Engineering Curriculum Reforms to Meet Modern Challenges (original) (raw)
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An Engineering Curriculum to meet the Challenges of the Present Decade
Journal of Engineering Education Transformations, 2016
The challenges that the engineering education faces today are (1) Lack of demand forecasting of requirement of different types of engineering, say after a period of 4 years and beyond; (2) Lack of proper training in required skills for direct placement of the students and (3) The number of graduates that may be required for different industries, research labs, educational institutes etc. To meet these challenges, to some extent, we propose a curriculum through which the engineering student is trained in engineering fundamentals, broad specialization and product realization with the participation of the industries (in teaching activities) the forecasting period gets reduced to almost 2 years or less which helps in arriving at reasonable estimates of types of engineers, the number of each type of engineers. Further the curriculum enables the students to be directly employed or with minimum further training and skill up-gradation.
Introduction to Engineering - the Nanyang Polytechnic Experience
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Nanyang Polytechnic, Singapore has been a collaborator of the Worldwide CDIO Initiative since 2011. A working committee has since been formed to strategize and steer the CDIO implementation in the School of Engineering (SEG). This paper shares our experiences in adopting CDIO standard 4 - “Introduction to Engineering”; from raising awareness of the CDIO initiative, benchmarking our existing practices with the CDIO standards, sharing of success stories through pilot studies, to full implementation in 2013. In the design of the “Introduction to Engineering” module, a general framework has been developed. This framework emphasizes on the relevance of knowledge covered in the first semester of study to the engineering disciplines, and the use of these integrated knowledge in engineering practices, as well as the essential personal and interpersonal skills. This framework can be adapted to various engineering disciplines and has been successfully implemented in all the 11 engineering cou...
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The Crucial Need to Modernize Engineering Education
2019 IEEE Aerospace Conference, 2019
This paper discusses the crucial need to modernize engineering education, and especially curricula. Engineering curricula have hardly changed over the last 30 years, while the world has been changing at an exponential rate. Students are being taught primarily applied physics, which is very mature, when they should also be learning about computing, software, systems, artificial intelligence, statistics, and big data. A review of job employment sites, federal reports, and industry needs supports these claims. Russia and China are modernizing rapidly, and educating millions of students in modern disciplines. The U.S. will be left behind if we do not change.
The future of engineering education I. A vision for a new century
… Engineering Education, 2000
When we walk into an arbitrarily chosen engineering classroom in 2000, what do we see? Too often the same thing we would have seen in 1970, or 1940. The professor stands at the front of the room, copying a derivation from his notes onto the board and repeating aloud what he writes. The students sit passively, copying from the board, reading, working on homework from another class, or daydreaming.
Future Global Visions of Engineering Education
Procedia Engineering, 2011
This article presents the future global visions of engineering education. Due to the socio-technological challenges, engineering education must anticipate and adapt to dramatic changes in terms of engineering practice and instruction. In the future, the roles of engineers must change along with the following aspects: the globalization of industry and engineering practice, the shift of engineering employment from large companies to small and mediumsized companies, the growing emphasis on entrepreneurialism, the growing share of engineering employment in nontraditional, less-technical engineering work, the shift to a knowledge-based "services" economy, and increasing opportunity for using technology in the education and work of the engineering. This study found that successful attributes for the engineering education graduates in 2020 must be at strong level. They are as follows: lifelong learners, ability to frame problems, putting them in a socio-technical and operational context, dynamic/agile/resilient/flexible, high ethical standards and a strong sense of professionalism, good communication skills with multiple stakeholders, possess strong analytical skills, exhibit practical ingenuity; posses creativity, and business and management skills; leadership abilities. Moreover, the study found that the problems which engineering education graduates in 2020 encounter and have strong ability to solve. They are as follows: maintaining technical currency & life long learning, environmental and energy related problems, managing globalization, problems related to population growth, ultra-nanoscale, miniaturization, and bioengineering and medical problems.
Attributes of Engineering Graduates and Their Impact on Curriculum Design
Journal of Engineering Education, 1993
This paper presents the findings of an Engineering Curriculum Task Force of the College of Engineering and Applied Sciences at Arizona State University. The Task Force's charge was to explore changes that would better prepare baccalaureate-level engineers for the practice of their profession in the next decade. The generic data developed in the process used by the Task Force are given here. For example, a set of ten important attributes deemed desirable for newly graduated engineers and produced by education, is presented. Also, the rankings by industry, alumni, students, and faculty, of the relative importance of each of these ten attributes and the performance of new graduates in each, are given. Generic curriculum features necessary for successful generation of these attributes are discussed. Finally, the results of an alumni survey are presented which show the overwhelming support for a broad-based undergraduate program by graduates of all degree programs. I. INTRODUCTION A. Genesis of the Study Early in the Spring Semester of the 1989-90 academic year, a 20-member Engineering Curriculum Task Force was assembled in the College of Engineering and Applied Sciences at Arizona State University to review the appropriateness of the undergraduate engineering curricula to meet the needs of the engineering profession in the decade ahead. The specific charges to the Task Force were: q To examine the contents of. .. national reports and other pertinent studies for potential use in this process. q To examine and recommend changes to the segments of the
International Journal of Academic Research in Progressive Education & Development, 2018
The Malaysia Higher Education sector has experienced major growth in the 60 years since its independence. In order for Malaysia to keep up with the increasingly challenging and competitive global economy, higher education must be sustainably transformed. One of the key shifts highlighted in the Malaysia Higher Education Blueprint 2015-2025 is through empowering Technology, Vocational, Education and Training (TVET) programmes. Although the graduates from the Malaysian Technical University Network (MTUN) have shown significant achievements through the Graduate Employability rates, there are some pressing issues that still need to be addressed. The industry practitioners have raised concerns about graduates that does not meet employers’ expectations and is not well-prepared to enter the workforce. As part of the initiative to address the gap above, the Engineering Technology Infrastructure Program (ETIM) at Universiti Malaysia Pahang (UMP) has taken the effort to appoint the industry practitioners as its Undergraduate Final Year Project (FYP) co-supervisors. These industry co-supervisors plays an important role since the beginning of the course by providing real-life industry problems for the students to propose solutions. This method have seen tremendous improvement towards students’ soft skills such as problem-solving and decision-making. This helps the graduates to better prepare themselves upon entering the workforce and simultaneously fulfilling the industry needs in being exposed to real-life industry problems. The industry and academia should continuously work together to ensure that the courses and curriculum are current and in accordance to the requirements posed by the industry.