- Home
- Conference Proceedings
- QScience Proceedings
- Conference Proceeding
Engineering Leaders Conference 2014 on Engineering Education
- Conference date: 8-11 Nov 2014
- Location: Doha, Qatar
- Volume number: 2015
- Published: 29 August 2015
21 - 40 of 80 results
-
-
Application of Critical Path Method scheduling to research plan and management of graduate students' research project in engineering education
More LessFull research graduate degree programmes in engineering and science are a unique set of coordinated scientific activities with definite starting and finishing points to meet specific performance objectives within defined schedule, cost and performance parameters. Often in graduate engineering programmes, little emphasis is placed on proper research management before and during execution. This leads to improper management and overshooting deadlines, culminating in unnecessary stress on budgets, resources and time. In this article, we present a case study application of critical path method (CPM) scheduling without resource constraints in planning and managing a typical graduate chemical engineering research project. The case study describes a full MSc research degree programme that considers the synthesis and performance evaluation of a carbon nanotube-polyaspartamide (CNT-PAA) composite material for carbon dioxide capture from coal-fired power plants. Based on the approved project proposal, the scheduled project duration for completion of the degree programme is 104 weeks. However, results of the application of CPM scheduling to the project show expected project duration of ninety-four (94) weeks, indicating a reduction of about 10%. In the presence of unexpected variability in the activity time of the activities in the critical path (CP) during the life cycle of the project, the programme evaluation and review technique (PERT) reveals that there is 85 percent chance of completing the degree programme on, or before, the scheduled project deadline.
-
-
-
Post-MSc technological design (PDEng) traineeships by Dutch universities of technology catalyse industrial innovation
More LessThe two-year post-MSc technological design traineeships organized by the Dutch Universities of Technology, and leading to the Professional Doctorate in Engineering (PDEng) degree, are still going strong after 28 years of existence. In 1986 the Dutch government and the Dutch industry - both aiming to increase the level of design competencies and personal and business skills of selected top-level MSc graduates in selected technical areas - jointly initiated these traineeships. The technical content of these traineeships, and the one-year design thesis projects from industry have been continuously adjusted to the industry's needs and the universities’ research, design and education capabilities. Currently 20 PDEng programmes spread over many technical disciplines (automotive, (bio)chemical, food, energy, logistics, robotics, civil engineering industries) and where industry is actively pursuing innovation, are active. Six of these programmes were started in the last four years and cooperation with new industrial partners was initiated. The design theses (almost without exception executed under confidentiality agreement between the partners) lead to new innovation leads and trade secrets or patents. The vast majority of the PDEng graduates recruited from all over the globe, find employment at one of these innovative companies in the Netherlands, and populate the companies’ technical career track for a very extended period of time.
-
-
-
Global STEM: Opportunities and Challenges
More LessThe need for Science, Technology, Engineering and Mathematics (STEM) literacy extends beyond the boundaries of the major developed economies. The lack of wide reaching STEM literacy in the Countries with Less Economic Resources (CLER) is caused, and indeed compounded, by the lack of STEM economy in those countries. Here CLER is used as an umbrella acronym for the ‘Least Developed Countries’ and the lower tier ‘Developing Countries’ according to the United Nations (UN) economic classifications. Any STEM workforce development in a country without a foundation in the STEM economy would simply feed those countries (through immigration) where STEM jobs are located and in abundance. This flight of talent is known as ‘brain drain’. Tragically, this has manifested itself into a ‘feast’ or ‘famine’ situation for countries seeking economic prosperity. Whereas the major developed economies are feasting on STEM-based economic prosperity and growth, CLER is seemingly in perpetual famine state. On an intellectual level, the ethical approach to STEM education and literacy, in the countries with abundant economic resources must be designed to cross national boundaries and devote special attention and resources to those in the global village that are in the famine state, i.e., the CLER. In the absence of external stimulus, however the famine states, for the most part, would not be in the position to self-correct and thus the economic divide and injustice would continue to deepen.
-
-
-
Increasing the STEM pipeline: Impact of a multi-faceted STEM organization
Authors: Jim Morgan, Robert M. Capraro, Mary M. Capraro and Sandra B. NiteAggie STEM serves K-12 teachers and students by providing professional development (PD) over a wide range of STEM educational topics in a variety of formats and settings. The goal of the PD is to provide teachers with the tools they need for effective classroom instruction, with the objective of increasing the STEM pipeline by providing students with more engaging instruction in formal and informal settings. This paper describes Aggie STEM's role in improving STEM instruction and experiences through PD for teachers and summer camp for students. By supporting teachers to improve classroom instruction, Aggie STEM impacted more students than was possible by teaching secondary students in the classroom. In a single year, through PD to more than 800 teachers, the number of students whose STEM knowledge was enriched exceeded 24,000.
-
-
-
Enhancing quality of engineering education via industrial training: A proposed strategy for South African universities
More LessIndustrial training (IT) of engineering undergraduates has always been an integral part of any engineering undergraduate curriculum. While engineering education equips students only with the potential for jobs in engineering, industrial training aims at giving students immediate practical competencies required to do a job. It also creates an opportunity for students to blend theoretical knowledge acquired in the classroom with practical hands-on application of knowledge in industry.
As a way of enhancing the quality of engineering and technology education in South Africa through industrial training, this article suggests a scheme exploring the existing synergy between engineering education and training at South African comprehensive universities (CU), universities of technology (UT) and further education and training (FET) colleges. Consequently, the Student Industrial Work Experience Scheme (SIWES) is proposed. The SIWES suggests that students from CU, UT and FET, having diverse engineering and technology education curricula, should undergo SIWES together at the same place. Through the scheme, transfer of theoretical knowledge and hands-on skills to the parties will be encouraged through various engagements and interactions. Additionally, professional development and team-building amongst these students will be promoted and they will see themselves as a team of engineers-in-the-making rather than competitors. However, workability and sustainability of the proposed scheme depends strongly on the collaboration of the government, industry and the institutions involved in engineering education and training in South Africa.
-
-
-
An argument for the practice of evidence-based teaching in engineering education for developing countries with focus on Nigerian universities
Authors: Gordon M. Bubou, Ibebietei T. Offor and Seigha GumusThe global and national challenges of the educational sector and the shifting paradigms in education necessitates far-reaching changes to engineering education, especially in late-emerging economies like Nigeria. While changes in engineering education are taking place in most advanced and some emerging countries; the situation in most developing countries, especially Nigeria seems unchanged. Thus, there are concerns and persistent calls by researchers for a review of engineering education globally and in Nigeria. The issues range from poor funding, inadequate infrastructure, brain-drain, industrial actions, etc. The way and manner engineering education is taught was identified as one of major concern to some researchers as well. Consequently, we suggest that engineering education adopt the evidence-based teaching (EBT) as part of the bouquet of solutions to the problems. EBT approach involves the use of scientifically-based research to guide educational decisions regarding teaching and learning approaches, strategies, and interventions to teaching. The aim of this discourse is primarily to heighten faculty members' awareness of EBT in an effort to help them improve their teaching practices and thereby enhance their students' learning, thinking, and analytical skills as well as their motivation for, and enjoyment of learning. Ultimately, we hope to advance the practice of EBT in engineering education that will lead to work ready engineers within the current global contexts.
-
-
-
Transportation systems STEM summer academy for teachers
Authors: Shashi Nambisan and Jennifer RichardsThis paper summarizes the efforts related to, and outcomes from, the development and implementation of a 3-day long transportation systems-based summer academy for teachers. It also includes lessons learned and suggestions for the adoption of this program in other settings.
The academy utilized an experiential learning process to alert, engage, attract, and excite teachers in pre-collegiate (K-12) systems to adopting “authentic” transportation systems (engineering and beyond) contexts to facilitate learning. It also provides teachers first-hand experiences about educational and career opportunities in transportation. It facilitates collaborative learning, the development of professional networks, and peer-support groups.
The program includes brief ‘in-class’ overviews of transportation systems, logistics and supply chain management, followed by 2 days of site/field visits to a variety of real-life settings such a state Department of Transportation (DOT) Traffic Management Center, an air-traffic control tower, a commercial airport and airfield, a traffic signal systems laboratory, a crash-reconstruction study site, and a driving simulator.
Based on these experiences, the teachers develop lesson plans and related materials for use in curricular, co-curricular, and extra-curricular activities. This case-based approach provides real-world concepts to formulate lessons and learning experiences for students. The literature documents the importance of such authentic learning approaches to foster deep learning of concepts and methods, especially in STEM disciplines. The participants work collaboratively to develop transportation themed instructional units for use in classrooms. They are provided guidance by curriculum design experts and peer teachers to develop authentic learning experiences that support established curricular skills and standards in STEM disciplines and other subject areas. They collaborate in work sessions to develop frameworks for transportation themed lesson plans for subsequent use.
Twenty teachers were selected to attend the academy workshop that was held in mid-July 2014. Participants received a certificate for professional development activities. These participants were provided a nominal stipend. Of these participants, nine were selected to join a cohort for the purpose of developing high-quality transportation themed lesson plans for online publication to enable broad distribution globally. This cohort is presently working collaboratively with a transportation engineering professor, a curriculum development professor, and peer mentors to fully develop lessons, field test them in their classrooms, and to modify them for online publication. This subgroup will be provided an additional stipend for completing these activities. These activities are to be completed by December 2014.
-
-
-
Industry-academe linkages in education, R&D, and innovation
By R NatarajanThis paper examines the nature and scope of academe-industry cooperation, collaboration and partnership. It is demonstrated that complementary roles exist for synergizing the strengths of each partner for mutual benefit and common good. An analysis is provided of the barriers or inhibitors to academe-industry partnership, and strategies are suggested for overcoming these barriers. Some best practices for achieving success in industry-academe collaborations are identified. Responsible partnering is emerging as a strategy for improving strategic collaboration and knowledge exchange between companies and publicly-funded research organizations (PROs). An annual industry-institute survey initiated by the AICTE (All India Council for Technical Education), in collaboration with the CII (Confederation of Indian Industry), aims to showcase the best practices in AICTE-approved institutions in India. Several other initiatives of AICTE and other agencies in India are also highlighted in the paper.
-
-
-
On cooperative engagement strategies in the Arab Gulf States: Potential plans and current practices
By Waddah AkiliEngineering education in the Arab Gulf States (the Region) faces significant challenges as it seeks to meet the demands on the engineering profession in the twenty-first century. This paper focuses on classroom-based pedagogies of engagement, and cooperative learning strategies in particular. The paper is a follow up to previous work by the author, on viable strategies to improve the classroom environment of engineering colleges in the Region. At the start, the paper provides an overview of engineering education in the Region. Then, relates author's findings on teaching/learning practices in Region's colleges, and sheds light on active learning protocols, focusing on cooperative engagement strategies. Next, it identifies barriers to reformation in general, and to the use of modern pedagogical skills in particular. The paper also argues that any change in Region's classroom practices (dominated by traditional lecture-based methods) should be supported by the university administration. What is necessary to create a change, is for the department or college, to have a feasible set of plans: articulated expectations, opportunities for faculty to learn about new pedagogies, and an equitable reward system.
-
-
-
Chemical engineering education in European higher education
More LessThe Bologna process started in 1999 when Ministers of Education from 29 European countries signed the Bologna declaration 1 . Fifteen years later, 47 countries are participating in the Bologna process while jointly establishing the common European Higher Education Area (EHEA) 2 and adopting the Bologna Three Cycle Degree System, undergraduate, graduate, and postgraduate. One of the main objectives with respect to chemical engineering education has been to adopt chemical engineering programs to the needs of current and future (bio)chemical, specialty chemical, pharmaceutical, food, medical and other process industries.
Two questions have been posed in order to reshape current chemical engineering study programs: i) which skills and knowledge, common to all chemical engineers, should not be ignored while developing new chemical engineer curricula, and ii) which are other chemical engineering topics, engineering fields and non-engineering knowledge necessary for the engineers to manage problems of specific current and future (bio)chemical and process related industries.
In order to clarify the first question, the Working Party for Education at the European Federation of Chemical Engineers (EFCE) developed EFCE Recommendations for Chemical Engineering Education in the Bologna Three Cycle Degree System 3 . One of the aims of this presentation is to discuss basic learning outcomes and recommended topics common to all chemical engineers. On the other hand, some non-traditional orientations and topics like chemical engineering concepts of molecular transformation, different scale of process/product operations, bio-, product-, energy-, and environmental engineering will be outlined in order to approach the second question. A structure of a typical chemical engineering program, which consists of consecutive study of exact and natural sciences, natural phenomena, Chemical Engineering Science, and Process Systems Engineering, incorporating both the analytical and synthesis approaches, will be outlined. The distribution of the program across the Bologna three cycle study system will be discussed.
-
-
-
Spatial skills of engineering students in the United Arab Emirates
Authors: Sheryl A. Sorby, Samuel Cubero, Nausheen Pasha-Zaidi and Hamad KarkiSpatial skills are known to be important to success in engineering, and in particular, to success in engineering graphics/CAD courses. Recent studies demonstrate the link between spatial skills and creativity and innovation. Student spatial skills have been widely studied in the U.S., but work in this area in other parts of the world has been somewhat limited. In a recent data analysis in the U.S, the spatial skills of students by region of origin were examined and it was found that students from Africa, India, and the Middle East tended to have weaker spatial skills when compared to domestic students; however, it is unknown whether this is merely a reflection of the student population who chooses study in the U.S. or if it is generally true for the populations in these regions. In this study, we examined the spatial skills of second year engineering students at the Petroleum Institute in the United Arab Emirates. This paper will outline our findings, comparing the spatial skills of students in the UAE to those in the U.S. We will also include data regarding the correlation between spatial skills and performance in a second-year design course at the Petroleum Institute and will describe differences in educational systems between the two countries.
-
-
-
Developments in the provision of chemical engineering teaching and training to industry and academia
Authors: Jiří Jaromír Klemeš and Simon John PerryThe last few years have seen rapid development in computer and computer-type hardware, the availability of the internet, and software that can support materials that have been developed in a large number of different formats for different platforms. Consequently, training providers are no longer restricted to the provision of training courses that have be delivered in a face-to-face environment, and can use materials that are accessible across a number of hardware platforms. The development of these new hardware platforms, more flexible and faster communication methods, and software that can exploit these new technologies, offers new opportunities in the engineering training sector. In addition, engineers are rapidly becoming conversant with these new technologies, and consequently are expecting to be able exploit them to their advantage in the training arena. This paper examines both the hardware and software technologies that are being used by universities with considerable experience in this field - The University of Manchester, UK (UoM) and the University of Pannonia. Hungary (UP) for the provision of chemical engineering training in the industrial sector. The CPI2 research and teaching has been modelled as an EC Marie Currie Chair of Excellence project on the UoM long term experience and achievements. In addition, the paper looks towards future provision of training courses in light of the most recent developments that are available. These include internet based technologies which are being used to host virtual learning environments and now able to support many learning based activities such as discussion boards and a variety of teaching and learning materials. Communication technologies, such as webinars, are evaluated in relation to flexibility and usability. And finally, different hardware platforms are considered as a possible replacement for the ubiquitous computer.
-
-
-
Virtualization of engineering laboratory experiments: Opportunities and limitations
Authors: Isaac W. Wait and Andrew P. NicholsNew opportunities to virtualize engineering laboratory experiments have arisen due to the proliferation of low-cost video recording devices, the widespread availability of free video hosting, and rising student preferences for “always available” learning activities. In years past, such virtualization required bulky, expensive, and complex video equipment, and was limited by inconvenient analog editing tools and the physical distribution of the finished product. At the present, by contrast, instructors wishing to prepare instructional video recordings often have the requisite video recording, editing, and publishing tools already built into their smartphones, and easy video hosting from YouTube, Vimeo, and university-owned networks. Therefore, students can access recordings moments after they are posted, at any distance from campus, using a myriad of electronic devices such as PCs, tablets, smartphones, etc.
An in-person, hands-on laboratory experience may be pedagogically superior in such cases as the first time that students are introduced to a certain piece of lab equipment, in order for students to develop experience performing a certain lab procedure, or when team interaction is a key component of a particular learning exercise. However, there are other instances where there is limited educational benefit to the student being physically present in the lab while an experiment is being carried out. In the case of a fluid mechanics laboratory where data collection consists entirely of transcribing data from a pressure gage to a data collection sheet, for example, the primary educational value of the lab exercise lies after data collection is complete and the student begins to analyze the data in question. Thus, virtualization of the laboratory experiment through asynchronous review of a video recording of the experiment being conducted represents a compromise between the student being physically present for data collection and simply being given the data directly.
This manner of virtualization presents a number of benefits to students and instructors. For students, there are schedule flexibility and travel-avoidance advantages to being able to participate in the experiment at the time that is most convenient. Additionally, many students may benefit from being able to re-watch portions of the experiment multiple times. Finally, virtualization can give each student an optimal, front-row view of the phenomena being studied. For instructors, virtualization can reduce the amount of time engaged in repetitive tasks in the lab and enable this time to be redirected to answering student questions and giving meaningful feedback on student lab reports.
-
-
-
Addressing critical needs in the technical energy workforce: Focused certificate and degree programs beyond the associates
Authors: Heidar A. Malki and Ramanan KrishnamoortiThe University of Houston, along with consortium partners Lee College, Lone Star Community College and San Jacinto College, propose to develop training and educational programs to accelerate energy-related workforce development in critical areas for the state of Texas through: 1) three certificate programs each consist of 5 courses in advanced petroleum technology, advanced process technology and advanced safety technology, 2) collaboration and articulation between consortium partners to seamlessly develop and deliver the certificate courses, 3) development of stackable credentials for students who successfully complete any two of these certificates an accelerated pathway (i.e., one additional year) towards a BS degree in Organizational Leadership and Supervision program at UH's College of Technology, and 4) a competency-based survey to assess the effectiveness of the program. These goals will be achieved through the formation of a consortium with initially four Houston area community colleges and extending to encompass all community colleges in the Houston area. The introductory courses for each certificate will be offered at the participating community colleges and the advanced courses will be offered at the University of Houston. Once developed and assessed, the proposed three certificate programs will be available for adoption with interested institutions across the nation and worldwide. The highlights of this program are the acceleration of skill enhancement of mid-skill workers and their re-deployment in areas of critical need to the economic development of the state and due to the stackable format the rapid portability and scalability of the program to be expanded statewide and to interested institutions.
-
-
-
Bridging the gap between research and engineering education: A case study of the distributed constraints programming research field
More LessWell-prepared human capital in research and development is one of the key pillars that support knowledge and innovation. Therefore, a well-educated engineering workforce is essential to undertake those grand challenges. We note that in our engineering institutions in Morocco, there is a big gap between how engineering is actually taught and the interesting immaterial capital of research knowledge and productivity. Reducing this gap requires global motivation, innovation and collaboration from engineering educators and researchers. However, effective curriculum innovation is required to better respond to new demands of engineering in our economy. One of the most widespread teaching strategies is the promotion of engineering education through research: bringing research into the classroom and involving students in research projects.
Training through research is a fundamental process of transferring knowledge and skills from engineering educators to undergraduates. However, making the correlation between research productivity and teaching activities is not an obvious task. In this paper, we present our fundamental engineering education strategic process for bridging the gap between these elements. A case study is proposed of how we could exploit the results of our research in engineering education. Thanks to the robustness of our approach and the motivation of our students, developing innovative and intelligent multi-agent applications based on distributed constraints reasoning techniques is now possible in our classrooms.
-
-
-
Patent practitioners: Global insight into early-stage technology and future engineering skills
Authors: Austin Talley and Stephen MasonThe authors surveyed 315 patent practitioners with respect to both the engineering education coursework and engineering work experience that they seek in the transcripts and resumes of interview candidates entering their organizations. This set of technology professionals uses engineering education in support of innovation in early stages of technology development and therefore possesses an unexplored view of the research that will influence the needs of the engineering workforce for product development roles by 2020. An understanding of the educational needs of patent practitioners is useful to engineering education because patent practitioners tend to address global opportunities by handling cases in front of the patent offices of multiple countries. Specifically, it is common for a patent practitioner to represent and supervise the representation of applicants on a single family of patent cases in front of multiple patent offices in Europe, Asia and the Americas, thereby receiving uncommon global exposure to the opportunities and challenges represented by differing market conditions and differences in cultural norms with respect to both technology and communication.
-
-
-
An effective framework for industry-academia collaboration
Authors: Sudheer Reddy Kola and Srinagesh ChatarajupalliIndustries readily employ talent with versatility and industry-ready skills. The business challenge is that the fresh engineering students, who are tested during recruitment and hired, should be employable and be productive – aware of IT industry landscape, technology areas, aware of their role, and the competencies that need to be demonstrated in IT industry. However, the employability factor of on-campus engineering students is about 20–25%, due to the student's low exposure to industry awareness, and they are not aware of current trends and industry expectations. Infosys has developed a framework – Campus Connect (CC) – to address this.
While there are other collaborating platforms to share best practices between industry and academia, this paper describes a framework for effectively collaborating industry and engineering institutions in India. Industry-academia relationship is low in India, except at the premier engineering institutes. CC provided an opportunity to work with non-premier engineering institutes to bridge this gap and help design an industry-based curriculum to enhance students' employability. The number of graduates from the premier institutes is not sufficient to meet IT industry needs. Hence Infosys believes that the quality of students in non-premier institutes has to be enhanced. Infosys also believes in a program which is both scalable and sustainable. The CC program was initiated in 2004, to bridge the ‘quality’ gap in skills and competencies of fresh engineering graduates and the ‘quantity’ gap between the needs of a high-growth industry and the employable pool of graduates. The decade-long program aims to enable engineering college faculty members, students and management for systematic implementation.
The framework has helped improve the rollout rate by 38% and reduce the lead-time for rollout by 132%, with a network of over 400 engineering colleges in India.
-
-
-
At the intersection of the humanities and engineering: Building a strong communication foundation for student success
Authors: Bernadette Longo, David Kmiec and Julia WilliamsToday's engineering students will work on global projects that are inherently interdisciplinary, whether in business, government, or non-profit sectors. In order to succeed in these settings, we need to provide opportunities for students to strengthen their communication skills in writing, speaking, and visual display of information. These skills are vital to students' success on teams, in project leadership, in program management, and in professional development after graduation. Communication skills are crucial to understanding the professional, ethical, and cultural contexts in which technology development and transfer occur.
This paper will discuss an approach for technical writing in engineering programs that presents information about forms of engineering communication in a clear and accessible format, without reducing the information to templates for filling in the blanks. This format allows for complexity, while also drawing on a traditional and proven body of knowledge from logic. Writers will learn how to produce technical documents based on analysis of audience, purpose, and situation. From this analysis, writers can decide how to employ and modify formulaic documents to best meet their situated needs. Suites of sample workplace documents will be available to students and instructors, enabling students to analyze how people used the various documents to accomplish project objectives. These documents will be organized in a way that tells the story of real world engineering projects. For each project, narration by industrial professionals will walk the user through the steps of managing, completing, and communicating the engineering work done and will deliver key insights into the situated and central nature of communication to the way work gets done.
This paper also provides ideas for teaching engineering students how to analyze workplace situations and relations in order to develop professional technical documents in conventional.
-