Electrical Engineering Curriculum: evolution, experience, and challenges

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Electrical Engineering

Curriculum: evolution,

experience, and challenges

May 3, 2012, Cambridge, MA (USA)

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Tomsk Polytechnic University. Figures and Facts

For more than a century of continuous development, today TPU is entire university campus.

The university infrastructure includes:

 21 educational buildings, with the total area of 201,264 square meters  14 dormitories for 6 208 students

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The National research Tomsk Polytechnic University comprises:  6 Research and Educational Institutes

 3 Academic institutes  3 Faculties

which consist of:

 98 Departments

 17 Centers for Research and Education  68 Research and Development Laboratories

Total number of TPU teaching staff  approximately 2,000 people, among them:  313 DSc holders

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Total number of TPU students  22 309, 10% of them are foreigners. Annually around 3000 school graduates and graduates of other

universities enter TPU

Number of students pursuing

Bachelor degree programs  6161

Specialist program  14744

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Today TPU is one of the leading technical and

technological universities in Russia.

According to the Ministry of Education and Science

of the Russian Federation, TPU holds the second place

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Institute of Power Engineering. Figures and Facts

The history of Electrical Engineering school of TPU starts in 1900.

To continue the best traditions of power engineering education, the Institute of Power Engineering was established on 28th_{May, 2010 on the basis of the}

Institute of Electrical Engineering and Thermal Power Engineering faculty. The Institute provides First cycle, Second cycle and Integrated programs in Electric Power, Thermal Power Engineering and Electrical Engineering.

The Institute of Power Engineering comprises 9 graduate and 1 undergraduate departments, 6 Research Labs, 3 R&D Centers.

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Annual turnover for R&D – more than 8 million USD.

About 25-28 theses are defended and more than 1400 scientific papers are published annually.

High quality of education is ensured by competent staff:  37 Doctors of Science, Professors

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Degree Programs offered:

Bachelors:

 140100.62 «Heat Power Engineering and Heat Engineering»

 140400.62 «Electric Power Engineering and Electrical Engineering»

 141100.62 «Power Machinery Engineering»

Qualified Specialists:

 141403.65 «Nuclear Power Plants: Design, Operation and Engineering»

Masters:

 011200.68 «Physics»

 140100.68 «Heat Power Engineering and Heat Engineering»

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Main stages:

 In 1980 and 1988 qualification criteria to university graduates were set to assess the quality of their training

 Since the middle of 90-s the Federal Law “On Higher and Post-Graduate Professional Education” has stated legal provision of the transition to the two-level educational system

 1995  the State Educational Standard of Higher Professional Education of the First generation was adopted

 2000  the Standard of the Second Generation was introduced  December, 2009  the Standard of the Third Generation

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Courses, disciplines Standard 3 (December, 2009) curriculum 2012 B1. Humanities, Social and Economical 16,8% B2. Maths and Natural Sciences 25% B3. Professional 48,1% B4. Physical Education 5,5% Optional 4,5% Projects 8 projects B5. Internships 8 weeks B6. State Final Certification 8 weeks Engineer Training Courses, disciplines Typical Curriculum (1991) Standard 1 (1995), Curriculum (1996) Standard 2 (2000) Curriculum (2004) Humanities, Social and Economical Subjects 28,5% 22,2% 21,5% Mathematics and Natural Sciences 15,4% 22% 21,2% General Professional 23% 35% 34,9% Special Disciplines (Bachelor) 9,5% 10,8 Special Disciplines (Engineer) +1 year 26% 11,3% 11,6% Projects 11 projects 11 projects (9 projects for Bachelors) 11 projects (9 projects for Bachelors)

Internships 24 weeks 11 weeks 15 weeks

State Final

Certifications 16 weeks 16 weeks 14 weeks

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In 2003, Institute of Electrical Engineering was assigned to test a credit system for students knowledge assessment and an asynchronous teaching model.

On the basis of 140200.62 Electric Power Engineering program and 140600.62 Electrical Engineering, Electromechanics and Electrical Technologies program an experimental Electrical Engineering program of the international level was

created.

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In order to implement next generation program an integrated curriculum for undergraduate education was developed. This curriculum was not contradicting requirements from the Standard 2 for the parent 140200.62 and 140600.62 programs.

However, new Electrical Engineering program provided significant changes in the nomenclature, volume and content of disciplines in relation to its predecessors fixed in the Standard 2. And totally met requirements reflected later in the Standard 3 for the 140400.62 Electric Power Engineering and Electrical Engineering program.

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Evolution of Specialist Training Programs in Electrical Engineering

ABET, 2006

NQA, 2010

GATE, 2000 RAEE, 2008

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140400.62 “Electric Power Engineering and Electrical

Engineering”

140400.62 Educational program is based on the internal educational standard of TPU which supplements the Standard 3 with the requirements of

international engineering educational standards and contributes to

endorsement of the program’s goals and outcomes with employers – strategic partners of TPU interested in TPU’s graduates (bachelors, masters).

The outcomes of 140400.62 Electric Power Engineering and Electrical

Engineering program were approved by industrial enterprises which signed the protocols of approvement. Within these enterprises are the largest

Russian electrical power corporations.

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The 140400.62 “Electric Power Engineering and Electrical

Engineering” program

Program profiles:

P1. Electrical Power Plants

P2. Electrical Power Systems and Networks P3. Electric Power Supply

P4. Relay Protection and Electrical Power Systems Automation P5. High-Voltage Electric Power Engineering

P6. Electromechanics

P7. Electric and Electronic Equipment P8. Electric Drives and Automation

P9. Electric Equipment and Electrical Facilities of Enterprises, Companies and Institutions

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Engineering” program. The Structure of First Cycle Training

Term Structural blocks of the training Credits

1 - 4

Basic disciplines in humanities, social and economical courses (HSE), mathematics and natural sciences (MNS) and professional subjects (PS)

120 Optional disciplines for HSE, MNS and PS

Student Internship

5, 6

Basic disciplines for PS module «Electric Power Engineering»

(profiles P1, P2, P3, P4, P5)

Basic disciplines for PS module «Electrical Engineering» (profiles P6, P7, P8, P9, P10)

60 Optional disciplines for HSE, MNS and PS

Industrial Internship

7, 8

Modules of disciplines for training profiles

60

P1 P2 P3 P4 P5 P6 P7 P8 P9 P10

Optional disciplines for HSE, MNS and PS State Final Certification

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Woodward, Inc. (USA) Eaton, Inc. (USA)

LappKabel, Ltd. (Germany) Danfoss Group (Denmark)

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Engineering”. Computer classrooms

Computer Classroom for Design Computer Classroom for Distant Learning

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Engineering”

Shortcomings of the Program:

1. Concerns of the industry on the insufficient engineering level of graduates due to reduction of the training time. Time-consuming adaptation to engineering work.

2. Low efficiency of students self-work organization

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CDIO Initiative

In October, 2011 National Research Tomsk Polytechnic University joined the Worldwide CDIO Initiative (The CDIO™ Initiative)

In 2012, Tomsk Polytechnic University will test CDIO principles on three pilot bachelor programs in its 3 institutes, namely, the Institute of Natural Resources, the Institute of Physics and Technology, and the Institute of Power Engineering. TPU is the first Russian higher education institution involved in the initiative of leading world higher education institutions on modernization of engineering education. For the time being, about 70 higher educational institutions from 25 countries of the world have joined the project.

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Alignment of Electric Power Engineering and Electrical

Engineering program goals with CDIO concept

G1. To prepare a graduate for conducting research in multidisciplinary areas including mathematical modeling of processes and objects, experimental studies and analysis of their results, search for resource-saving

technologies and new solutions in Electric Power Engineering and Electrical Engineering basing on the best experience Russia and foreign countries

G2. To prepare a graduate to perform design work, to

calculate, analyze and design of electric power grids and electric

equipment, installations and systems, to compete

on the global market, to

apply state-of-the-art means of design automation which consider environmental consequences G3. To prepare a

graduate for work in the sphere of power facilities construction, installation and maintenance,

servicing and testing, diagnostics and

monitoring of electric power equipment in accordance with the training provided and

requirements of environmental

protection, safety of personnel and operation

G4. To prepare a

graduate to managing and administrative tasks

related to personnel management (including international staff), decision-making in the field of operation, management and monitoring of the

operating practice at the enterprises, companies and institutions of

Electric Power Industry.

G5. To prepare a graduate for self-learning and acquiring new knowledge and skills, continuous self-improvement aimed at full implementation of the potential for successful professional career

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Alignment of 140400.62 Program Goals

with CDIO standards

CDIO™ Standards Scale 140400.62 «Electric Power Engineering _{and Electrical Engineering» Compliance}

Standard 1 - CDIO as Context 2 Developed plan to provide transfer to CDIO principles during the program implementation Standard 2 - CDIO Syllabus

Outcomes 2

Learning Outcomes of 140400 Program have been analyzed to find discrepancies with CDIO Syllabus. Adjustments are being introduced

Standard 3 - Integrated

Curriculum 1 Preliminary correlation of disciplines with planned Learning Outcomes is being performed Standard 4 - Introduction to

Engineering 1 The necessity of an Introductory course is justified, the process of its implementation is started Standard 5 - Design-Build

Experiences 2 Curriculum incorporates possibilities for project-integrated activity Standard 6 - CDIO Workspaces 2 Laboratories for the development of practical, research and engineering skills, the necessity of

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Alignment of 140400.62 Program Goals

with CDIO standards

CDIO™ Standards Scale 140400.62 «Electric Power Engineering _{and Electrical Engineering» Compliance}

Standard 7 - Integrated Learning

Experiences 0 Integrated learning is included in the curriculum, but programs were not assessed for compliance Standard 8 - Active Learning 1 Active learning methods are included in syllabus according to the standards of TPU Programs but

they are not implemented at full scale Standard 9 - Enhancement of

Faculty CDIO Skills 1 Teaching staff improves an engineering practice but there is no systematic Enhancement Plan Standard 10 - Enhancement of

Faculty Teaching Skills 1 Teaching staff improves teaching competencies but there is no systematic Enhancement Plan Standard 11 - CDIO Skills

Assessment 1 Assessment methods used do not always correspond to the Learning Outcomes Standard 12 - CDIO Program

Evaluation 1

External evaluation of the quality management system, external accreditation of the previous program (ABET, GATE, EUR-ACE label, AEER)

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Thank you for

attention!

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Issues for discussion and questions for experience

learning

1. How do planned learning outcomes comply with the industry requirements? 2. How does the industry formulate requirements to the graduates?

3. What technologies are used to achieve the planned learning outcomes? 4. How are learning outcomes assessed?