Top PDF Engineering the Curriculum: Towards an adaptive curriculum

Engineering the Curriculum: Towards an adaptive curriculum

Engineering the Curriculum: Towards an adaptive curriculum

Compounding the lack of knowledge of formal curriculum design approaches, a large number of higher education academics lack the time, motivation and incentive to enquire and learn about, or even to apply these approaches to curriculum design and development (Biggs, 2014; Fink, 2013; Lattuca et al., 2006). Such effort often not only goes unrewarded and unappreciated, but it may also harm their chances for promotion (Felder, Stice, & Rugarcia, 2000). Additionally, support from colleagues is seldom offered when attempting to follow a formal approach to curriculum design (Lattuca & Stark, 2009; Print, 1993). Understanding what curriculum design is and how to go about it is not enough. Academics also need to know how to put their chosen curricular elements together and what the relationships between those elements need to be if they are to create an official- curriculum, which when implemented will maximise the potential for students achieving the desired outcomes. Despite the overall lack of research into curriculum in higher education, there has been significant research into curriculum itself and into what makes a quality curriculum: one that enhances learning.
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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

Universities are exploring ways to revise the engineering curriculum in order to meet the changing needs of industry and society. Any restructuring of an engineering curriculum must take into account the correlation between society, engineering competencies and the changing paradigm of engineering education [33]. The ‘employability’ of graduates depends on a combination of high technical knowledge, practical experience and soft skills. Decreasing student enrolment figures in engineering in many countries call for appropriate measures to be implemented including the development of attractive programmes of study and challenging learning environments. In construction of engineering curriculum three aspects have been neglected: (i) students background in the light of formal and informal experience and interests, (ii) student/student interactions, (iii) teacher/student interaction [33].
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Distinctively Christian Engineering:  An Evaluation of our Civil Curriculum

Distinctively Christian Engineering: An Evaluation of our Civil Curriculum

Soli Deo gloria, glory to God alone—Dordt College strives to use these words as the guiding principle for all activities. We, the authors, are new faculty members in Dordt’s engineering programme and we are daunted! Our courses require a high level of technical expertise and we have a duty to demonstrate that our Reformed faith is foundational to the way we practise engineering. With graduate degrees in civil engineering, we are equipped to develop the technical expertise needed for an engineering programme; however, we recognize that we need to deliberately and carefully consider what it means to do engineering for God’s glory alone. We began to cultivate this understanding by identifying a set of distinctively Christian guiding principles for engineering, which recognize the holistic nature of serving obediently as engineers in our imperfect world (Vander Werff, Sikkema & Brue 2013). This paper, a follow-up to previous work, critically evaluates the existing civil engineering curriculum at Dordt College. Specifically, the paper seeks to determine whether what has been professed to be of critical importance for a Christian engineering student is demonstrated in the institution’s civil engineering curriculum. To achieve this goal, our article (1) evaluates the extent of each principle’s emphasis in the civil engineering program, (2) reflects on which principles are not adequately emphasized, and (3) identifies program changes that must be made to remedy deficient areas.
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The T-Shape dilemma in industrial engineering and management curriculum

The T-Shape dilemma in industrial engineering and management curriculum

In this study, 16 semi-structured interviews in total were undertaken with leading academics from the industrial engineering and management discipline, and senior managers in the industry. The seven academics all had extensive experience in mentoring final projects, as well as professional experience in diverse specializations (production, marketing, project management, accounting, business administration). The nine industry managers all held key positions in the business field, including CEOs, a headquarters manager, a private consulting firm owner, a service manager, and a business development manager. Hence, their areas of professional specialization were varied; this was intentional, an aimed to gain the perceptions of as wide a range of individuals as possible, in particular, holding managerial positions in diverse industries (high-tech and traditional) and from different areas of specialization, not necessarily from the industrial engineering and management discipline. Nevertheless, it is important to point out that all of the managers interviewed were in direct or indirect contact with industrial engineering engineers; some were even extremely familiar with the industrial engineering and management academic curriculum.
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Integrating high performance computing into a Tanzanian IT engineering curriculum

Integrating high performance computing into a Tanzanian IT engineering curriculum

Abstract—Integrating high performance computing (HPC) into a Tanzanian computer engineering curriculum poses a number of challenges. Those challenges arise partly from the students’ educational background, and the country's educational history. In this research, the challenges of integrating HPC into Dar es Salaam Institute of Technology (DIT) in Tanzania was studied from an educational point of view, and especially from the viewpoint of the students. A mixed-methods approach was used to collect both qualitative and quantitative data about students’ perceptions of the biggest challenges in learning HPC, and about their improvement suggestions. The results reveal the students’ perceptions about the challenges, pinpointing a number of improvement needs in the teaching and learning environment. The most acute improvement needs include improved teaching that is based on project-based and problem-based approaches, and developing teaching of the prerequisite topics required to learn HPC. This study provides important practical suggestions for developing the teaching of HPC in this and other institutions, and points future research directions for improving the teaching of HPC.
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Professionalism In The First Year Of A Software Engineering Curriculum

Professionalism In The First Year Of A Software Engineering Curriculum

Abstract: Professionalism is an important part of any subject of study where graduates subsequently move into a professional career following their degree course. Most professional bodies therefore require accredited degree programmes to include this topic in the curriculum. The British Computer Society gives guidelines to institutions in the UK. These guidelines have been followed in the construction of the current Software Engineering Curriculum in the Department Of computer Science at the University of Sheffield. However it is unclear how effective the current form of presentation is. This report seeks to investigate this and look to possible ways of improving the presentation, particularly in the first year. I conclude that the most important factor in teaching professionalism; is the professionalism of the teachers. Students seem to learn these skills best by example, and therefore the greatest improvements are likely to be found by implementing common standards for teaching practice across the syllabus.
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Research and Practice on Software Engineering Curriculum Group Construction Based

Research and Practice on Software Engineering Curriculum Group Construction Based

evaluation of excellence in undergraduate and graduate teaching. With the increasingly close links between China's political economy and other countries in the world, our education and training also urgently need to be recognized by the international community, which will indirectly improve the international competitiveness of our graduates. In recent years, China has been promoting the professional certification of engineering education, which is another important measure after the evaluation of education and teaching in colleges and universities. The main purpose is to adjust the professional setting, optimize the professional structure, improve the professional training ability, and realize the substantial mutual recognition between Chinese and international engineering education majors. At present, the Washington agreement is the most influential international agreement for the mutual recognition of undergraduate engineering degrees in the world, and the most authoritative and systematic agreement for engineering education in the world. The purpose of the agreement is to promote the transnational practice of engineers through bilateral or multilateral recognition of engineering education qualification and engineer qualification. In 2013, China became a member of the 21st Washington agreement, and the quality of undergraduate engineering education was recognized by the international community, providing a "pass" with international recognized quality standards for Chinese engineering graduates to go global in the future. Therefore, the preparation and completion of the software engineering professional engineering education accreditation, and as the backing, for software engineering education curriculum system construction to provide a solid foundation, to develop in accordance with the requirements of international talents standard provide strong guarantee, further promote the close software engineering software engineering education reform, education links with the industry, speed up the internationalization of software engineering education[1].
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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

engineering pedagogy studies in estonia are provided only by estonian centre for en- gineering pedagogy at tallinn university of technology. the newly designed curriculum is the only and the very first one in Estonia providing continuing education in Engineering Pedagogy for engineering educators in the amount of 35 ECTS credits. This is the sufficient amount of credits, for preparation of engineering educators who already have acquired afore the qualifica- tion in engineering on master level, the fact being proved accordingly by the long-term studies of international society for engineering education (iGip). the proven iGip basic curriculum for engineering educators, in the amount of 20 ects credits, is based on the knowledge of traditional pedagogy in philosophy and the liberal arts but respects the particular character of the technician and the analytical-methodological approach in the fields of engineering science (more detailed information about the basic curriculum of iGip for engineering educators could be retrieved from the webpage www.igip.org).
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INTEGRATING EMPLOYABILITY SKILLS INTO ENGINEERING CURRICULUM: SOME INSIGHTS

INTEGRATING EMPLOYABILITY SKILLS INTO ENGINEERING CURRICULUM: SOME INSIGHTS

Our engineers are not unemployable; they just don't have industry-ready talent. In other words, they lack the skills required for the jobs that are available to them. The12thFive YearPlanworkinggroupreport ontechnicaleducationemphasizes the importance of three areas:expansion,equity,andexcellence(orquality)(MHRD2011a).Engineering Institutions have to develop teaching strategies in their courses and programmes to meet the needs of the industry and ensure that students acquire employability skills. Research studies in this field suggest that use of learner centered methods like problem-based learning can help students apply theory to practice.Lecturers also need to have thinking, assessing and facilitation skills. There are many challenges in this task like lack of equipment, lack of time, unconducive teaching- learning environment, lack of sufficient teaching staff and student dynamics. Despite these constraints institutions areexpected to take initiatives to integrate employability skills into their curriculum. This involves getting familiar with the concepts of integrated curriculum , framework of employability skills , teaching strategies and looking at the necessary personality traits.
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Application of plagiarism screening software in the chemical engineering curriculum

Application of plagiarism screening software in the chemical engineering curriculum

A preliminary study investigating the application of plagiarism screening software in the ChE curriculum was completed. Written assignments from two laboratory courses, a professional development seminar course, and a design course were screened for plagiarism throughout the Fall 2011 semester using the plagiarism screening software Turnitin.com. When comparing the number of identified instances of plagiarism during the semester while using the software with a previous semester where no software was used, it was found that malicious (gross) plagiarism was identified with a similar frequency by faculty regardless of whether plagiarism screening software was used. However, the number of identified instances of non-malicious plagiarism (such as poor paraphrasing or missing citations for small amounts of text) rose during the semester using plagiarism screening software. Based on this analysis, it appears plagiarism screening software is an important tool to identify when students need additional instruction on paraphrasing and other citation protocol.
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A curriculum for developing creative thinking skills in engineering students

A curriculum for developing creative thinking skills in engineering students

Creative Thinking Skills Curriculum Curriculum Topic Outlines Teaching Material for Topic on Thinking and Learning Styles Teaching Material for Topic on Visual Thinking Teaching Material[r]

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Model projects - part of civil engineering curriculum

Model projects - part of civil engineering curriculum

CONCLUSION Model projects which involve analysis, design and building of model structures such as bridges made of spaghetti, drinking straw, paddle pop sticks and balsa wood and steel co[r]

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Research Approval Assessment:  An Approach to Cultivate Engineering Student’s Attention towards Engineering Curriculum

Research Approval Assessment: An Approach to Cultivate Engineering Student’s Attention towards Engineering Curriculum

The paper has detailed successful implementation of RAA that was specially designed to control the failure rates and to groom student’s skills. Mainly, the process focused to provide free environment to learn their desire research topics through recalling past knowledge and projects. Through, this process they have been experienced to explore details of their undergraduate projects problematic areas according to the future trends and experiencing problematic circuit in software packages. The act not only fulfills the requirement of their assign tasks but also qualified them for the school graduation requirements. The most favorable prospective of this assessment is to convince the students belonging as previously and covers all factors that were suspected dropout factors. The evaluation of assessment and successful approval of student’s proposal has strongly agreed that process have capability to emerge student’s professional skills and serve efficiently as a professional engineer. The objective to cover the gap of engineering education trend that caused failure/dropout of EE students in colleges can be filled through launching interactive activities in engineering majors. Although, this study applied in limited students and included just one example, it is only enough to understand the methodology and state forward outcomes. In order to explore all hidden probabilities of this methodology it should implement among a huge number of students.
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Applications of Graph Theory in Engineering curriculum

Applications of Graph Theory in Engineering curriculum

The Coloring of asimple graph is the assignment of a color to each vertex of the graph so that no two adjacent vertices have the same color.The chromatic number of a graph G[r]

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Empirical Study on University Curriculum Satisfaction of University Graduates

Empirical Study on University Curriculum Satisfaction of University Graduates

This research focused on the university curriculum satisfaction among college graduates and adopted the structure of close-ended and the Likert-Scale five-point measure questionnaire. This design is applied to 2795 graduates within three years of graduation from Shandong province. Results: On the whole, in Shandong province the level of satisfaction is not high, especially for the curriculum system and content. The degree of satisfaction of the postgraduates is higher than that of the employed students. Engineering graduates’ satisfaction is lower than that of other three specialties.
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Curriculum

Curriculum

In the second column of Table 2, a simple control is introduced for ability - namely the number of O levels (or grade 1 CSEs) obtained. This affects the coefficients on the other education variables; as one might expect, it reduces their impact on earnings and reduces also their significance. The results suggest that each O level enhances earnings by about 5 per cent, while a degree adds around 15 per cent to earnings, other things being equal. Binary variables indicating whether or not an individual achieved an A level pass in each of a number of subjects appear as regressors, but now none is significant. This calls into question the specification of models in previous work examines curriculum without adequately controlling for prior educational performance.
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Online Full Text

Online Full Text

Abstract - The aim of this paper is to present a framework for the design of Information Technology (IT) curriculum programmes. This aim is achieved by identifying key models for curriculum design in general. The identification of these models was the result of a systematic literature review of existing work on designing and renewing curricula in various disciplines. The main result of this paper was obtained by merging the above mentioned curriculum models, and by incorporating ACM/IEEE-IT curriculum guidelines into the merged model. The resulting model includes the following six key phases for IT curriculum design: Information Collection, Goal Identification, Design, Model Testing, Implementation, and Evaluation. These key phases were finally designed in terms of the core aspects of ACM/IEEE-IT curriculum guidelines, the various options presented by these guidelines, and their ability to be customized. The novelty of this study can be credited to its use of systematic review of existing literature to achieve its aim.
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The Hidden Curriculum of Sustainable Development: The Case of Curriculum Analysis in France

The Hidden Curriculum of Sustainable Development: The Case of Curriculum Analysis in France

Abstract: Since a curriculum represents a selection of socially constructed knowledge, it should be interpreted as a stake-holder in an ideological process. It is a political issue whose forms depend, among other things, on the degree to which education systems are centralized. Today, supranational bodies can influence the curriculum, particularly within the framework of UNESCO’s implementation of the decade of Education for Sustainable Development (ESD). Consequently, examining the curricula associated with the emergence of ESD involves examining the politics underlying them, politics which are not always explicitly stated – hence the interest in the concept of a hidden curriculum. The purpose of this study is to analyze the ESD curriculum in France. To this end, we use a methodology that considers the main work conducted about ESD in the framework of French research programs and based on the concept of hidden curriculum. This requires performing a diachronic analysis of changes in curriculum choices and forms of schooling, and identifying the value system underlying those changes. We identify several of the main characteristics of those changes, including in terms of project dynamics, partnership, transdisciplinarity, the role of knowledge, the distance from practice, and the persistence of a western conception of development. We then situate the French specificities within the international context.
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Curriculum Management and the Role of Curriculum Actors

Curriculum Management and the Role of Curriculum Actors

In this regard, there is enough documentary evidence of how the elaboration of ambitious projects carried out by experts who operate beyond any kind of dialogue with the educational community can be considered as failed experience in curriculum reform processes. According to Ziegler (2003), the teachers (in Argentina and Latin America) usually are granted the role of “readers” of the curriculum base documents, which means that they are considered as recipients of what experts on contents or curriculum know. Those normative documents aim to serve as a tool to normalize educational practices, but they actually do not have a significant impact, at least not as they are expected to, neither on the mentality, neither on the educational practices that take place in the day to day school work. And when they impact, they just allow some degree of interpretation and appropriation of the reforms, but this appropriation usually remains at discursive level and uses to cause significant tensions about professional legitimization. As far as it has been studied about the educational change processes, there is clear evidence that the intention to shape or prescribe the processes of reconstructing teaching and transforming the school institution by means of those normative documents made up by experts who do not belong to the diversity and complexity of the educational institutions, since they do not express the participants’ knowledge, situation and experiences or even feelings, is doomed to have a very limited impact. The question is therefore to think up the different levels of authorship and application that curriculum involves and not to forget the lessons learned with regarding the different actors of the curriculum process.
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Curriculum

Curriculum

Middle years’ students are motivated to investigate topics that are personally relevant and meaningful to them (Beane, 1991; Nagel, 2014). In contrast, academic subjects are often foreign to students and, unless the teacher can find a way to make a topic or subject relevant, students may show little interest. Middle years’ students have the developmental need to move towards gaining the locus of control for their learning and the need to accept increasing levels of responsibility (Caskey & Anfara, 2014). Curriculum design should therefore work in harness with these needs, not against them. Middle years’ students are motivated to ‘make a difference’ within their own social context, thus curriculum designs including challenges which involve solving real-life problems in the community context are likely to be popular with students (McLaine & Dowden, 2011). The idea of negotiating the curriculum in collaboration with students is powerful and, in some cases, can hold the key to engaging otherwise unmotivated students (Beane, 1997; Boomer, Lester, Onore, & Cook, 1992; Hunter & Forrest, 2010).
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