to get good grades in secondary school mathematics, physics and chemistry exams, engineering schools perpetuate an image of engineering practice as being only concerned with technical particulars and of technology as being shaped wholly by technical considerations. As a consequence, only a narrow range of people are attracted to the engineering profession and those that are are inadequately trained. The quality of engineering practice suffers accordingly and with it the quality of life.

A new program at RIT: master of engineering in microelectronics manufacturing engineering

Abstract: Rochester Institute of Technology, College of Engineering, has established a new master of engineering degree program in microelectronics manufacturing engineering. The program is one year (four quarters) in duration and is designed for BS graduates in engineering or science. The core courses are Microelectronics I, II, III, Microlithography I, II, and Manufacturing Science I, II. Concentration courses may be selected from a list of courses including computer integrated manufacturing, statistical design of experiments, facilities design, safety, and others. The core courses are discussed, and the facilities are described. >

University education in Singapore: The making of a national university

Abstract: This paper provides an analytical account of the transformation of Singapore tertiary education system in the post-colonial period. Using a socio-political perspective focussing upon the governing elite’s need to harness the university sector for its development ideology the paper traces the manner in which the privately — funded Chinese — medium Nanyang University and the state-supported English medium University of Singapore both underwent transformation in the crucial areas of academic freedom, university autonomy and governance. Language, cultural and educational differences arc shown to narrow in line with socio-economic transformations leading to the eventual dominance of the English medium institution. It is argued further that in the transformation the trnasformation the university lost essential western-model characteristics.

The attitude of pupils towards technology

Abstract: ion was too high (C19, J6, K1)1 and some items were added that are equal in content to those items that might cause difficulties (C8, C9, Cll, D8, J4, JS); 3. after answering the pilot questionnaire pupils had to indicate the meaning of possible 'difficult words' such as economy, developing countries, designing and creativity. Aspects of technology among 16 to 18-year-olds To find out whether the attitude towards technology among older pupils is determined by aspects other than the theoretical aspects and dimensions from De Vries' research, we administered an open-ended questionnaire to a group of youngste~ starting from 15/16 years old (see table 3.2). The pupils from mavo and gymnasium classes have physics as an exam subject. The majority of the partaking group consisted of boys. Table 3.2 Respondents open-ended questionnaire about technology

Designing the design engineer

Abstract: The modern engineering curriculum has evolved to be heavily weighted with science and analysis. Recent concern with the need for instruction in design has led to the introduction of capstone design courses. These courses give the student an opportunity to produce a design, using the scientific principles and analytic methods learned previously. However, students are often thrown into such a course with little preliminary instruction on design methods. Though much of our early understanding of design consisted of broad generalities combined with sets of unrelated, uncodified tips and pointers, there is now a growing body of rigorous knowledge, first suggested 20 years ago, that might be called the science of design. This material is primarily related to techniques for generating, evaluating, and selecting among alternatives. Development of this science must be continued, but its incorporation into the curriculum should not wait for its perfection. Many of its components can and should be taught now, prepar...

Quality undergraduate engineering education - a critical perspective

Abstract: Within the current engineering educational system, the term \Iquality\N has interpretations that vary from achievable intellectual levels to the financial state of the institution. The desire for quality is inherent in academe, but its conception varies, producing varied standards and assessment practices. Concern for quality undergraduate engineering education is not unusual due to current societal trends which have resulted in declining enrollment; changing student characteristics, including those due to the percentage increase of foreign students; and changing expectations of an engineering education. In this context the definition of quality undergraduate engineering education assumes significant importance, as do the processes to achieve it. The incorporation of an integrated liberal arts core within the curriculum, co-op education and an emphasis on general intellectual development, instead of mere technical competence are seen to lead to an education of merit and worth, and thus one of quality.

A Review of the U.S. Report Entitled A National Action Agenda for Engineering Education

Abstract: SUMMARY A task force of distinguished engineering educators and industrialists appointed by the American Society for Engineering Education Board of Directors, after reviewing recent major reports on engineering education, identified eight recommend-ations that the committee considered to be of the highest priority for the United States. The recommendations relate to topics such as undergraduate curricula, the teaching of design and manufacturing, practice-oriented advanced degree programs, faculty recruit-ment, and career-long education for engineers. The report has been very widely quoted in reports, including those issued by federal agencies, the Congress, and academic institutions. A recent review indicates that significant actions on nearly all the recommend-ations are currently under way.

Engineering Education in the United States

Abstract: Major trends in the United States engineering education are discussed in terms of faculty, facilities, curricula, and students. The role played by the American Society for Engineering Education is reviewed. Examples of ASEE activities with summer faculty programs, continuing education for faculty, awards, annual conferences, and development of a national action agenda are summarized.

Engineering Design as It Moves from an Art to a Science: Its Impact on the Education Process

Abstract: We present a historical perspective of the evolution of the body of knowledge which supports the practice of engineering design from an art to an emerging science of the artificial. The bounds of this science of design are not yet defined clearly, but we have extended them to include the interrelated concepts of Meta-design and Decision-Based Design. This science of design is unique in that its substance and structure are different from those of the classical sciences. It exists at the interface between art and science and is comprised of elements which mandate that it be learned in an experience-based, action learning mode and not be taught in the manner of the classical sciences. Once this is recognized, it is obvious that its unique structure will have significant impact on the formal process and structure of engineering education. In industry and academic institutions alike, it will be necessary to shift the emphasis in design classes from lectures and the puzzle-like problems in textbooks to team activities in which the participants learn by doing and acquire hands-on experience. Individual skills in Newtonian-based analysis and the engineering sciences will still be highly prized, but only when they are harmonized with the equally prized skills of being able to negotiate satisfying solutions to the open and, sometimes, fuzzily defined problems of the real world. Finally, drawing on our experience at the University of Houston, we discuss the impact and some of the practical considerations associated with instituting a design education program in which account is taken of the unique structure of the science of design.

Continuing engineering education by electronic blackboard and videotape: a comparison of on-campus and off-campus student performance

Abstract: The authors discuss student performance in the two different systems that the University of Illinois at Urbana-Champaign employs for its remote delivery of off-campus courses in continuing engineering education. The two systems are the AT&T Gemini 100 Electronic Blackboard system and videotaping courses in a studio classroom setting. Three sets of findings are reported about comparisons of on and off-campus student performance in the same engineering courses offered from 1979 through 1986, and these findings are then related to pertinent literature. The first compares on and off-campus students in electronic blackboard courses over the seven-year period, the second compares on and off-campus students in videotape courses, and the third set of findings compares and contrasts results on student performance resulting from the two types of off-campus delivery systems. >

German and Engineering: An Overdue Alliance

Abstract: What do an aerospace engineer and a Kafka scholar have in common?' At the University of Rhode Island the answer is a strong interest in the German language and cultures, a belief that the American educational system must be responsive to national needs, and the confidence that tradition should not prevent distant ends of the university from collaborating in a healthy way. Though these affinities might have led only to lofty platitudes some years ago, the changing world economy and the new international competitiveness have provided the framework within which cooperation between two such educators is now not only possible but necessary. America leads the world in technological expertise, but falls short when it attempts to communicate its knowledge in the world marketplace. The time has come for the Germanist and other humanists to join forces with the technologist to provide the next generation of American professionals with all of the tools necessary for productive, fulfilling, and rewarding careers in the global workplace. The aerospace engineer mentioned above is Dr. Hermann Viets, Dean of Engineering at the University of Rhode Island, the Kafka scholar is a Professor of German and Associate Dean of the College of Arts and Sciences (as well as the author of these pages). What began just a few short years ago for these two persons as casual conversation about the plight of our culturebound and monolingual society, grew into the conviction that the University of Rhode Island had both the resources and the will to create a working educational relationship between the German faculty and the College of Engineering. The German Section had a history of commitment to German for the professions, and several of the engineering faculty were deeply interested in German and Germany, some by virtue of their fluency in the language, others through their research contacts with colleagues abroad. Even though there was no historical precedent or model in other institutions, this basis of interest across the disciplines made action very possible. A joint foreign language and engineering committee was appointed to explore the feasibility of a new program combining engineering and foreign language studies. This group was asked to determine: 1) whether there is tangible evidence that it is desirable for technologists to learn a second language; 2) why engineers have typically avoided foreign language study; 3) how engineers might be encouraged to study languages; 4) whether one might be able to find support, financial and otherwise, from educational, governmental, and private sources for the creation of a program to address this issue. The following is a summary of this group's findings and an outline of the International Engineering Program which has been designed at the University of Rhode Island in response to these findings.

Developing engineers-some reflections on university education in developing countries

Abstract: The engineering needs of developing countries are quite different from those of advanced, industrial economies, requiring a completely different approach to higher education in technology. The author discusses the role a university, should play in the education of engineers. Engineering requirements and the gap between industry and universities are discussed. The reasons for the large gap in developing countries are mentioned and the choice of a suitable curriculum, taking into account such factors as social background, practical work, and the needs of industry is discussed. >

A Proposal for a Bachelor's Degree Program in Software Bngineering

Abstract: Perception of Software Engineering as a multi-disciplinary profession like established branches of engineering justifies its treatment in a specialised bachelor's degree. Identification of the essence of professional engineering education in general, and the instantiation of this essence with the particular content requirements of SE, provide precise SEE design criteria. The critical role of the introductory Programming course in establishing the importance of correct SE methods dictates the adoption of functional programming for its purposes. Necessary resources for teaching functional programming to introductory classes are either available or easily accessible. The curriculum overall builds upon this foundation, avoiding mistakes in existing CS curricula, providing quality academic education with the extensive practical and integrative work required for professional preparation.

Future of Civil Engineering Profession and Role of Education

Abstract: The present awareness of civil engineers in the United States is not attractive. Effort must be made to improve the image of the engineer for the potential student. Although viewed as 'low tech,' civil engineering actually deals with some highly sophisticated problems. Problems in the current educational system are noted. The requirement of a broad education combined with a graduate degree will address several problems in the current system. A few engineering schools should set out to re-examine and revise their curricula, especially undergraduate, to orient them toward educating the new engineer. Superior acceptance standards should be introduced for the selective preprofessional program. The question of what should be included in the curriculum is discussed. The undergraduate program must emphasize cultural, economic, and political breadth, together with good scientific and engineering grounding. The role and rewards of the teacher in the new order must be raised to a level comparable to that commonly reserved only for outstanding researchers in present schools. The responsibility of industry and professional offices to civil engineering research is pointed out.

Curriculum for future civil engineers: practitioner's viewpoint

Abstract: Many of today’s engineering graduates may have done well in their courses, yet are not prepared for the jobs they face in the present world. The students have information from a multitude of courses, but are weak in concept and problem-solving tools that enable them to perform within the complex systems of today. The solution involves developing a systems prospective, leadership and communication skills, and an understanding of the society within which they must work and produce acceptable products. A fundamental change in the conceptualization of the basic and engineering sciences, as well as engineering analysis and design is required—a complete transformation that may require the definition of new disciplines. The entire curriculum must be redesigned from the foundation up with new cross-disciplinary courses and course blocks. Solutions to engineering problems are no longer simply technical, but must consider demographics and other social, economic, and political factors. Therefore, the social sciences and humanities courses taught to engineers must be redesigned, also. To provide this curriculum by the year 2000, we must start now.

Training Expatriate Engineering Professionals

Abstract: During the 1980s U.S. engineering and construction firms have not been securing as many overseas contracts as they had been acquiring in the past. Ideas have developed during the past decade on what types of programs would help U.S. engineering and construction firms regain their dominant position in the world marketplace. This paper presents information pertaining to the lack of competitiveness U.S. firms are experiencing in overseas markets and discusses how cross‐cultural training of engineering professionals, before sending them on foreign assignments, relates to a firm's competitiveness. This paper discusses the merits and importance of cross‐cultural training programs for U.S. engineering professionals and the areas that need to be addressed by engineering managers.

Solving Low Enrollment Problems in Civil Engineering

Abstract: Many civil engineering departments are facing low enrollments, despite excellent job opportunities and demand for both undergraduate and graduate degree recipients. The main problem in attracting students to civil engineering is a poor image or, even worse, a lack of image. Civil engineering has always been the broadest and least understood discipline and has not been perceived as a “hightech” area. This paper outlines some ideas, many of which have been tried at Auburn University to help accelerate the slow process of improving the image of civil engineers and reestablishing the desired enrollment levels. Included are active promotional ideas as well as passive programs that indirectly affect the department's image and improve the recruitment environment. Ideas are presented for both undergraduate and graduate student recruitment. These same types of recruitment programs would also apply to other departments that are experiencing low enrollments, by identifying the strengths of the department and how to ...

Attracting Today's Youth to Civil Engineering

Abstract: Substantial evidence exists to warn the civil engineering profession of impending shortages in the qualified labor force in the coming decades. ASCE has set ambitious goals for growth in the number of civil engineering students in order to meet the increasing demand. Current recruiting efforts to minimize such shortages include high-school outreach programs and an extensive public-relations program sponsored by ASCE. These programs are described and shown to be necessary measures to halt the recently observed decline in the number of new civil engineers. It is recommended that the programs be supplemented by additional high-school summer camps and by activities in conjunction with a nearby ASCE student chapter. To bolster the ASCE advertising campaign, far-reaching methods of drawing attention to civil engineering projects are advocated. Programs for middle- and grammar-school students are emphasized because of their greater effectiveness and longer-term impact. Support of programs already in effect is encouraged, and a creative approach is recommended for developing new recruiting methods.

Education—Key to Dealing with Social and Environmental Objectives

Abstract: Education is viewed from the perspective of its role in providing understanding to guide action on complex water issues involving engineering and social and environmental considerations. A case study is presented on an effort by the Texas Society of Professional Engineers to promote education in water matters in public school curricula. Public school water education helps future generations better understand the complexity of water issues. The intent is that school children will carry the important message home to their parents. Regarding university programs, it is not suggested that engineers should become social and environmental specialists. No single specialist can handle all water issues. Instead, the issues should be presented in a broad manner so that the various ramifications are appreciated. Communication among the different groups must be fostered, and we must better appreciate the views of others.

Curriculum assessment using the essentials of college and university education for professional nursing.

Abstract: The Essentials of College and University Education for Professional Nursing provide a logical, systematic way to assess and update a baccalaureate curriculum. The American Association of Colleges of Nursing received a grant to conduct a 2-year study to identify essential knowledge, practice and values of college and university education for professional nurses. This article describes a process for using the Essentials to assess baccalaureate curricula. Each step in the process is presented and the implementation of the results of the assessment is discussed. Using the Essentials for assessment contributes to an updated and enriched curriculum.