Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508950
M. Yurdakul
It is noticed that contribution of the new graduates to projects are very limited. For example, they have trouble to understand the "non technical" perspectives of the project and their contribution to teams are limited and at the end they started loose their motivation. These two factors increase the project risk for small teams and their personal development affected a lot. As a result, they become unsuccessful easily if they don't monitored or mentored properly. In addition to observations above, it is also noticed that new graduates also have either very limited or no idea about well known business solutions like CRM, SCM, Champaign Management, Financial Solutions etc. That's why, while evaluating a "job offer" they have very limited information about what they going to do. Since, these observations are common in all the universities that we working together, we concluded that that problem is neutral from the university and problem lays in the curriculum of the computer science departments... Because, computer engineering department give very intensive education on Technical aspects of the Computer Technology and very limited information (some time no information) about "Solution". As IBM University Ambassador team, we decided to develop a Lecture which is planned to be 4th Grade students. That Lecture, consist of 4 sections. 1) Give some basic clues about Business Life, Teamwork (non technical) , being part of a solution 2) Brief information about Business Solutions i.e. CRM, SCM, compliance etc. Why these solutions exist? What is the target of these solutions? Why companies buy/implement these solutions? 3) Considering a Company as a whole, what is the importance of IT.? What is the role of IT to success of a company 4) What is the dynamics of project other then technological perspectives? What is recruitment policy? What is ROI? What is profitability? What is budget etc? The way the Lecture given, 1) Classroom lectures, given by SME's who has at least 5 years of solution experience (all the students together) 2) Project activities, supported by assigned Mentor who has at least 5 years of project experience (as project groups) 3) Mid-Project Presentation presented by teams in order to be used as Midterm grade (as project groups) 4) A final exam, given in web environment in given time interval. Each student has "assigned" question and student free to use books, lecture notes and even can consult to SME who gave relevant lecture (unique question for each student) 5) A final presentation, given to Evaluation Committee This Lecture, • Given at 2007-2008 Spring Semester , Bilkent University Computer Science Department (42 student attended) , Given at 2008-2009 Spring Semester, ITU Computer Engineering (25 student attended) and Bilkent University Computer Science Department (43 student attended) , 2009-2010 Fall Semester at Bahcesehir Universitesi Computer Engineering Department (39 Student attended) • Currently, at (2009-2010 Spring Semester) IT
{"title":"Inclusion of Business Expertise and Non-Technical Aspects of Projects in the Curriculum for Engineering Education","authors":"M. Yurdakul","doi":"10.1109/TEE.2010.5508950","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508950","url":null,"abstract":"It is noticed that contribution of the new graduates to projects are very limited. For example, they have trouble to understand the \"non technical\" perspectives of the project and their contribution to teams are limited and at the end they started loose their motivation. These two factors increase the project risk for small teams and their personal development affected a lot. As a result, they become unsuccessful easily if they don't monitored or mentored properly. In addition to observations above, it is also noticed that new graduates also have either very limited or no idea about well known business solutions like CRM, SCM, Champaign Management, Financial Solutions etc. That's why, while evaluating a \"job offer\" they have very limited information about what they going to do. Since, these observations are common in all the universities that we working together, we concluded that that problem is neutral from the university and problem lays in the curriculum of the computer science departments... Because, computer engineering department give very intensive education on Technical aspects of the Computer Technology and very limited information (some time no information) about \"Solution\". As IBM University Ambassador team, we decided to develop a Lecture which is planned to be 4th Grade students. That Lecture, consist of 4 sections. 1) Give some basic clues about Business Life, Teamwork (non technical) , being part of a solution 2) Brief information about Business Solutions i.e. CRM, SCM, compliance etc. Why these solutions exist? What is the target of these solutions? Why companies buy/implement these solutions? 3) Considering a Company as a whole, what is the importance of IT.? What is the role of IT to success of a company 4) What is the dynamics of project other then technological perspectives? What is recruitment policy? What is ROI? What is profitability? What is budget etc? The way the Lecture given, 1) Classroom lectures, given by SME's who has at least 5 years of solution experience (all the students together) 2) Project activities, supported by assigned Mentor who has at least 5 years of project experience (as project groups) 3) Mid-Project Presentation presented by teams in order to be used as Midterm grade (as project groups) 4) A final exam, given in web environment in given time interval. Each student has \"assigned\" question and student free to use books, lecture notes and even can consult to SME who gave relevant lecture (unique question for each student) 5) A final presentation, given to Evaluation Committee This Lecture, • Given at 2007-2008 Spring Semester , Bilkent University Computer Science Department (42 student attended) , Given at 2008-2009 Spring Semester, ITU Computer Engineering (25 student attended) and Bilkent University Computer Science Department (43 student attended) , 2009-2010 Fall Semester at Bahcesehir Universitesi Computer Engineering Department (39 Student attended) • Currently, at (2009-2010 Spring Semester) IT","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125309917","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}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508811
B. Amante, A. Lacayo, M. Piqué, S. Oliver, P. Ponsa, R. Vilanova
This article presents the application of PBL (Project Based Learning) methodology in a subject called Projects within the degree of Industrial Organization (ETSEIATUPC) and includes a detailed feedback from students in terms of their "experiences and feelings" about such implementation. It is, therefore, a real project carried out by students in which they themselves assume responsibilities and, hence, perform an active role in their own learning process always following the guidelines set by the professor, who designs specific activities or recreates scenarios accordingly. Thereby, in the present article we explain how a group of students assess PBL methodology in their tuition and practice and, especially, when carrying out and finishing a set project. Our contribution, then, goes a step further than usual as it deals with more than just filling up questionnaires and gathering opinions but it incorporates students' views on the methodological tools used both in the theoretical and practical sessions which offers us, professors, a very useful inside information of students' perceptions an views while using PBL for their Engineering project.
{"title":"Evaluation of Methodology PBL Done by Students","authors":"B. Amante, A. Lacayo, M. Piqué, S. Oliver, P. Ponsa, R. Vilanova","doi":"10.1109/TEE.2010.5508811","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508811","url":null,"abstract":"This article presents the application of PBL (Project Based Learning) methodology in a subject called Projects within the degree of Industrial Organization (ETSEIATUPC) and includes a detailed feedback from students in terms of their \"experiences and feelings\" about such implementation. It is, therefore, a real project carried out by students in which they themselves assume responsibilities and, hence, perform an active role in their own learning process always following the guidelines set by the professor, who designs specific activities or recreates scenarios accordingly. Thereby, in the present article we explain how a group of students assess PBL methodology in their tuition and practice and, especially, when carrying out and finishing a set project. Our contribution, then, goes a step further than usual as it deals with more than just filling up questionnaires and gathering opinions but it incorporates students' views on the methodological tools used both in the theoretical and practical sessions which offers us, professors, a very useful inside information of students' perceptions an views while using PBL for their Engineering project.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"22 6S 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115943698","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}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508869
Anthony Quayle
Emerging initiatives in engineering education can often appear partial in isolation. An integrated strategic framework for engineering education and practice is presented to support defining a roadmap of knowledge and skills for future engineers. The framework comprises the three domain pillars of engineering science, design and commercialization with a contextual element of management, culture and professionalization. Each pillar has a vertical hierarchy of knowledge, methods, skills and transition to practice from freshman to senior professional and above. Relative weaknesses in knowledge, methods, skills and transition to practice are highlighted in the design pillar and contrasted unfavorably with clinical teaching in medicine. The lack of a recognized route in technology commercialization is highlighted. Strategies suggested by the framework include: a broader integrative foundation on entry; teaching a more explicit sense of professionalization; professional degrees in the design and commercialization pillars; and strengthened post-experience teaching of engineering approaches across adjacent professional domains, a skill increasingly important in large scale systems engineering. A set of high-level strategic actions is derived from the framework for defining more detailed initiatives for a roadmap of knowledge and skills for future engineers.
{"title":"A Strategic Framework for Engineering Education and Practice","authors":"Anthony Quayle","doi":"10.1109/TEE.2010.5508869","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508869","url":null,"abstract":"Emerging initiatives in engineering education can often appear partial in isolation. An integrated strategic framework for engineering education and practice is presented to support defining a roadmap of knowledge and skills for future engineers. The framework comprises the three domain pillars of engineering science, design and commercialization with a contextual element of management, culture and professionalization. Each pillar has a vertical hierarchy of knowledge, methods, skills and transition to practice from freshman to senior professional and above. Relative weaknesses in knowledge, methods, skills and transition to practice are highlighted in the design pillar and contrasted unfavorably with clinical teaching in medicine. The lack of a recognized route in technology commercialization is highlighted. Strategies suggested by the framework include: a broader integrative foundation on entry; teaching a more explicit sense of professionalization; professional degrees in the design and commercialization pillars; and strengthened post-experience teaching of engineering approaches across adjacent professional domains, a skill increasingly important in large scale systems engineering. A set of high-level strategic actions is derived from the framework for defining more detailed initiatives for a roadmap of knowledge and skills for future engineers.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121514633","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}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508896
M. Marco-Galindo, Rafael Macau-Nadal, J. Pastor-Collado
Essays, reports and projects are often difficult to read and understand, usually not because their content is complex but because they are badly written and presented, showing that our students (the professional or academic computing engineers of the future) lack the ability to write clearly and precisely. To address the problem, we decided to take on the challenge of improving the students' communicative skills by including communicative competence in the Computing Engineering curricula at the Universitat Oberta de Catalunya (UOC), the Open (virtual) University of Catalonia. We designed a specific subject to complement the normal curricula: "Communicative Competence for Computing Professionals", which was introduced in the 2004/05 academic year. This paper describes our experience of this initiative. After introducing the subject design, we report on the results obtained over these years and examine its strengths and limitations. Finally, building upon this analysis, we consider how to support and enhance the learning of communicative skills in the future.
{"title":"Learning Written Communicative Skills in UOC Engineering Curricula: A Virtual University Initiative and Its Future Development","authors":"M. Marco-Galindo, Rafael Macau-Nadal, J. Pastor-Collado","doi":"10.1109/TEE.2010.5508896","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508896","url":null,"abstract":"Essays, reports and projects are often difficult to read and understand, usually not because their content is complex but because they are badly written and presented, showing that our students (the professional or academic computing engineers of the future) lack the ability to write clearly and precisely. To address the problem, we decided to take on the challenge of improving the students' communicative skills by including communicative competence in the Computing Engineering curricula at the Universitat Oberta de Catalunya (UOC), the Open (virtual) University of Catalonia. We designed a specific subject to complement the normal curricula: \"Communicative Competence for Computing Professionals\", which was introduced in the 2004/05 academic year. This paper describes our experience of this initiative. After introducing the subject design, we report on the results obtained over these years and examine its strengths and limitations. Finally, building upon this analysis, we consider how to support and enhance the learning of communicative skills in the future.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"519 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116251300","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}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508839
D. Rusinaru, D. Popescu, Cristina Popa Nistorescu
Constrained by their companies' budget limits, the Romanian industry recruiters are oriented to graduates with high-tech systems management knowledge, and who are also trained to make both technical and business decisions. These new employers' requirements assume an extended list of graduates' competences: project management potential, ability for teamwork, and of great importance interpersonal skills. This paper describes the features and efficiency of certain instruments and methods that the University of Craiova applies to adjust its engineering curricula to the regional industry requirements. The engineering faculties within University of Craiova included in their curricula the Professional Communication Techniques Course. The faculties' staffs investigated this topic's utility in developing the students' communication skills, its applicability area and the correlation with industry recruiter's requirement. The investigation results motivated the decision of the University board for keeping the Professional Communication Techniques as a compulsory topic in engineering curricula.
{"title":"Curricular Tools for Professional Communication Skills Development of Engineering Students within University of Craiova","authors":"D. Rusinaru, D. Popescu, Cristina Popa Nistorescu","doi":"10.1109/TEE.2010.5508839","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508839","url":null,"abstract":"Constrained by their companies' budget limits, the Romanian industry recruiters are oriented to graduates with high-tech systems management knowledge, and who are also trained to make both technical and business decisions. These new employers' requirements assume an extended list of graduates' competences: project management potential, ability for teamwork, and of great importance interpersonal skills. This paper describes the features and efficiency of certain instruments and methods that the University of Craiova applies to adjust its engineering curricula to the regional industry requirements. The engineering faculties within University of Craiova included in their curricula the Professional Communication Techniques Course. The faculties' staffs investigated this topic's utility in developing the students' communication skills, its applicability area and the correlation with industry recruiter's requirement. The investigation results motivated the decision of the University board for keeping the Professional Communication Techniques as a compulsory topic in engineering curricula.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124748249","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}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508882
J. Dodoo, I. Dabipi, J. B. Burrows-McElwain, C. Hartman
African Americans, Hispanics, and Native Americans constituted 19 percent of the total workforce in 1990. Of this number only 8 percent of them are in the science, mathematics, engineering and technology workforce (National Science Foundation 1994). The percentages of blacks and Hispanics ages 25 to 29 in 2003 that completed bachelors or higher degrees were 18% and 10%, respectively, compared with 34% for whites. Among high school graduates, the percentages of blacks and Hispanics ages 25 to 29 in 2000 that had completed bachelors or higher degrees stood at 21% and 15%, respectively, compared with 36% for whites. About one-third of all bachelor's degrees earned by every racial/ethnic group, except Asians/Pacific Islanders, are in Science and Engineering (S&E). Asians/Pacific Islanders, as a group, earn almost half of their bachelor's degrees in S&E (NSF S&E Indicators 2006). The department of engineering and aviation science is to set up a Delmarva Aerospace Education Center, (DAEC) engage and retain students in STEM education programs and encourage their pursuit of educational disciplines and careers critical to NASA's engineering, scientific, and technical missions. DAEC is being made possible with support from NASA through the Chesapeake Information Based Aeronautics Consortium (CIBAC) in the Department of Engineering and Aviations Science
{"title":"A Novel Approach to Engaging Minority K-12 Students in NASA STEM Programs for Careers in Engineering","authors":"J. Dodoo, I. Dabipi, J. B. Burrows-McElwain, C. Hartman","doi":"10.1109/TEE.2010.5508882","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508882","url":null,"abstract":"African Americans, Hispanics, and Native Americans constituted 19 percent of the total workforce in 1990. Of this number only 8 percent of them are in the science, mathematics, engineering and technology workforce (National Science Foundation 1994). The percentages of blacks and Hispanics ages 25 to 29 in 2003 that completed bachelors or higher degrees were 18% and 10%, respectively, compared with 34% for whites. Among high school graduates, the percentages of blacks and Hispanics ages 25 to 29 in 2000 that had completed bachelors or higher degrees stood at 21% and 15%, respectively, compared with 36% for whites. About one-third of all bachelor's degrees earned by every racial/ethnic group, except Asians/Pacific Islanders, are in Science and Engineering (S&E). Asians/Pacific Islanders, as a group, earn almost half of their bachelor's degrees in S&E (NSF S&E Indicators 2006). The department of engineering and aviation science is to set up a Delmarva Aerospace Education Center, (DAEC) engage and retain students in STEM education programs and encourage their pursuit of educational disciplines and careers critical to NASA's engineering, scientific, and technical missions. DAEC is being made possible with support from NASA through the Chesapeake Information Based Aeronautics Consortium (CIBAC) in the Department of Engineering and Aviations Science","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133077754","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}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508820
Johann E. W. Holm, M. van der Walt, Piet W. Stoker
The Engineering Council of South Africa (ECSA) emphasizes the role of project management, interdisciplinary projects, and other non-engineering skills that engineers inevitably will use in their careers. An excellent mechanism with which to achieve this goal is to use systems engineering and project management as teaching modules and in metacognitive fashion. This can be done in different ways, but a common thread is required over the period of the engineering course. As a result, students are exposed to engineering skills such as requirements analysis and management, specification practices, behavioral analysis, and project management. Systems engineering, when applied properly, draws together all aspects of engineering, including human, legal, economic, environmental, and other requirements, while project management draws together interpersonal skills. Ethics, entrepreneurship and other soft skills are taught under the same umbrella modules in order to show relevance that has previously been lacking.
{"title":"Systems Engineering Training in Engineering Education","authors":"Johann E. W. Holm, M. van der Walt, Piet W. Stoker","doi":"10.1109/TEE.2010.5508820","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508820","url":null,"abstract":"The Engineering Council of South Africa (ECSA) emphasizes the role of project management, interdisciplinary projects, and other non-engineering skills that engineers inevitably will use in their careers. An excellent mechanism with which to achieve this goal is to use systems engineering and project management as teaching modules and in metacognitive fashion. This can be done in different ways, but a common thread is required over the period of the engineering course. As a result, students are exposed to engineering skills such as requirements analysis and management, specification practices, behavioral analysis, and project management. Systems engineering, when applied properly, draws together all aspects of engineering, including human, legal, economic, environmental, and other requirements, while project management draws together interpersonal skills. Ethics, entrepreneurship and other soft skills are taught under the same umbrella modules in order to show relevance that has previously been lacking.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124418314","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}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508887
M. Salama, Tarek Thabet
The ECEE is structured upon the technical skills of computer engineers. Through 5-year (preparatory + 4) education, ECEE introduces basic sciences then concentrates on specific technical skills for a computer engineer. There is a big gap between what the student learns and what he finds in practical life whether he would be an employee or an entrepreneur. This paper proposes a new approach where the ECEE will be oriented towards the type of business not the skill. This will narrow the gap between academic and vocational education. Choices of business are completely based on industry and market demand that should be flexible and dynamic. Based on the student's choice, he would study all what is related to that business. This will necessitate interdisciplinary programs oriented towards the business type to be inserted in the curriculum as well as cross-faculties projects which will require some kind of protocol between engineering and non-engineering faculties. It will also require a change in the curriculum of the non-engineering faculties that will participate in the cross faculty projects. Evaluation of this proposal is presented using questionnaire targeted at undergraduates and post-graduates
{"title":"A Curricular Reform Proposal for Egyptian Computer Engineering Education ECEE","authors":"M. Salama, Tarek Thabet","doi":"10.1109/TEE.2010.5508887","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508887","url":null,"abstract":"The ECEE is structured upon the technical skills of computer engineers. Through 5-year (preparatory + 4) education, ECEE introduces basic sciences then concentrates on specific technical skills for a computer engineer. There is a big gap between what the student learns and what he finds in practical life whether he would be an employee or an entrepreneur. This paper proposes a new approach where the ECEE will be oriented towards the type of business not the skill. This will narrow the gap between academic and vocational education. Choices of business are completely based on industry and market demand that should be flexible and dynamic. Based on the student's choice, he would study all what is related to that business. This will necessitate interdisciplinary programs oriented towards the business type to be inserted in the curriculum as well as cross-faculties projects which will require some kind of protocol between engineering and non-engineering faculties. It will also require a change in the curriculum of the non-engineering faculties that will participate in the cross faculty projects. Evaluation of this proposal is presented using questionnaire targeted at undergraduates and post-graduates","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124670603","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}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508892
V. Sorathia, L. F. Pires, M. V. van Sinderen, Fons Wijnhoven
The recent growth in the services sector implies that more people must be trained in this area. This inspired us to develop a Services Science Graduation Programme at the University of Twente, the Netherlands. We propose a study programme of five years, consisting of a Master phase of two years and a PhD phase of three years. This paper reports on our efforts to develop our Services Science Graduation Programme. Our approach in the development of this programme consisted of two phases: 1. we performed a survey of the programmes of other institutions in order to identify service concerns to be covered, but also patterns and strategies, and 2. we defined a programme with enough coverage, taking into consideration the local resources (course and lecturers) so that the programme can start immediately. In our survey we catalogued 386 courses offered in 35 programmes related to Services Science worldwide. The topics have been organised according to generic service activities, in an attempt to define the elements that should or could be covered by a Services Science programme. We conclude that although we have reused available courses, we have defined a Services Science programme with acceptable coverage of service concerns. Furthermore, specialisation can be attained by means of projects and traineeships in particular areas or application domains.
{"title":"Developing a Services Science Graduation Programme at the University of Twente","authors":"V. Sorathia, L. F. Pires, M. V. van Sinderen, Fons Wijnhoven","doi":"10.1109/TEE.2010.5508892","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508892","url":null,"abstract":"The recent growth in the services sector implies that more people must be trained in this area. This inspired us to develop a Services Science Graduation Programme at the University of Twente, the Netherlands. We propose a study programme of five years, consisting of a Master phase of two years and a PhD phase of three years. This paper reports on our efforts to develop our Services Science Graduation Programme. Our approach in the development of this programme consisted of two phases: 1. we performed a survey of the programmes of other institutions in order to identify service concerns to be covered, but also patterns and strategies, and 2. we defined a programme with enough coverage, taking into consideration the local resources (course and lecturers) so that the programme can start immediately. In our survey we catalogued 386 courses offered in 35 programmes related to Services Science worldwide. The topics have been organised according to generic service activities, in an attempt to define the elements that should or could be covered by a Services Science programme. We conclude that although we have reused available courses, we have defined a Services Science programme with acceptable coverage of service concerns. Furthermore, specialisation can be attained by means of projects and traineeships in particular areas or application domains.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124725356","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}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508867
N. Paris
Most engineering careers will require engineers to work in multi-disciplinary teams. It is necessary for post-secondary institutions to provide opportunities for engineering students to work in multi-disciplinary teams during their education so that they can function and thrive in these environments upon graduation. One model for introducing and sustaining multi-disciplinary engineering education has been to link a number of the British Columbia Institute of Technology's (BCIT) engineering and technology capstone projects with the hub of multi-disciplinary researchers at the BCIT Technology Centre.
{"title":"Linking Education and Research: A Strategy for Introducing and Sustaining Multi-Disciplinary Academic Programs","authors":"N. Paris","doi":"10.1109/TEE.2010.5508867","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508867","url":null,"abstract":"Most engineering careers will require engineers to work in multi-disciplinary teams. It is necessary for post-secondary institutions to provide opportunities for engineering students to work in multi-disciplinary teams during their education so that they can function and thrive in these environments upon graduation. One model for introducing and sustaining multi-disciplinary engineering education has been to link a number of the British Columbia Institute of Technology's (BCIT) engineering and technology capstone projects with the hub of multi-disciplinary researchers at the BCIT Technology Centre.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122455942","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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