engineering technology design curriculum

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Innovations and Curriculum Development for Engineering and Technical Education in Libya

Innovations and Curriculum Development for Engineering and Technical Education in Libya

Science, technology, engineering development 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: Curriculum Development, Engineering Education, Innovation, Libya
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An active learning approach to education in MRI technology for the biomedical engineering curriculum

An active learning approach to education in MRI technology for the biomedical engineering curriculum

It is a weakness of the study design that improvements in the performance between the two repeated questionnaires can not be attributed to the use of the simulator alone. In addition to participating in the simulator exercise, the students may also have read books in the meantime, for example. However, giving the fairly long questionnaire twice on the same day was deemed demotivating. More importantly, an improved result of the second test would be expected based on student’s short term memory alone, which is not the focus of the course teaching. Repeating the quiz twice on the same day would also remove the student’s chance to go and use the software themselves between lectures. This option was not mentioned to them, but they did know that the software is freely available.
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Aligning renewable energy engineering units to a design studio based curriculum

Aligning renewable energy engineering units to a design studio based curriculum

Engineering at Aalborg University, Denmark. A predominantly project-organised curriculum has been implemented in the Master of Science programs in Computer and Electronics and Electrical Engineering at Aalborg University (Denmark) since 1974 (Fink, 1999, Mills & Treagust, 2003). The 5 year degrees start with a common year in basic science and technology, which also includes an introduction to the methods of project work and teamwork. In the remaining four years the curriculum consists of 50% project work, 25% course work (i.e. lectures, seminars, laboratory exercises that support the project work), and the remaining 25% coursework in core studies such as mathematics, physics etc. Each semester has a theme (e.g. analogue and digital electronics, or real-time communication systems), with students working in groups of 4-6 on a major project that fits within the semester theme and is often industry related. Each group is provided with a workspace, equipped with PC/terminals, where they can work and drink coffee, an environment similar to that found in most engineering work places. Each group has a project facilitator who meets with the group approximately once a week to discuss progress. The workspaces are also used for solving problems or computer-based work after lectures. Lecturers walk from group to group to assist in this problem-based learning process. Therefore both problem-based and project-based learning form an integral part of the engineering education at Aalborg.
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A Review of Science and Engineering Curriculum Design for Testing, Inspection and Certification Industry

A Review of Science and Engineering Curriculum Design for Testing, Inspection and Certification Industry

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 [13]. 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 [14]. 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 [15]. 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 engineering curriculum should consider the job competence and skills requirements for preparing undergraduates entering the TIC industry.
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Curriculum for the Master s Programme in. Sustainable design. The Faculty of Engineering and Science

Curriculum for the Master s Programme in. Sustainable design. The Faculty of Engineering and Science

The Master’s program in Sustainable design is organised in accordance with the Ministry of Science, Technology and Innovation’s Ministerial Order no. 814 of June 29, 2010 on Bachelor’s and Master’s Programmes at Universities (the Ministerial Order of the Study Programmes) and Ministerial Order no. 857 ofJuly 1, 2010 on University Examinations (the Examination Order) with subsequent changes. Further reference is made to Ministerial Order no. 233 of March 24, 2011 (the Admission Order) and Ministerial Order no. 250 of March 15, 2007 (the Grading Scale Order) with subsequent changes.
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The effect of teacher’s confidence on technology and engineering curriculum provision

The effect of teacher’s confidence on technology and engineering curriculum provision

The authors suggest that the lack of technology background results in reduced awareness of the broader aspects and purposes for technology and its links to engineering. The subject guidance does not explicitly state what technology should be taught (Design and Technol- ogy Association National Curriculum Expert Group for D&T 2014), and the choice of pro- jects is given to teachers (Zanker 2008). Teachers are unaware of teaching deficiencies: an epistemology that results in the low level of technology content observed in this study. This research identifies the problems faced by the current body of teachers in trying to develop new technology project schemes of work based on free resources and project ideas. Their reported weaknesses in teaching were teaching modern mechanical and electrical systems, topics of high-technology and engineering subject level. Teachers lack time to learn every- thing they require to deliver new technology projects. The demographic data supports this conclusion. In this instance, the teachers lack sufficient technical background to develop technology projects or the time to learn a new field of speciality. Teachers require sup- port in developing the subject knowledge in technology and in developing new pedagogical content knowledge to transform knowledge into classroom practice.
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Incorporating Design Into Undergraduate Biomedical Engineering Curriculum. Abstract

Incorporating Design Into Undergraduate Biomedical Engineering Curriculum. Abstract

students and that these products address a real clinical need. The entries are judged on technical, economical and regulatory feasibility, contribution to human health and quality of life, technological innovation as well as potential for commercialization. The categories for product designs may include surgery, therapeutic applications, diagnostic applications, rehabilitative as assistive technologies and home healthcare [23]. BMEStart is an undergraduate student only competition by the National Collegiate Inventors and Innovators Alliance (NCIIA). Submissions must identify a clinical problem to be solved in a novel and practical manner. The team must illustrate a market potential for their proposed solution. Competing teams must demonstrate the development of a device, product, or technology designed to solve the known problem. Additionally, each submission must include a detailed description of potential intellectual property along with steps to protect it [24]. Many of the schools also encourage the undergraduate students to publish their works when applicable. Western New England University states that all of their senior design projects have been published for the past nine years [25]. These avenues serve as both motivation and a sense of accomplishment for students participating in the senior design process while ensuring that the directions of technology developed have a very real chance of solving real world clinical problems. This allows the inventive ideas of new batches of students to be best harnessed to tackle old problems in novel ways.
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Development of a Programmable Logic Controller Training Unit for Engineering Technology Curriculum

Development of a Programmable Logic Controller Training Unit for Engineering Technology Curriculum

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.
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DESIGN OF THE CURRICULUM FOR CONTINUING EDUCATION OF ENGINEERING EDUCATORS AT TALLINN UNIVERSITY OF TECHNOLOGY

DESIGN OF THE CURRICULUM FOR CONTINUING EDUCATION OF ENGINEERING EDUCATORS AT TALLINN UNIVERSITY OF TECHNOLOGY

according to Kelly (2009) it has been suggested that the curriculum has to be seen as consisting of four elements, and curriculum planning, therefore, is having four dimensions: objectives, content or subject matter, methods or procedures and evaluation. in short, the claim is that it is important to distinguish in curriculum planning what we are hoping to achieve, the ground we are planning to cover in order to achieve it, the kinds of activity and methods that we consider likely to be the most effective in helping us towards our goals and how to evalu- ate what we have done. accordingly to Kelly (2009) this analysis would give us a very simple model for curriculum planning, a linear model, which requires us to specify our objectives, to plan the content and the methods which will lead us towards them and, finally to endeavour to measure the extent of our success.
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Engineering, Design and Technology. Undergraduate and Postgraduate Prospectus

Engineering, Design and Technology. Undergraduate and Postgraduate Prospectus

Start: Oct 2015 (registration closes 10 Sep 2015) Feb 2016 (registration closes 07 Jan 2016) This qualification offers you the opportunity to combine undergraduate and postgraduate level study in an integrated masters degree in engineering. Your undergraduate study begins with a similar curriculum to our BEng (Hons) (Q65), which is a fascinating and thorough general engineering degree exploring the fundamentals of this creative and analytical subject. You’ll have the opportunity to specialise in either engineering management, engineering modelling and applications, environmental engineering, or mechanics and materials. This qualification covers the range of techniques, concepts and knowledge required by professional engineers – from materials and mechanics to design and modelling. You’ll work on real projects and you’ll team up with other students to create innovative solutions to challenging problems at several residential schools. The learning outcomes have been designed to fulfil the educational requirements for Chartered Engineer (CEng) status as specified by the Engineering Council in the UK (EC) and the Professional Engineering Institutions in the UK Standard for Professional Engineering Competence (UK-SPEC).
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An incremental approach to technology-supported curriculum design and approval

An incremental approach to technology-supported curriculum design and approval

It is also anticipated that technology-supported approaches can improve the efficacy of curriculum approval processes at universities, thereby increasing the curriculum responsiveness of institutions and supporting improved and rapid review mechanisms which may support enhancements to pedagogy (Bartholomew & Everett 2011). Whilst pedagogical planning tools exist (e.g. Phoebe 2012, Laurillard 2008), these focus exclusively on teaching delivery and not on the wider issues of curriculum portfolio management and approval. Responsive curriculum design and approval, and the rapid generation of curricula that this infers, is increasingly necessary to respond to changing academic contexts and the changing needs of stakeholders (e.g. employers, professional bodies, etc.). For example, new technological or environmental developments, particularly within the sciences and engineering disciplines, mean that the rapid reengineering of curricula or the embedding of new skills is increasingly necessary to maintain academic and market relevance (Desha et al. 2009). The emerging globalized university sector (Robertson 2010) also contributes to these pressures by frequently necessitating the creation of specialist curricula, either to attract international students or to render curricula conducive to delivery at international branch campuses (Lane 2011).
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Developing a Strategy for creating and assessing internship Digital Media curriculum in UAE University

Developing a Strategy for creating and assessing internship Digital Media curriculum in UAE University

Every  day  digital  media  becomes  more  important  as  a  means  for  receiving,  producing,  sharing,  and  broadcasting  information  (1)    .Digital  media  is  an  inherently  interdisciplinary  area  of study with links to computer science, art,  film,  music,  communications,  and  design.  The  impact  is  best  translated  into  the  social  change  that  digital  media  is  able  to  create  in  the  lives  of  students,  teachers, and  educators  around  the  world  (2)  .Tools  and  resources  that  were  once the exclusive properties of a few are now available to many more people.  Tomorrow’s  publishers, marketing people,  and  community  leaders will  need  to  know  how  to  use  digital  media  to  persuade  others  and  tell  new  and  effective  stories.  Knowledge  of  the  rules  and  grammar  of  movie  production,  broadcasting, and media presentation is a new powerful literacy. 
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Transmission System of Electric Go Kart

Transmission System of Electric Go Kart

2) Gear box design: Our team is using the power transmission through the gear box. The power is transmitted through the gear box from motor to driving shaft of gear box and to driven shaft and then to the rear axle which provides the required reduction ratio. Using of electric motors, electric transmission converts the mechanical power of the engine to electricity and convert it back to mechanical power with electric motors.

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Engineering the Curriculum: Towards an adaptive curriculum

Engineering the Curriculum: Towards an adaptive curriculum

In the last 20 years or so, some of those writing about curriculum have depicted curriculum as a complex system (W. E. Doll, 2008; Jackson, 2002; Morrison, 2006; Tosey, 2002). On the other hand, Banathy (1967) has been taking a systems view of education for over 50 years. Others, such as Stenhouse (1975), Zais (1976), and even (Dewey, 1916), who have not used a systems lens to study and discuss curriculum have included many systems concepts. They see the interrelatedness of the elements from which it is constructed, the influences of external entities upon it, and describe a process. For example, Stenhouse (1975) offers his “process model” as an approach to the design and development of curriculum which he likens to a recipe, which “is first imagined as a possibility” and is “then the subject of experiment” because “within limits, a recipe can be varied according to taste. So can a curriculum” (Stenhouse, 1975, pp. 4-5). The process Stenhouse describes can be mapped onto the design process described in Sub-Section 3.1.1 above, though Stenhouse views curriculum as a complicated rather than a complex system. Lattuca and Stark (2009) present curriculum as both a complex system and a design activity. While they too do not use systems terms to describe what they call “academic plans” their model of “academic plans in sociocultural context” (Lattuca & Stark, 2009, p. 5) is clearly a system model with sets of interrelated elements with feedback loops. The field of instructional design and its approaches, such as ADDIE (Molenda, 2003; M. Thomas, Mitchell, & Joseph, 2002), Dick and Carey (Dick et al., 2009) and the approach suggested by Diamond (2008) are also clearly systems-based models.
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Overview of the Revised Curriculum for PLTW course Introduction to Engineering Design

Overview of the Revised Curriculum for PLTW course Introduction to Engineering Design

Lesson 1.2 Introduction to Technical Sketching Introduction to Technical Sketching and Drawing.. and Drawing.[r]

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The case for arts education in schools

The case for arts education in schools

Preparing our children for the jobs of the future therefore, will become an ever more daunting challenge. That is why practically every other OECD country is drawing up broad educational frameworks with a stronger emphasis upon creativity, innovation and other “twenty-first century skills” alongside academic basics such as numeracy and literacy. With its narrowing of the curriculum assessment criteria, its devaluing of creative subjects within the performance criteria, and its inability to provide a

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THE GREAT CHALLENGE, STAGING THE DESIGN EDUCATION FOR THE NEXT 20 YEARS

THE GREAT CHALLENGE, STAGING THE DESIGN EDUCATION FOR THE NEXT 20 YEARS

There are some boundary conditions for our study that we have to respect, although we want to think as free as we can. It is a given that our study shall lead to both a Master of Technology, and a “sivilingeniør” degree. This means that we will have a 5 year study program with 2 semesters each year consisting of 30 ECTS, mostly to be filled by 4 courses of 7.5 ECTS. To be a “sivilingeniør” education according to Norwegian law, we have to include five courses of mathematics and physics, and a set of other technical courses. Today’s design education contains 60% of design related courses, and this will probably be the same in the future. Also, the objectives for the study program and each course need to be established according to our National Qualifications Framework in line with the European Qualifications Framework (EQF), which emphasizes the results of learning rather than focusing on inputs such as length of study. Learning outcomes are to be specified in three categories – as knowledge, skills and competence.
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Science Experiments For Mechanical Engineering Technology Design Students

Science Experiments For Mechanical Engineering Technology Design Students

This study centers around nine mechanical engineering technology students taking a senior level machinery design course. After many courses in which there is always a fixed answer it is sometimes difficult to convince machinery design students that it is not only okay if their answers do not agree with others in the class, but it is expected. No two designers make the same assumptions and draw the same conclusions during the designing process. If everyone has the same objective facts and has been taught the same objective solution processes, then it is not a large jump to assume that some the differences in results must have subjective causes.
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CAD Student Guide. Engineering Design and Technology Series

CAD Student Guide. Engineering Design and Technology Series

The Design Analysis: SolidWorks SimulationXpress: Analysis Examples section of the SolidWorks Tutorials contains four additional examples. This section does not provide a step-by-step procedural discussion that shows you how to perform each step of the analysis in detail. Rather the purpose of this section is to show examples of analysis, provide a description of the analysis, and outline the steps to complete the analysis. Task 1 — Analyze the Anchor Plate

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Achieving the innovative edge in technology, engineering design, and entrepreneurship

Achieving the innovative edge in technology, engineering design, and entrepreneurship

However, the meaning of disruptive technology can also encompass a broader mean- ing. John Seely Brown, for example, enlarges its definition to literally refer to this kind of innovation disrupting people ’ s lives, not just the operational practices of a disruptive technology’s competitors. He comments that it “actually changes social practices – the way we live, work and learn. Really substantive innovation […] is quite disruptive, drastically altering social practices ” (Chesbrough 2003, p. ix). Almost a decade later, Seely Brown expanded on this: “ [creators try] to mobilize the acceptance of an idea within an organization or community. The next step to acceptance and community engagement is providing a way for the community to envision how this innovation might affect them” (Denning and Dunham 2010, p. x). This may involve adjustments and change to conventional practices of all kinds, some of which involve a measure of risk and an even greater measure of faith in the new technologies involved. For ex- ample, in medicine, surgery can now be conducted endoscopically, meaning that surgi- cal equipment and a camera can be inserted into the human body through a very small incision. The advantage is that large wounds used to take much longer to heal and were more subject to infection. Here, disruption is to hospital procedures and equipment, ward recuperation times which affects scheduling, and the increase in the number of patient surgeries which a hospital can accommodate. From here, it was only a short step to have complex surgeries facilitated robotically via distance by remote control.
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