The masters program is an engineering education with special emphasis on design and the development and innovation of sustainable solutions. The program includes interdisciplinary components to satisfy the need for combining methods from social science and technology studies with technical subjects and design practice.
Secondary school, age range 11–14, technology and engineering education in England has been delivered mainly within Design and Technology (D&T). This inadvertently makes D&T teachers responsible for pupils’ engineering education and motivation. This paper analyses D&T teachers’ (N = 33) technology subject knowledge through self-assessment competency questionnaires, before and after developing a Science, Technology, Engineer- ing and Mathematics (STEM)-focused project of their choice for their classroom. Partici- pants were least confident in teaching the areas of technology that required mathematics and scientific knowledge. The results analyse a suggested misalignment between teachers’ Creative Arts background subject knowledge compared to the technology subject knowl- edge required for engineering education. Suggested causes of this issue are Initial Teacher Training standards and curriculum flexibility, not teacher capability. The paper concludes that teachers have been unaware of some elements of STEM education and that continuing professional development interventions are required to assist teachers and improve their engineering knowledge in order to better equip their pupils for engineering.
The system was constructed in a control cabinet as illustrated in Figure 1. All AC connections are preconfigured to prevent the risk of electrical hazard. Minimum recommended clearances were achieved in all instances except between the PLC and the VFD. It is noteworthy that while a larger cabinet was originally requested, a smaller, slightly less expensive alternative was purchased. Based on the configuration shown, each unit was estimated to cost approximately $2250 to build. While this cost did not account for future changes to the equipment, it does account for the stipend afforded to the faculty member charged with design and construction of the units. By comparison, the Lab-Volt model 5930 and 5930-A trainers were priced at approximately $6600 and $8100 respectively.
accordingly to Kelly (2009) one feature that characterized the curriculum change of recent years is the increased incidence of planning and preparation in curriculumdevelopment. over the last three decades, or even more, educationists have begun to see the need for planned innovation, to recognise that the educational change is to keep pace with and match changes in society, if it is at the same time to maintain also those standards and values which may be seen as transcending particular times and particular societies, and if it is to respond to that increased understanding of education and curriculum which has come from recent work in the field of curriculum studies, it must be deliberately managed rather than merely left to happen.
The main solution to increasing a level of normality among programs in the same field is for those programs to go through an accreditation process. For engineering programs, the leader in the accreditation field is the Accreditation Board for Engineering and Technology (ABET). ABET sets certain standards which must be met and maintained in order to retain the ABET accredited title. Some of these standards are general to all programs while others are specific to particular streams of engineering. Even when the standards given by ABET are met, there is still much variability in how they are achieved between programs. The range of differences can be quite broad. As such, the current study’s focus will be on differences within the senior design courses (and capstone project) because they show the accumulation and depth of the knowledge gained throughout the entire degree program through the development of solutions towards real world problems. These courses allow schools to equip students for the post-graduation workforce life. The designing of such capstone courses requires much forethought and research by the professor because the projects typically require sponsorship, funding and additional training in product design sequences and business management. This final sequence of courses must test, show, and increase each student’s abilities.
Science, technology, engineeringdevelopment and innovations are the essential key to improvement and are being brought forward at an increasingly rapid rate, thereby forcing engineering educators to adapt to new realities also they play a fundamental role in the creation of wealth, economic development and in the enhancement of the quality of life for all citizens. Furthermore, in the rapidly changing and development in technology and manufacturing industry has affected the national economies and education system of countries and must be continually reevaluated and revised. To make this process more manageable and to create programmes that more accurately reflect the demands of the marketplace, a curriculum revision process is presented. New challenges and new demands are making necessary to re-design curricula of technical and engineering education programmes with industry partnership and business sectors for global economy. The development of curricula should stress the need for flexibility in structure and modes of delivery of technical and engineering education programmes. The curriculum and syllabi in engineering education is dynamic as it shifts with societal requirements as well as student inputs. The paper submits recommendation on further enhanced strategies that will help in the development of education in line with modern trends in curriculum issues. It concludes that for any meaningful advancement to be made in the education sector there must be conscious, deliberate, purposeful, directional policy formulation of the implementation of the curriculum. Keywords: CurriculumDevelopment, Engineering Education, Innovation, Libya
would “ like more help with the data analysis ” . An im- portant objective of this class, in addition to teaching the design principles of biofabrication, was to establish a solid foundation in practicing the experimental method, as students specifically expressed a desire to “ have a much stronger ability to design experiments for cell- culture applications in the future ” and expected to “ learn both lab techniques as well as the best way to plan out experiments and all the variables necessary to take into account ” . To address these concerns, the course format was altered to include 20 min of lab discussion time the week before the due date for each lab report. Student teams presented their results to all the instructors, as well as the other teams, and were given the opportunity to discuss their results prior to writing the lab report. Portions of the lab sessions were also allotted to instructor-led data analysis on practice data sets, followed by guided team-based analysis of data gener- ated during the labs. This led to an increase in the level of satisfaction students reported with the lab reports by the end of course survey, with students specifically stat- ing that the in-class presentations “ helped clear up any misunderstandings and forced me to think about why we were doing what we did in lab ” and were valuable because of their “ informal, discussion-based format ” . By Table 4 Metrics assessed in end-course survey
Problem solving is highly subjective. It requires creativity, critical thinking and the ability to see new relationships buried in old circumstances. It requires the ability to move away from the optimal towards “satisficing,” or providing a sufficiently satisfactory solution. The solution does not have to be “perfect.” It only has to be workable and reliable. Problem solving is what engineers and engineering technologist do. It is the most meaningful outcome of a technical education and subjective as well as objective inputs are required . So, why are subjectivity and the role it plays in the machine designing process, or any designing process, completely ignored?
In addition, during the period of the model’s –or the map- development, we have validated it using it as a base for analysing the model of curriculumdevelopment which underlies the online courses offered by the University of Murcia at two different times; the first version of any online course in our university, as well as the courses carried out 3 years later. The main goal of this analysis was try to understanding the model of curriculumdevelopment which underlies the online courses offered by the University of Murcia, describing and understanding the teachers decision taking and planning process in every online course, as well as the students’ work on these curriculum proposals, the use of ICT tools in each one of these courses, contrasting the influence of every curriculum element of these courses as planned day to day, their results, as well as the satisfaction of the expectations of the participants. Finally, we have used the data obtained from the analysis for making proposals to improve the participant experience, the teachers’ job, the ICT tools’ development inside the university, as well as the institutional elearning implementation strategy.
The theories of Vygotsky‟s and Bandura‟s justifies different ways in which technology could be used in teaching and learning. Technology could be embedded in the curriculum itself to foster social interaction among learners in a class, within a college, between colleges and in social contexts. This is how the Massive Open Online Courses got into emergence in the late twentieth century. While MOOCs remain the starting point, there is a series of innovations/applications/resources/approaches which provide the scope for embedding technology in curriculumdesign and some of them are: (i) Blended learning: It is combining the digital media with more traditional forms of teaching and the course materials. It emphasizes the interaction between teachers and learners. (ii) Gamification: It is used for enriching the word power of the learners through training sessions, games and fun activities for young learners. In addition to this learners‟ awareness on phonology gets developed through the use of chants and songs. Further the learners in Gamification involve themselves in honing their interpersonal skills. (iii) Embodied learning: It emphasizes the idea that learning is not just about remembering but about using the mind and the body to collaborate, discuss and explore new things. Learners have to be engaged intellectually, emotionally, physically and socially through the effective utilization of visual, audio and hands-on activities. (iv) Inquiry-based learning: It makes use of multimedia/AV content to present real world experiences. Practices in soft skills and communication skills are imparted to become part of the global community. The TED talks presented here serve as a catalyst and the learners get motivated to do critical and creative thinking
The proposed model has gained satisfactory results in the teaching/learning process for the undergraduate course of production engineering. Similarly, the results presented in this paper show, that by its simplicity or technical inability, universities cannot anchor institution development space. Although, at this stage, it is not the main concern of the faculty, these results affirm the importance of the success and continuity of the model. Evidently, the paradigm shift from the project implementation model, as any change at any level and in any institution may represent a barrier to its continuity. This resistance comes from both the faculty with participation in classroom and guidance to groups, as well as students who show difficulties in adapting to working on projects, in the division and distribution of tasks by teams and, mainly, in the evaluation methodology of presentation, proactiveness, project development work and peer evaluation.
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be reformed to meet the needs of the rapidly changing technology in the real world. Rae (2007) indicates that one of the main problems faced by universities is the choice of a degree subject and its relevance to the employment market . He mentions that universities have the freedom to offer degree courses for which they have capacity and they consider they can attract a viable number of students. Doggan and Gotta (2007) argue that universities are not required, either individually or collectively, to offer degree programs that meet employer skill or workforce planning needs . They further discusses that the imbalance between the drive to attract students and the lack of any direct need to relate courses to employer demand has resulted in the growth of courses that reflect student fashion and the decline of courses such as sciences, technology and engineering, for which there was employer demand but decreasing student attraction. With this, Malcolm, McInnis and Hartley (2010) explain that science and technology is a dynamic and ever-changing field . The difficulty in predicting the direction of scientific advancement and the economic opportunities that arise in areas of that advancement, as driven by market demand, increasingly challenges the capabilities and flexibilities of science education agencies and testing laboratories. A recent report by the European Commission of the Expert Group on Science Education suggests that higher education institutions should boost the understanding of the importance of science education as a means of acquiring key competencies to ease the transition from ‘education to employability’ (E2E) by strengthening connections and synergies between science, creativity, entrepreneurship and innovation. Collectively, the thoughts of the earliest researcher as well as the current researchers inspire me to ascertain that the design of science and engineeringcurriculum should consider the job competence and skills requirements for preparing undergraduates entering the TIC industry.
Likewise, Philips of the Netherlands and Matsushita collaborated through com- bining technological expertise and funding to invent the first generation of video recorders. These were the pre-digital versions based on celluloid technology but were digitized within 20 years. This industrial combination was a “ joint venture ” since both sides knew that each only had limited proficiency in their research and a higher level than each could supply individually would be required to produce a machine that could record and re-play television recordings as well as ready-made movies in a front-loaded cartridge. These were multiple advances in one product. In using a shared, later to be called an Open Innovation approach, Philips and Matsushita arrived at a reasonable quality product that made it first to market, ahead of the American venture which aimed to produce the same kind of function. However, the American design could only play back movies and not record directly off TV. And although the reproduction on the screen was a little grainy, being “ first to market ” in this case was successful even to the point where the better quality “Beta” reproduction system was forced out of the market through clever marketing and customer hire-purchase advantages. Even though that technology has now been advanced significantly, Philips and Matsushita were ahead in their intuition about what such a product should be able to do. They engineered a re- cording function as well as a film play function; the American version would only have been able to play ready-produce movies but not record for later playback. This is one of the earliest examples of a strategic alliance derived from open innovation, although “ open innovation ” as a practice has advanced since then. For engineers, there is an important lesson: let the imagination stop at nothing — least of all contemporary technological limitations. Finally, on June 12, 2014, Elon Musk published a statement that stood in strong contrast, “All Our Patents Belong to You”. In this, he stated controversially that innovative technologies ought to be and were freely available (http://www.teslamotors.com/blog/all-our-patent-are-belong- you). While not many companies subscribe to this philosophy, it is a boon to engineers, designers, and scientists around the globe because it enhances open-source innovation.
E&T education in China has always been regarded as ”elite education” among all higher education majors. Despite the growth of university admission rate from 4% in the early eighties to more than 50% nowadays, there is only a mere 20% or less of those admitted by a university can enter into various E&T disciplines. In general, as evidenced by those who came to the United States for higher education, engineering students in China possess strong mathematical and analytical capabilities. This is due to the fact that Chinese have always emphasized on the solid foundation of building an academic ”pyrimad” in science, engineering, and technology disciplines. Consequently, the E&T curricula design reflects this philosophy in E&T education. Another aspect crucial to gain a good understanding of Chinese E&T education is that university curricula have been historically administered by the Ministry of Education. Individual university had limited freedom to change its curriculum. The centralization provides a uniformly distributed basic requirements for E&T schools across the country to ensure education quality. Even though the trend of decentralization has been observed due to the emergence of local governments and privately administered universities, however, the baseline requirements set by the Chinese Ministry of Education are used as curricula guidelines. Consequently, the results obtained from analyzing one representative E&T curriculum can be reasonably generalized to other universities in China.
As stated above, student comments in the form of an inter office memo concerning their experiences in the large group environment were submitted by the students. Again, the inter office memo was an attempt to simulate a real world environment. By far, most of the students found the experience very favorable and enjoyed the larger group size. They also enjoyed the real world flavor to the design project and the connection between theory and actual machine components manufacturers. These same students also found larger groups made for more reasonable work loads for such an extensive project. Limited negative student comments seem to center around the feeling of too fast a pace for the project or a lack of understanding between individual group members of not knowing what has to be done. We feel these short comings could be addressed by
The College of Engineering, Design, Art and Technology (CEDAT) is one of the nine colleges of Makerere University and one school that make up the academic units at Makerere University. The creation of CEDAT was a result of the major reforms in Makerere University’s governance, financial and administrative structures, as well as academic programmes. The decision to transform Makerere University into a Collegiate University was reached by Makerere University Council on 17th December 2010 following an earlier recommendation by the Senate meeting held on 4th November 2010. The University Council together with the University Senate observed that Makerere University had become too big to be managed at the Centre. There was a need to divide functions between the central administration of the university and viable constituent colleges. Restructuring of the academic units into constituent colleges is aimed at improving service delivery, reducing the red tape in the management of the university’s affairs and enhancing quality in the core functions of the university.
It is believed by many that trial and error learning is not an effective learning process. However, it has been said in many different studies and situations that, although not efficient, trial and error learning can produce successful results (Callander, 2011). The review of literature led to believe there are components of trial and error learning that have not been fully examined in an educational field. One component included the comparison between knowledge application learning and trial and error learning within a classroom setting, with respect to Technology, Engineering, and Design Education students. The rational choice theory led to believe learning through trial and error can result in the same knowledge gain as knowledge application. A student will make the most rational choice to choose the most beneficial outcome for his or her own self-interest (Paternotte, 2011).
Responds to northeastern Wisconsin manufacturers and municipalities workforce needs, and addresses the 2010-2020 Bureau of Labor Statistics projections estimating a 14 percent increase in environmental engineeringtechnology positions. Graduates are prepared to work in a number of industries both in and outside of manufacturing, such as in industrial waste treatment, water and wastewater management, agribusiness, environmental consulting, ecological evaluations and biotechnology sectors.