Summary form only given. The current methods of teaching many electronic courses do not reinforce the design and application in the teaching/learning process. The outcome of existing methods is engineering graduates who learn a lot of theory and definitions but little or no knowledge of application and design. Therefore, in the present engineering job market, it would be very difficult for them to be hired without sufficient design background. The top-down method shows the possibility of integration of design and into the most electronic courses. In the top-down method, the starting point is a design and application of an electronic product directly related to the course.
{"title":"Top-down method of teaching electronic courses","authors":"M. Moussavi","doi":"10.1109/FIE.1995.483105","DOIUrl":"https://doi.org/10.1109/FIE.1995.483105","url":null,"abstract":"Summary form only given. The current methods of teaching many electronic courses do not reinforce the design and application in the teaching/learning process. The outcome of existing methods is engineering graduates who learn a lot of theory and definitions but little or no knowledge of application and design. Therefore, in the present engineering job market, it would be very difficult for them to be hired without sufficient design background. The top-down method shows the possibility of integration of design and into the most electronic courses. In the top-down method, the starting point is a design and application of an electronic product directly related to the course.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132930320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Summary form only given. We have designed and conducted a pilot multidisciplinary design workshop for a team of graduate students. We are a multidisciplinary group of educators from computer science, geography and education. A primary motivation for our workshop was the reality that increasingly design and problem solving in engineering are complex, multidisciplinary tasks. Our shared interest is to better facilitate and educate multidisciplinary teams of students in group design and group design process. We conducted a pilot workshop in January, 1995, for a multidisciplinary group of six students, five graduates and one senior level undergraduate. Three were from geography (each with graduate training in cartography, geographic information systems (GIS) and/or map animation). Three were from computer science (each having taken one or more graduate courses in human computer interaction, graphics and/or visualization). The students were given the task of designing an interactive, software animation showing some aspect of the growth of the Internet.
{"title":"Creative multidisciplinary design workshop","authors":"C. Kilpatrick, B. D. Dent, C. Bartlett","doi":"10.1109/FIE.1995.483181","DOIUrl":"https://doi.org/10.1109/FIE.1995.483181","url":null,"abstract":"Summary form only given. We have designed and conducted a pilot multidisciplinary design workshop for a team of graduate students. We are a multidisciplinary group of educators from computer science, geography and education. A primary motivation for our workshop was the reality that increasingly design and problem solving in engineering are complex, multidisciplinary tasks. Our shared interest is to better facilitate and educate multidisciplinary teams of students in group design and group design process. We conducted a pilot workshop in January, 1995, for a multidisciplinary group of six students, five graduates and one senior level undergraduate. Three were from geography (each with graduate training in cartography, geographic information systems (GIS) and/or map animation). Three were from computer science (each having taken one or more graduate courses in human computer interaction, graphics and/or visualization). The students were given the task of designing an interactive, software animation showing some aspect of the growth of the Internet.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"235 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133252947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In 1993, the University of Kansas merged the Department of Computer Science in the College of Liberal Arts and Sciences with the Department of Electrical and Computer Engineering in the School of Engineering. The resulting department, called the Department of Electrical Engineering and Computer Science (EECS), resides in the School of Engineering and brings together the broad fields of electrical technology computing, telecommunications and information science. Among other things, the merger enabled the consolidation of courses, enhanced classroom experiences for the students, and expanded research opportunities. The EECS Department now offers three Bachelor of Science degrees in electrical engineering, computer engineering and computer science, as well as masters and doctoral degrees in electrical engineering and computer science. This paper first describes the philosophy we applied in developing the three programs as they now stand. We then describe the curricula themselves. We point out where the curricula are the same, where they are only similar and where they are distinctly different. Finally, we discuss future changes that we anticipate in the programs. We feel that the merger has created the opportunity for significantly improved teaching and research. This paper shares some of our experience and ideas.
{"title":"Electrical engineering vs. computer engineering vs. computer science: developing three distinct but interrelated curricula","authors":"K. Demarest, J. Miller, J. Roberts, C. Tsatsoulis","doi":"10.1109/FIE.1995.483188","DOIUrl":"https://doi.org/10.1109/FIE.1995.483188","url":null,"abstract":"In 1993, the University of Kansas merged the Department of Computer Science in the College of Liberal Arts and Sciences with the Department of Electrical and Computer Engineering in the School of Engineering. The resulting department, called the Department of Electrical Engineering and Computer Science (EECS), resides in the School of Engineering and brings together the broad fields of electrical technology computing, telecommunications and information science. Among other things, the merger enabled the consolidation of courses, enhanced classroom experiences for the students, and expanded research opportunities. The EECS Department now offers three Bachelor of Science degrees in electrical engineering, computer engineering and computer science, as well as masters and doctoral degrees in electrical engineering and computer science. This paper first describes the philosophy we applied in developing the three programs as they now stand. We then describe the curricula themselves. We point out where the curricula are the same, where they are only similar and where they are distinctly different. Finally, we discuss future changes that we anticipate in the programs. We feel that the merger has created the opportunity for significantly improved teaching and research. This paper shares some of our experience and ideas.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133445659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Kolodner, J. Allen, B. Bullock, C. Hmelo, S. Khan, M. McCracken, F. Mistree, W. Newstetter, M. Realff
One of our greatest challenges in education is to prepare our students for the realities of the workplace they will be entering. In an economy characterized by global competition and continuous change, students need career-sustaining skills in addition to hard knowledge. They must know how to synthesize and integrate information; to work together in teams; to be creative; to attack open, multidisciplinary problems; to communicate the answers obtained; and to bring ideas into fruition. Recent critiques of engineering education, state the need a slightly different way. They claim that engineering education has focused too much of its energy on engineering science at the expense of engineering design. The author considers how Georgia Tech's EduTech Institute is spearheading an interdisciplinary effort to address these needs. Key to the effort is a two-quarter pre-disciplinary introduction to design. The introductory courses are designed to lay the foundations for teaming principles and strategies behind good design, reasoning involved in doing design, and cognitive and social skills a designer needs. Keeping in mind that good design requires effective collaboration and effective use of computer technology, collaboration and use of software is integral to the courses.
{"title":"Toward a pre-disciplinary introductory design sequence","authors":"J. Kolodner, J. Allen, B. Bullock, C. Hmelo, S. Khan, M. McCracken, F. Mistree, W. Newstetter, M. Realff","doi":"10.1109/FIE.1995.483172","DOIUrl":"https://doi.org/10.1109/FIE.1995.483172","url":null,"abstract":"One of our greatest challenges in education is to prepare our students for the realities of the workplace they will be entering. In an economy characterized by global competition and continuous change, students need career-sustaining skills in addition to hard knowledge. They must know how to synthesize and integrate information; to work together in teams; to be creative; to attack open, multidisciplinary problems; to communicate the answers obtained; and to bring ideas into fruition. Recent critiques of engineering education, state the need a slightly different way. They claim that engineering education has focused too much of its energy on engineering science at the expense of engineering design. The author considers how Georgia Tech's EduTech Institute is spearheading an interdisciplinary effort to address these needs. Key to the effort is a two-quarter pre-disciplinary introduction to design. The introductory courses are designed to lay the foundations for teaming principles and strategies behind good design, reasoning involved in doing design, and cognitive and social skills a designer needs. Keeping in mind that good design requires effective collaboration and effective use of computer technology, collaboration and use of software is integral to the courses.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"90 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114021755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Scientific visualization techniques translate large and/or multidimensional numerical data sets into images. Properly prepared images enable the user to more readily correlate information, determine cause-and-effect relationships, and gain insight into the underlying principles embodied in the data. Concepts from scientific visualization have been used to develop CircuitViz, a tool for visualizing the behavior of dynamic circuits. This circuit visualization technique places a 2D circuit schematic in a 3D coordinate system. The third spatial dimension displays circuit variables (current, voltage, power, stored energy) directly on the schematic diagram, and animation displays the temporal dimension. The visual cues are designed to be intuitively appealing and to reinforce understanding of device operation. The technique, implemented as a Mathematica package, was pilot-tested for two weeks in a second-quarter sophomore circuits class studying the transient response of first- and second-order circuits. The animated imagery stimulated student interest in the material, and students made insightful observations about how circuits work as a result of viewing the global operation of the circuits.
{"title":"Scientific visualization in the circuits curriculum: enhancing student insight","authors":"E. Doering","doi":"10.1109/FIE.1995.483087","DOIUrl":"https://doi.org/10.1109/FIE.1995.483087","url":null,"abstract":"Scientific visualization techniques translate large and/or multidimensional numerical data sets into images. Properly prepared images enable the user to more readily correlate information, determine cause-and-effect relationships, and gain insight into the underlying principles embodied in the data. Concepts from scientific visualization have been used to develop CircuitViz, a tool for visualizing the behavior of dynamic circuits. This circuit visualization technique places a 2D circuit schematic in a 3D coordinate system. The third spatial dimension displays circuit variables (current, voltage, power, stored energy) directly on the schematic diagram, and animation displays the temporal dimension. The visual cues are designed to be intuitively appealing and to reinforce understanding of device operation. The technique, implemented as a Mathematica package, was pilot-tested for two weeks in a second-quarter sophomore circuits class studying the transient response of first- and second-order circuits. The animated imagery stimulated student interest in the material, and students made insightful observations about how circuits work as a result of viewing the global operation of the circuits.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114566492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Greenfield Coalition for New Manufacturing Education is a National Science Foundation-supported partnership of six diverse educational institutions, five top manufacturing companies, an international member-based educational society, and an operational manufacturing/teaching enterprise. Greenfield is a new model for manufacturing education based on the combination of skill and deep engineering knowledge resulting from an integration of engineering practice and innovative pedagogy. The coalition is creating next-generation courseware designed to integrate training issues with educational foundations. This is being accomplished by combining theory and practice in an interdisciplinary, team-oriented environment anchored to a "real-world" production floor. The Greenfield courses are designed to be modular in nature, and thus offer an ideal educational environment for multimedia-based CBI (computer-based instruction) delivery. In its efforts to standardize all of the Greenfield Coalition's CBI development efforts, the coalition's Information Technology Committee set up a methodology to select an authoring software tool which would best serve the coalition's faculty-based, courseware development needs. Today, intra-university coalition development teams made up of professors and students are designing and producing these learning programs using the innovative educational approaches and advanced information delivery techniques offered by multimedia CBI. This paper summarizes this selection process.
{"title":"Selecting an authoring program for undergraduate engineering computer-based instruction","authors":"N. Al-Holou, T.W. Savage","doi":"10.1109/FIE.1995.483233","DOIUrl":"https://doi.org/10.1109/FIE.1995.483233","url":null,"abstract":"The Greenfield Coalition for New Manufacturing Education is a National Science Foundation-supported partnership of six diverse educational institutions, five top manufacturing companies, an international member-based educational society, and an operational manufacturing/teaching enterprise. Greenfield is a new model for manufacturing education based on the combination of skill and deep engineering knowledge resulting from an integration of engineering practice and innovative pedagogy. The coalition is creating next-generation courseware designed to integrate training issues with educational foundations. This is being accomplished by combining theory and practice in an interdisciplinary, team-oriented environment anchored to a \"real-world\" production floor. The Greenfield courses are designed to be modular in nature, and thus offer an ideal educational environment for multimedia-based CBI (computer-based instruction) delivery. In its efforts to standardize all of the Greenfield Coalition's CBI development efforts, the coalition's Information Technology Committee set up a methodology to select an authoring software tool which would best serve the coalition's faculty-based, courseware development needs. Today, intra-university coalition development teams made up of professors and students are designing and producing these learning programs using the innovative educational approaches and advanced information delivery techniques offered by multimedia CBI. This paper summarizes this selection process.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121910144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since 1991, the students enrolled in the Electrical Engineering and Computer Engineering Departments at San Jose State University have had an experimental course in engineering design and computer tools. In the Fall of 1994, the College of Engineering adopted the course as a required two-unit course (one unit lecture and three hours laboratory work per week) for all engineering students. The course is divided into three parts. The first covers the disassembly and reassembly of a computer peripheral, a report on the operation of the device and one improvement to add value. The second uses spreadsheets (either Lotus or Excel) to aid in the mathematical solution of an engineering problem. The third part uses Matlab to solve the mathematics of an engineering problem. The emphasis in the course is in defining the engineering solution for a particular engineering problem, using the computer packages to analyze the input variables, and then presenting the data so that "everyone" will come to the same conclusion. We use a data acquisition system with a computer system to generate data for the various student projects. All projects are conducted by teams of three students. All grades, except two for class exams, are team grades. The student projects are chosen from a list generated by the course faculty and other faculty in the College of Engineering.
{"title":"A freshman design and engineering tools course","authors":"J. J. Freeman, S. Rositano","doi":"10.1109/FIE.1995.483020","DOIUrl":"https://doi.org/10.1109/FIE.1995.483020","url":null,"abstract":"Since 1991, the students enrolled in the Electrical Engineering and Computer Engineering Departments at San Jose State University have had an experimental course in engineering design and computer tools. In the Fall of 1994, the College of Engineering adopted the course as a required two-unit course (one unit lecture and three hours laboratory work per week) for all engineering students. The course is divided into three parts. The first covers the disassembly and reassembly of a computer peripheral, a report on the operation of the device and one improvement to add value. The second uses spreadsheets (either Lotus or Excel) to aid in the mathematical solution of an engineering problem. The third part uses Matlab to solve the mathematics of an engineering problem. The emphasis in the course is in defining the engineering solution for a particular engineering problem, using the computer packages to analyze the input variables, and then presenting the data so that \"everyone\" will come to the same conclusion. We use a data acquisition system with a computer system to generate data for the various student projects. All projects are conducted by teams of three students. All grades, except two for class exams, are team grades. The student projects are chosen from a list generated by the course faculty and other faculty in the College of Engineering.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121412655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The freshman and sophomore integrated curricula developed at Arizona State University under the auspices of the NSF-funded Foundation Coalition are briefly described. The freshman program is currently in a second generation pilot while the sophomore program is in a first generation pilot. Problems encountered in designing and implementing such curricula are discussed as are possible solutions where they have been found.
{"title":"Curriculum integration at Arizona State University","authors":"D. Evans","doi":"10.1109/FIE.1995.483243","DOIUrl":"https://doi.org/10.1109/FIE.1995.483243","url":null,"abstract":"The freshman and sophomore integrated curricula developed at Arizona State University under the auspices of the NSF-funded Foundation Coalition are briefly described. The freshman program is currently in a second generation pilot while the sophomore program is in a first generation pilot. Problems encountered in designing and implementing such curricula are discussed as are possible solutions where they have been found.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123971005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ergonomics remains an important issue in industry today. Preventing and solving harmful ergonomic situations in the workplace can lead to greater productivity, profit, and employee moral. Currently, the School of Continuing Education at the Georgia Institute of Technology presents a week long course in ergonomics for industry personnel. This course covers basic ergonomic topics, including anthropometric charts, data on human limitations, and the principles of workplace design, and how to conduct a survey of the workplace for harmful ergonomic activities. An important aspect of this course is learning to apply the basic ergonomic data while conducting a survey, that is, using the knowledge of human abilities and limitations to identify harmful ergonomic activities that are present while a worker is doing his or her job. We have proposed, built, and evaluated a prototype multimedia instructional system, called ErgoTrainer. ErgoTrainer aids students, both students taking classes like the one taught at Georgia Tech and students learning on their own, in gaining basic ergonomic knowledge and learning the skill of job surveillance. The evaluation was successful and the results were positive.
{"title":"Multimedia tool set for teaching ergonomic analysis skills","authors":"J. Ockerman, C. Thompson","doi":"10.1109/FIE.1995.483095","DOIUrl":"https://doi.org/10.1109/FIE.1995.483095","url":null,"abstract":"Ergonomics remains an important issue in industry today. Preventing and solving harmful ergonomic situations in the workplace can lead to greater productivity, profit, and employee moral. Currently, the School of Continuing Education at the Georgia Institute of Technology presents a week long course in ergonomics for industry personnel. This course covers basic ergonomic topics, including anthropometric charts, data on human limitations, and the principles of workplace design, and how to conduct a survey of the workplace for harmful ergonomic activities. An important aspect of this course is learning to apply the basic ergonomic data while conducting a survey, that is, using the knowledge of human abilities and limitations to identify harmful ergonomic activities that are present while a worker is doing his or her job. We have proposed, built, and evaluated a prototype multimedia instructional system, called ErgoTrainer. ErgoTrainer aids students, both students taking classes like the one taught at Georgia Tech and students learning on their own, in gaining basic ergonomic knowledge and learning the skill of job surveillance. The evaluation was successful and the results were positive.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125267627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The central philosophy of the International Faculty of Engineering (IFE) at the Technical University of Lodz (Politechnika Lodzka) in Poland is to educate international, technology-based leaders for the world economy of the 21st Century using the English language as the basis for instruction. Such leaders can expect a rapidly evolving, interrelated, global society. The faculty was established under the direction of an international advisory committee, including academicians from many countries. A broad curriculum was recommended to deal effectively with human and technological issues which span international boundaries. Faculty members include visiting professors who are native English speakers. The IFE has established a multidisciplinary program around a common core. This core includes a computer theme based upon a two-semester introductory computer science course in the first year. The first undergraduate degree program leading to a Bachelor of Engineering degree in electromechanical engineering began in Academic Year (AY) 93-94. Another program in business and technology which commenced in AY 94-95 is to be joined by the programs of (i) telecommunications and computer science and (ii) textile engineering in AY 95-96. A program leading to a Master of Engineering degree is now in preparation. Details of this expanding, integrated program and the methodology for computer science are presented.
{"title":"The IFE: integration of multiple disciplines in a multi-lingual environment","authors":"D. M. Litynski, B. Bobinska, J. Grudziecki","doi":"10.1109/FIE.1995.483134","DOIUrl":"https://doi.org/10.1109/FIE.1995.483134","url":null,"abstract":"The central philosophy of the International Faculty of Engineering (IFE) at the Technical University of Lodz (Politechnika Lodzka) in Poland is to educate international, technology-based leaders for the world economy of the 21st Century using the English language as the basis for instruction. Such leaders can expect a rapidly evolving, interrelated, global society. The faculty was established under the direction of an international advisory committee, including academicians from many countries. A broad curriculum was recommended to deal effectively with human and technological issues which span international boundaries. Faculty members include visiting professors who are native English speakers. The IFE has established a multidisciplinary program around a common core. This core includes a computer theme based upon a two-semester introductory computer science course in the first year. The first undergraduate degree program leading to a Bachelor of Engineering degree in electromechanical engineering began in Academic Year (AY) 93-94. Another program in business and technology which commenced in AY 94-95 is to be joined by the programs of (i) telecommunications and computer science and (ii) textile engineering in AY 95-96. A program leading to a Master of Engineering degree is now in preparation. Details of this expanding, integrated program and the methodology for computer science are presented.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129875399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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