Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508885
W. El-Sokkary, L. Lamont, David L. Thomson, Lana El Chaar
This paper highlights key issues involved in preparing students for an engineering program in the United Arab Emirates. These students often enter the program with a limited knowledge of English and science. However, many of the challenges that they face in the course of their studies are attributable to a lack of appropriate training in non-technical skills. The paper shows how the integration of content-based instruction and interdisciplinary project-based learning can be used to enhance the acquisition of English and, at the same time, enhance other non-technical skills. This approach gives the students an early insight into the disciplinary topics covered by the university. This head start helps students make both ends meet: they achieve the required language proficiency while bolstering their content knowledge. The result of this research shows that although this method of teaching might not have been initially favored by all students and faculty, the benefits are clearly agreed upon by all parties.
{"title":"Making Both Ends Meet: Teaching Non-Technical Skills to Engineers Using Both Content-Based Instruction and Interdisciplinary Project-Based Learning","authors":"W. El-Sokkary, L. Lamont, David L. Thomson, Lana El Chaar","doi":"10.1109/TEE.2010.5508885","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508885","url":null,"abstract":"This paper highlights key issues involved in preparing students for an engineering program in the United Arab Emirates. These students often enter the program with a limited knowledge of English and science. However, many of the challenges that they face in the course of their studies are attributable to a lack of appropriate training in non-technical skills. The paper shows how the integration of content-based instruction and interdisciplinary project-based learning can be used to enhance the acquisition of English and, at the same time, enhance other non-technical skills. This approach gives the students an early insight into the disciplinary topics covered by the university. This head start helps students make both ends meet: they achieve the required language proficiency while bolstering their content knowledge. The result of this research shows that although this method of teaching might not have been initially favored by all students and faculty, the benefits are clearly agreed upon by all parties.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"272 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":"133698019","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.2010.5508843
E. Trotskovsky, N. Sabag
The rapid technological development in the area of electrical and electronic engineering has caused a continuous regeneration of knowledge in this field. Recent studies have indicated that engineering knowledge doubles every 10 years. The time constraints of the existing learning frame towards a B.Sc. degree, does not allow for the inclusion of all the accumulated experience in high-tech industries within the engineering curriculum, not to mention predicted needs of new upcoming knowledge. Therefore, many researchers believe that new graduates should be equipped with more professional skills, at the expense of knowledge content. Development of cognitive engineering skills in the course of studies toward a B.Sc. degree can assist the student in the difficult transition from academia to industry. Such cultivation of engineering thinking may reduce the gap between knowledge and skills acquired by the novice graduate and market demands. This approach may serve as leverage for the future success of the student. Internship is an obligatory requirement in the Department of EEE of the Academic College for Engineering ORT Braude. This article reviews 15 years experience implementing internship at more than 150 hi-tech plants and research institutes. More than 500 graduates experienced the process of engineering design during the course of their internship. This article presents the results of a longitudinal study of students'' skills and attitudes with respect to the internship process. Furthermore, engineering thinking development of students while performing their first engineering design project in industry was also investigated. We concentrated on the following questions: • What are the main characteristics of engineering thinking that are expressed by students during their final project? • What roles do these characteristics play during the process of the project? Qualitative research methodology was applied based on the analysis of the interviews and monthly and final project reports. The findings demonstrate that the industrial environment forces the learner to find practical solutions, while developing systems thinking, reflective thinking and real problem solving.. Creative and algorithmic routine thinking have also emerged in engineering thinking. This study aims to contribute significantly to the accumulated knowledge about engineering thinking and its development among engineering students in the course of their internship project.
{"title":"Internship in Engineering Design in Hi-Tech Industries: Theory and Practice","authors":"E. Trotskovsky, N. Sabag","doi":"10.1109/TEE.2010.5508843","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508843","url":null,"abstract":"The rapid technological development in the area of electrical and electronic engineering has caused a continuous regeneration of knowledge in this field. Recent studies have indicated that engineering knowledge doubles every 10 years. The time constraints of the existing learning frame towards a B.Sc. degree, does not allow for the inclusion of all the accumulated experience in high-tech industries within the engineering curriculum, not to mention predicted needs of new upcoming knowledge. Therefore, many researchers believe that new graduates should be equipped with more professional skills, at the expense of knowledge content. Development of cognitive engineering skills in the course of studies toward a B.Sc. degree can assist the student in the difficult transition from academia to industry. Such cultivation of engineering thinking may reduce the gap between knowledge and skills acquired by the novice graduate and market demands. This approach may serve as leverage for the future success of the student. Internship is an obligatory requirement in the Department of EEE of the Academic College for Engineering ORT Braude. This article reviews 15 years experience implementing internship at more than 150 hi-tech plants and research institutes. More than 500 graduates experienced the process of engineering design during the course of their internship. This article presents the results of a longitudinal study of students'' skills and attitudes with respect to the internship process. Furthermore, engineering thinking development of students while performing their first engineering design project in industry was also investigated. We concentrated on the following questions: • What are the main characteristics of engineering thinking that are expressed by students during their final project? • What roles do these characteristics play during the process of the project? Qualitative research methodology was applied based on the analysis of the interviews and monthly and final project reports. The findings demonstrate that the industrial environment forces the learner to find practical solutions, while developing systems thinking, reflective thinking and real problem solving.. Creative and algorithmic routine thinking have also emerged in engineering thinking. This study aims to contribute significantly to the accumulated knowledge about engineering thinking and its development among engineering students in the course of their internship project.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"141 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":"115788345","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.2010.5508956
Annette Berndt, C. Paterson
What does the interface between pedagogical research and course development look like? "Appropriate Technology in International Development", part of the Engineering curriculum at the University of British Columbia, is co-taught by an instructor of Technical Communication and an instructor of History, who use pedagogies of engagement and transformation, specifically those posited by proponents of Community Based Learning and Research. With reference to accreditation criteria and new concepts of engineers, we review models of intellectual development (e.g. Perry and Baxter Magolda) and consider the overlap of various stages within these models. To explore how students might move from stage to stage, we consider the "disruptive" and "anti-foundational" pedagogies of Mezirow and Butin as ways to help students learn to appreciate "other" ways of perceiving the world and of co-constructing knowledge. In the course, students are introduced to strategies of Problem Oriented Learning (POL) through humanitarian case studies involving socio-technical problems identified by three communities in India. Attention to the concept of community and the complexity of social context becomes critical, as students learn to develop a tolerance for ambiguity and, through the instrument of critical reflection, shift the starting point for their research from the technical problem itself to its larger social context(s).
{"title":"Global Engineering, Humanitarian Case Studies, and Pedagogies of Transformation","authors":"Annette Berndt, C. Paterson","doi":"10.1109/TEE.2010.5508956","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508956","url":null,"abstract":"What does the interface between pedagogical research and course development look like? \"Appropriate Technology in International Development\", part of the Engineering curriculum at the University of British Columbia, is co-taught by an instructor of Technical Communication and an instructor of History, who use pedagogies of engagement and transformation, specifically those posited by proponents of Community Based Learning and Research. With reference to accreditation criteria and new concepts of engineers, we review models of intellectual development (e.g. Perry and Baxter Magolda) and consider the overlap of various stages within these models. To explore how students might move from stage to stage, we consider the \"disruptive\" and \"anti-foundational\" pedagogies of Mezirow and Butin as ways to help students learn to appreciate \"other\" ways of perceiving the world and of co-constructing knowledge. In the course, students are introduced to strategies of Problem Oriented Learning (POL) through humanitarian case studies involving socio-technical problems identified by three communities in India. Attention to the concept of community and the complexity of social context becomes critical, as students learn to develop a tolerance for ambiguity and, through the instrument of critical reflection, shift the starting point for their research from the technical problem itself to its larger social context(s).","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"53 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":"124224084","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.2010.5508847
J. Carvalho, R. Sousa, Jorge Oliveira e Sá
Information systems development (ISD) is a capstone course in the Information Systems and Technology undergraduate program at School of Engineering, University of Minho, Portugal. ISD is viewed as an organizational change project that aims at improving an organization through the adoption of IT applications. The course is designed following a project led approach. The project involves describing an organization as a system, describing its information handling activities and proposing a set of IT applications that could be adopted and used. Students are guided by a ISD methodology that demands the application of previous developed competencies in areas such as: organization theory, accounting, marketing, information systems fundamentals, data bases, software engineering, computer networks and several other IT courses. Together with the ISD course, students are also taking courses on organizational behavior and data-warehousing. Students are organized into large teams of 10 to 12 members. Several roles are distributed among team members: e.g., team leader, analyst, document officer, technology officer, methodologist, development tools specialist, IT specialist. Students are suggested a fictional organization in a specific business area. Ideally students should deal with a real organization. As the course is having around 100 students enrolled this is not possible. However it is common that each project team finds an organization in the proposed business area where they go and have actual contact with an organization. The main outputs of the project include: project plan; organization description including - purpose, environment, main activities, business ontology, main performance indicators; general information systems description using UML; requirements for an IT application; IT architecture. One of the most important steps of the project is to decide on what IT to suggest to the organization. The decision should take into consideration the capability of current IT, the specifics of the business area and its current practices. Besides the reports, each team makes two public presentations. The first one is to present the organization description making sure business is clearly understood. The final one is to present the solution in terms of information systems and IT architecture. These presentations are attended by industry guests that focus their attention on the students' communication skills from the perspective of a manager. The evaluation of students' performance is based on: reports corresponding to the outputs mentioned above; public presentations; weekly assessments of the teams' progress. The final mark attributed to each team (a numerical value from 0 to 20, where above 10 is a pass) can be re-distributed among team members, by themselves, in order to account for different levels of commitment or effort within the team. Several other rules are set in order to promote professional behavior.
{"title":"Information Systems Development Course: Integrating Business, IT and IS Competencies","authors":"J. Carvalho, R. Sousa, Jorge Oliveira e Sá","doi":"10.1109/TEE.2010.5508847","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508847","url":null,"abstract":"Information systems development (ISD) is a capstone course in the Information Systems and Technology undergraduate program at School of Engineering, University of Minho, Portugal. ISD is viewed as an organizational change project that aims at improving an organization through the adoption of IT applications. The course is designed following a project led approach. The project involves describing an organization as a system, describing its information handling activities and proposing a set of IT applications that could be adopted and used. Students are guided by a ISD methodology that demands the application of previous developed competencies in areas such as: organization theory, accounting, marketing, information systems fundamentals, data bases, software engineering, computer networks and several other IT courses. Together with the ISD course, students are also taking courses on organizational behavior and data-warehousing. Students are organized into large teams of 10 to 12 members. Several roles are distributed among team members: e.g., team leader, analyst, document officer, technology officer, methodologist, development tools specialist, IT specialist. Students are suggested a fictional organization in a specific business area. Ideally students should deal with a real organization. As the course is having around 100 students enrolled this is not possible. However it is common that each project team finds an organization in the proposed business area where they go and have actual contact with an organization. The main outputs of the project include: project plan; organization description including - purpose, environment, main activities, business ontology, main performance indicators; general information systems description using UML; requirements for an IT application; IT architecture. One of the most important steps of the project is to decide on what IT to suggest to the organization. The decision should take into consideration the capability of current IT, the specifics of the business area and its current practices. Besides the reports, each team makes two public presentations. The first one is to present the organization description making sure business is clearly understood. The final one is to present the solution in terms of information systems and IT architecture. These presentations are attended by industry guests that focus their attention on the students' communication skills from the perspective of a manager. The evaluation of students' performance is based on: reports corresponding to the outputs mentioned above; public presentations; weekly assessments of the teams' progress. The final mark attributed to each team (a numerical value from 0 to 20, where above 10 is a pass) can be re-distributed among team members, by themselves, in order to account for different levels of commitment or effort within the team. Several other rules are set in order to promote professional behavior.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"27 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":"122516984","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.2010.5508832
L. Wilcox, M. S. Wilcox
This paper revisits success stories of past projects aimed at education transition through integrated curricula, multidisciplinary projects, and national/global technological issues. Successful programs depended heavily on interaction between educators and the professional engineers in the work force. Political priorities, both state and national, have played a major role in determining scope and success. Global issues are essential in most curricula since economic factors alone present major integrated components that engineers must understand. There are extraordinary opportunities, obstacles, and dangers ahead because we now are embroiled in the arena of "knowledge management," where massive information interconnections are expanding among businesses, universities, and political systems. This will create problems of privacy, ethics, and value in the absence of an honest and rigorous work force. Although we have made great progress in electrical engineering curricular transitioning, there is much to do, as Dr. Vartan Gregorian (Carnegie Corp.) predicts: "Laser communications, nuclear power, biotechnology, networked computers, and the like are precisely shaping our habits of thought and desire. They have become a dominant source of our culture, even to changing the very paradigms of knowledge. Rapidly evolving global communications are bringing social changes that are so complex and far-reaching they are not amenable to easy understanding." As education moved into the 21st century, business and society in general recognized the significance of "learning anywhere, anytime." Enabled through the powerful mechanism of communications and networking, education and industry quickly recognized the need for a new trained work force. Education saw the extraordinary advantage of combining their faculty with visiting faculty from industry, forming an integrated and multidisciplinary team. Transforming Engineering Education has been led by electrical engineering departments with support from IEEE and corporations like IBM. During this historic transition, input from students became increasingly important as they examined new careers combining fields like engineering, medicine, health care, business, science, and management, to name a few. Lifelong learning has long been a core priority for IEEE and IBM. Lifelong learning and "anywhere and anytime" courses clearly will get better because they will have the support of an extraordinary, dynamic network that is the platform for implementation. Interactions between people and programs are expanding understanding of terms like "knowledge management and computer simulations" driven by common sense evaluations and the continual search for and emphasis on the meaning or role of "wisdom" in these gigantic digital warehouses of data. Michael Crichton continually reminds us of the fragility of networks susceptible to misuse or misdirection resulting in catastrophic consequences for society. In this paper, three transitio
{"title":"A Review and Evaluation of Engineering Education in Transition","authors":"L. Wilcox, M. S. Wilcox","doi":"10.1109/TEE.2010.5508832","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508832","url":null,"abstract":"This paper revisits success stories of past projects aimed at education transition through integrated curricula, multidisciplinary projects, and national/global technological issues. Successful programs depended heavily on interaction between educators and the professional engineers in the work force. Political priorities, both state and national, have played a major role in determining scope and success. Global issues are essential in most curricula since economic factors alone present major integrated components that engineers must understand. There are extraordinary opportunities, obstacles, and dangers ahead because we now are embroiled in the arena of \"knowledge management,\" where massive information interconnections are expanding among businesses, universities, and political systems. This will create problems of privacy, ethics, and value in the absence of an honest and rigorous work force. Although we have made great progress in electrical engineering curricular transitioning, there is much to do, as Dr. Vartan Gregorian (Carnegie Corp.) predicts: \"Laser communications, nuclear power, biotechnology, networked computers, and the like are precisely shaping our habits of thought and desire. They have become a dominant source of our culture, even to changing the very paradigms of knowledge. Rapidly evolving global communications are bringing social changes that are so complex and far-reaching they are not amenable to easy understanding.\" As education moved into the 21st century, business and society in general recognized the significance of \"learning anywhere, anytime.\" Enabled through the powerful mechanism of communications and networking, education and industry quickly recognized the need for a new trained work force. Education saw the extraordinary advantage of combining their faculty with visiting faculty from industry, forming an integrated and multidisciplinary team. Transforming Engineering Education has been led by electrical engineering departments with support from IEEE and corporations like IBM. During this historic transition, input from students became increasingly important as they examined new careers combining fields like engineering, medicine, health care, business, science, and management, to name a few. Lifelong learning has long been a core priority for IEEE and IBM. Lifelong learning and \"anywhere and anytime\" courses clearly will get better because they will have the support of an extraordinary, dynamic network that is the platform for implementation. Interactions between people and programs are expanding understanding of terms like \"knowledge management and computer simulations\" driven by common sense evaluations and the continual search for and emphasis on the meaning or role of \"wisdom\" in these gigantic digital warehouses of data. Michael Crichton continually reminds us of the fragility of networks susceptible to misuse or misdirection resulting in catastrophic consequences for society. In this paper, three transitio","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"49 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":"122777966","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.2010.5508868
K. Craig, M. Nagurka
Abstract - Undergraduate engineering education today is ineffective in preparing students for multidisciplinary system integration and optimization - exactly what is needed by companies to become innovative and gain a competitive advantage in this global economy. While there is some movement in engineering education to change that, this change is not easy, as it involves a cultural change from the silo approach to a holistic approach. The ABET-required senior capstone multidisciplinary design course too often becomes a design-build-test exercise with the emphasis on just getting something done. Students rarely break out of their disciplinary comfort zone and thus fail to experience true multidisciplinary system design. What is needed are multidisciplinary systems courses, with a balance between theory and practice, between academic rigor and the best practices of industry, presented in an integrated way in the 2nd and 3rd years that prepares students for true multidisciplinary systems engineering at the senior level and beyond. The two courses presented here represent a significant curriculum improvement in response to this urgent need.
{"title":"Multidisciplinary Engineering Systems 2nd and 3rd Year College-Wide Courses","authors":"K. Craig, M. Nagurka","doi":"10.1109/TEE.2010.5508868","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508868","url":null,"abstract":"Abstract - Undergraduate engineering education today is ineffective in preparing students for multidisciplinary system integration and optimization - exactly what is needed by companies to become innovative and gain a competitive advantage in this global economy. While there is some movement in engineering education to change that, this change is not easy, as it involves a cultural change from the silo approach to a holistic approach. The ABET-required senior capstone multidisciplinary design course too often becomes a design-build-test exercise with the emphasis on just getting something done. Students rarely break out of their disciplinary comfort zone and thus fail to experience true multidisciplinary system design. What is needed are multidisciplinary systems courses, with a balance between theory and practice, between academic rigor and the best practices of industry, presented in an integrated way in the 2nd and 3rd years that prepares students for true multidisciplinary systems engineering at the senior level and beyond. The two courses presented here represent a significant curriculum improvement in response to this urgent need.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"17 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":"124830494","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.2010.5508879
C. Bachiller, J. Balbastre, Javier Oliver
In this work, the authors present the evolution of enrollment in Communication and Electronic Engineering studies in the Escuela T'ecnica Superior de Ingenieros de Telecomunicaci'on (ETSIT) of the Universidad Polit'ecnica de Valencia (Spain). The different reasons that have led to an important decrease in vocations for Information and Communication Technologies (ICT) are stated, and the actions that the ETSIT has taken to try to solve the situation are described. The work does not pretend to be a best practice manual, neither a textit{solution for every scenario} but it shows a set of actions in different fields that alleviate the problem.
在这项工作中，作者介绍了西班牙瓦伦西亚波利特·波利特·卡西尼亚大学(universsidad politcimnica de Valencia)的Escuela t高级工程师学院Telecomunicación (ETSIT)通信和电子工程研究的招生演变。本文阐述了导致信息和通信技术(ICT)职业大幅减少的不同原因，并描述了ETSIT为解决这一问题所采取的行动。这本书并不是一本最佳实践手册，也不是textit{每个场景的解决方案}，但它展示了在不同领域减轻问题的一组操作。
{"title":"Embedding Communication and Electronic Engineering Studies in a Local and Global Society","authors":"C. Bachiller, J. Balbastre, Javier Oliver","doi":"10.1109/TEE.2010.5508879","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508879","url":null,"abstract":"In this work, the authors present the evolution of enrollment in Communication and Electronic Engineering studies in the Escuela T'ecnica Superior de Ingenieros de Telecomunicaci'on (ETSIT) of the Universidad Polit'ecnica de Valencia (Spain). The different reasons that have led to an important decrease in vocations for Information and Communication Technologies (ICT) are stated, and the actions that the ETSIT has taken to try to solve the situation are described. The work does not pretend to be a best practice manual, neither a textit{solution for every scenario} but it shows a set of actions in different fields that alleviate the problem.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"30 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":"126612547","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.2010.5508954
C. Connolly, C. Gubbins, E. Murphy
This paper describes the non-cognitive factors influencing trainee proficiency with a focus within the manufacturing industry. Training development and assessments generally linked in the cognitive domain, with the focus on the mental constructs of the trainee or learner. However employees who perform well in training are not necessarily going to be better in their professional capacity. Non-cognitive influences will affect the employee proficiency. Non-cognitive, affective (feeling) and psychomotor (doing), issues affect cognitive performance significantly and are worthwhile domains to explore in investigating in how trainees learn. The efficiency of the trainee and employee will depend, not only on the training received, but also his/her personality traits. Motivation, attitude, anxiety, culture and gender are all factors, which have been examined in this paper in relation to training and achievement. The paper introduces these concepts within the training environment of the manufacturing industry. In conclusion we affirm the belief that non-cognitive factors are as important to the sustainability of training and trainee proficiency.
{"title":"Non-Cognitive Influences on Trainee Learning within the Manufacturing Industry","authors":"C. Connolly, C. Gubbins, E. Murphy","doi":"10.1109/TEE.2010.5508954","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508954","url":null,"abstract":"This paper describes the non-cognitive factors influencing trainee proficiency with a focus within the manufacturing industry. Training development and assessments generally linked in the cognitive domain, with the focus on the mental constructs of the trainee or learner. However employees who perform well in training are not necessarily going to be better in their professional capacity. Non-cognitive influences will affect the employee proficiency. Non-cognitive, affective (feeling) and psychomotor (doing), issues affect cognitive performance significantly and are worthwhile domains to explore in investigating in how trainees learn. The efficiency of the trainee and employee will depend, not only on the training received, but also his/her personality traits. Motivation, attitude, anxiety, culture and gender are all factors, which have been examined in this paper in relation to training and achievement. The paper introduces these concepts within the training environment of the manufacturing industry. In conclusion we affirm the belief that non-cognitive factors are as important to the sustainability of training and trainee proficiency.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"12 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":"129501357","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}
Abstract-Drawing from a curricular model proposed in a recent report from educators in the UK, this article examines the need to educate US engineering students in intellectual property concepts through partnerships between law students and undergraduate engineering students [1]. The educational vehicle that is the focus of this article is the engineering senior capstone design project. In the proposed pedagogical model, law students studying intellectual property will take on the role of advisors to engineering students (their clients) while the latter group endeavors to develop an engineering solution to a real world problem. This article also seeks to identify and address concerns of licensing authorities and professional associations that may arise as a result of implementation of the model.
{"title":"Interdisciplinary Experiential Education of Intellectual Property Concepts in an Engineering Context","authors":"R. Henry, Susan M. Richey","doi":"10.2139/ssrn.1575003","DOIUrl":"https://doi.org/10.2139/ssrn.1575003","url":null,"abstract":"Abstract-Drawing from a curricular model proposed in a recent report from educators in the UK, this article examines the need to educate US engineering students in intellectual property concepts through partnerships between law students and undergraduate engineering students [1]. The educational vehicle that is the focus of this article is the engineering senior capstone design project. In the proposed pedagogical model, law students studying intellectual property will take on the role of advisors to engineering students (their clients) while the latter group endeavors to develop an engineering solution to a real world problem. This article also seeks to identify and address concerns of licensing authorities and professional associations that may arise as a result of implementation of the model.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"1 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121014674","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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