Karunya Institute of Technology and Sciences Student Branch Chapter Educational Events

Engineering education has changed considerably since before World War II. The direction, methods and ideas of educators in this field have changed and are still in a process of evolution. Realizing the threat of obsolescence to an engineering education with the old method of teaching the "how", educators are now teaching the "why". The current trends in education and curricula are evaluated, and the contributions of professional engineering societies to the accreditation of the engineering schools and curricula are discussed. Introduction Concern with the education of the young men who will make their careers in engineering is one indication of the professional attitude of the Society of Petroleum Engineers. I hope the individual members share this concern. Important contributions to engineering education have been made by the professional societies and by intersociety bodies such as Engineers' Joint Council, Engineers' Council for Professional Development and most recently the Commission on Engineering Education. Most of these contributions have been accomplished by the voluntary efforts of professionally dedicated individuals. Nevertheless, of the half million engineers in this country only a relative handful have carried the burden of professional development. I deeply hope that the growing interest of your members and the increasing activity of your society in engineering education and other professional matters will produce for the future a far higher ratio of actives to inactives among petroleum engineers. Education precedes accreditation in the title of this paper as it has historically and as it does in importance to the profession. Since accreditation grows out of education, this paper will first describe some of the changes which have been taking place in engineering education and examine present characteristics and trends. Accreditation policy and procedures will then be described as the logical outgrowth of the trends in education and the needs of the profession. The importance of participation by professional engineers and societies in the accreditation process will be emphasized. Since most engineering schools grant the first engineering degree at the completion of a four-year undergraduate curriculum, and since accreditation consequently relates principally to such curricula, the emphasis in this paper will be on these programs. Mention will be made briefly, however, of a few important departures from the norm and of future prospects in postgraduate education. Undergraduate Education Engineering education is education for doers, for people who are expected to do something, to conceive, to design, to build, to operate. Thus, application is the essence of engineering and it must be the distinctive objective, though not the exclusive method, of engineering education. Past Education Practices An historical review is not within the scope of this paper, but it is pertinent to point out that before World War 11 the emphasis was heavily on application, on method, on how. This emphasis seemed to be consistent with the objective, with the concept of the engineer as a doer. The worth of the engineering professor was measured by his knowledge of current practice and his ability to train his students in the facts and methods of his field of engineering practice. If an employer said, "I like to hire Professor X's graduates because they fit right into the organization and know just how to go about their job", this was considered the highest praise and the mark of the professor's success. Thus the organization and content of engineering education 25 years ago were largely determined by the skills which would be most useful to the graduate in carrying out the assignments of his first job. The resulting characteristics of the education of that time are well known to my generation. There was a remarkable similarity among the curricula offered in a given branch of engineering by the engineering schools across the country, and there was an equally remarkable lack of similarity in the curricula of the various branches of engineering. Thus, practically all the civil engineering curricula were the same and all the electrical curricula were the same, but civil and electrical engineering curricula had no more in common at a given institution than the dean happened to be able to convince his faculty was absolutely essential. Since the emphasis was so clearly on current practice, most curricula contained only such courses in chemistry, mathematics and physics as appeared likely to prove useful in the specific engineering application courses. Similarly, the value of courses in the humanities and social sciences was judged by the extent to which they might have direct application in engineering practice. By these measures, few of the courses offered by non-engineering departments could justify their inclusion in the student's study program.

Purpose The construction industry is considered worldwide to be a dangerous industry because of its high rate of fatal accidents and serious injuries. This study aims to find ways to improve this situation by focusing on how to improve competence on health and safety (H&S) among newly graduated construction engineers in Norway. Design/Methodology/Approach In Norway, the regional safety representatives (RSRs) are considered to be cornerstones in ensuring H&S in the construction industry. Information in this study was gathered by conducting semi-structured in-depth interviews with 15 RSRs. Findings The results show that RSRs believe that while construction engineers have sufficient theoretical competence on HS however, many seem to lack the practical competence needed to ensure and implement H&S measures. The informants underline the importance of work practice on construction sites as part of the education as key to improve H&S competence among graduates. Research Limitations/Implications Input on possible improvements is collected from only one group of stakeholders in the industry. Other stakeholders might have valuable input that should be considered before concluding what improvements in the education are most effective. Practical Implications The findings may help to decide upon and implement improvements in the education of construction engineers and, thus, contribute to a safer and healthier industry in the future. Originality/Value The stakeholder perspective of RSRs on education of construction engineers has not been considered in earlier research despite the fact that they represent vital competence on H&S in the construction industry. This study aims to fill some of this gap.

Engineering education has expanded fast in India during the last three decades. However, all branches of engineering education have not grown at the same pace. While standard traditional branches like mechanical, civil and electrical engineering have bad been popular for a long time, areas like electronics engineering, computer science engineering and information technology related engineering have evolved fast in the recent years. Senior secondary school graduates face a dilemma of making a rational choice in selecting the disciplines of their study. Using the data collected through a survey of about 7,000 students enrolled in 40 engineering institutions in four different states in India, an attempt has been made in this paper to examine the determinants that explain students' choice between 'traditional' and 'modern'/ 'information-technology-related' branches of engineering, by estimating a probit regression equation. A few sets of major factors - individual, household, academic background of the students, current education, future employment prospects and further educational aspirations etc., have been identified and used in the probit analysis and the results are discussed in detail.

A educação profissional e tecnológica no Brasil vem passando por transformações significativas ao longo da sua história, conforme a perspectiva política de cada período governamental. O objetivo desse artigo é apresentar o contexto histórico da educação profissional no Brasil em suas origens, bem como seus desdobramentos e reflexos que culminaram com a política pública de criação dos Institutos Federais de Educação, Ciência e Tecnologia, instituído pela lei 11.892/2008. A temática é apresentada por meio de três eixos: histórico da educação profissional no Brasil; criação da Rede Federal de Educação Profissional e Tecnológica; e, por último, o processo de constituição dos Institutos Federais de Educação, Ciência e Tecnologia no conjunto da educação profissional e tecnológica brasileira, enquanto política pública. Os procedimentos metodológicos utilizados, predominantemente qualitativos, foram a pesquisa documental e a análise bibliográfica. Este estudo permitiu evidenciar que a história e a memória da educação profissional tecnológica no Brasil revelam que sua constituição perpassou por um processo histórico complexo e fragmentado. Constatou-se, ainda, que seus indícios foram pontuais e em menor amplitude no período colonial e imperial, sendo instituída de forma incipiente nesse período. Em 1909 consolidou-se como uma rede federal de educação profissional e tecnológica e, somente no início do século XXI, houve, de fato, uma expansão em todo o território nacional enquanto política pública educacional direcionada para uma proposta de formação profissional.

Introduction The petroleum and natural gas industry is supplying over 70 per cent of the total energy consumption of the country, and present indications are that the domestic petroleum industry will continue to grow at a rate of approximately 2 to 3 per cent per year for some time into the future. The production branch of the industry, in which over half its capital is invested, undoubtedly will experience a comparable expansion. The industry is most certainly planning its operations well into the future, and this must involve making sure of a supply of materials for future operations. It should not be illogical to expect industry to plan also for its future supply of engineers, unless it feels that engineers will not be essential to its successful operation in the future. Review of Enrollment Trends in Petroleum Engineering Since World War II, the industry annually has employed an average of more than 550 graduates from the 20 to 23 petroleum engineering schools of this country. Since it should not be unreasonable to assume that this demand will continue at approximately the same rate in the future, what about the annual availability of 550 petroleum engineering graduates in the next few years? If the industry has not already asked this question, it is high time it did. The answer may prove rather surprising to anyone who has not taken the time to analyze the current situation in petroleum engineering education and to project this into the future. Table 1 is a summary of petroleum engineering enrollment in the country beginning in 1948, as taken from the annual reports of the American Society for Engineering Education (ASEE). The annual freshman enrollment and the total annual petroleum engineering enrollment are plotted on Fig. 1. Any projection of these curves should be very disturbing to any company which plans to hire petroleum engineers in the future. The indicated dip in enrollment in 1951 may be partially due to the fact that only 21 schools are included in that year's figures, compared to 22 and 23 for the other years. The decline in enrollment between 1948 and 1951 also probably can be explained further by the fact that many World War II veterans completed their engineering educations during this period. Notice that the numbers of degrees granted in 1948, 1949 and 1950 were considerably larger than in subsequent years. Also, the outbreak of the Korean War undoubtedly had some effect in reducing the enrollment in 1950 and 1951. If one compares the size of a given freshman class with the number of degrees conferred four years later, as may be seen in Table 1, it will be found that only about 50 per cent of the freshmen complete their programs. As a matter of fact, the average freshman enrollment for the five years from 1952 through 1956 was 1,243. The average number of BS degrees granted from 1956 through 1960 was 613, or 49 per cent of the students who were freshmen four years earlier. These ratios are not absolutely quantitative because the freshman enrollment figures include both first- and second-semester freshmen. However, the 49 per cent ratio is probably not far from the true average. If 50 per cent is taken as the mortality rate, for simplicity, there should be about 600 petroleum engineering degrees conferred in 1961. In 1962 there probably will be 340; in 1963, 230; and in 1964, 145. In other words, next year there will be only about half as many petroleum engineering graduates available for employment as this year--and in 1964, only one-fourth as many. It will be noted from the table that the size of last year's freshman class was only about 20 per cent of the largest freshman class (1956), while the 1956 freshman class had dropped to 582 in its senior year, the number of degrees granted in 1960 (558) is not greatly below the average number granted (683) over the interval tabulated. Therefore, the impact of the decreasing freshman enrollment since 1956 has not yet been felt by the industry. Perhaps industry is not concerned about this negative trend in enrollment and plans to supplement this deficiency by hiring men in other branches of engineering. JPT P. 517^

Background The Goals report was the fifth national evaluation and in-depth study of engineering education in the current century. The Mann Report 1907–18, the Wickenden Report 1923–30, the Hammond Report of 1940, updated in 1944, and the Grinter Report 1952–55, preceded the Goals Report 1962–68. No other academic discipline or field of study has subjected itself to such intensive study. Furthermore, no other undergraduate educational program of this age requires its students to study such a broad spectrum of subject matter. Engineering education combines an understanding of this technological age in which we live as a key part of a broad liberal education and yet still finds time for specialization in a branch of engineering. A four-year undergraduate program in any of the engineering disciplines today includes approximately one year (one-fourth of the program) in mathematics and basic sciences, program) in mathematics and basic sciences, one year in the engineering sciences, onehalf year in the social sciences and humanities, one-half year in analysis, synthesis, and design, plus another half year in courses in the specific engineering specialty, with the remaining half year for miscellaneous courses including composition, speech, graphics, and physical education. Please understand that these are very general averages and that some programs vary quite a bit from these data. The Goals Report The Preliminary Goals Report was published in October, 1965, and immediately published in October, 1965, and immediately became an extremely controversial document. In retrospect, this was very fortunate because engineering educators as well as practicing engineers everywhere became keenly practicing engineers everywhere became keenly aware of engineering educational problems and aspirations. In order to debate the issues effectively, engineers were forced to study the pros and the cons of each recommendation. The Preliminary Report contained fourteen specific recommendations. Even today, there is more heat than light in some discussions of some of those fourteen issues but the study and the dialogue alone made the time, effort, and money used to prepare the report well worth it. After regional meetings across the nation on the Preliminary Report, followed by much study by the Goals staff and the Boards of Analysts, the Interim Goals Report was published in April, 1967. Much of the furor published in April, 1967. Much of the furor had subsided by this time and the Interim Report was rather generally accepted. Naturally, some people continued to oppose some aspects of the modified report.

A brief history of the development of engineering education in the United States and a consideration of the usual type of curriculum in particular branches of engineering are followed by reasons for the development of a new type of curriculum and a discussion of its principal characteristics. The recently adopted curriculum leading to the degree of Bachelor of Arts in Engineering at Stanford University is given in detail. The ideals discussed in the paper are emphasized by a few selected quotations from statements of leading executives and teachers.

In today’s fast growing world, the economy — especially the field of technology and production — are developing very rapidly. Engineering design that would predict the results of this rapid development and equip the society with tools to control them, faces a big challenge. Rapidly developing technology brings many benefits to humanity and makes life easier, friendlier and more comfortable. This has been the case for thousands of years as new branches of engineering were born and came to serve society. One might say that engineers have the privilege of creating a bloodless and peaceful revolution resulting in easier and happier lives for people. At the same time, such fast developing technology creates traps and dangers, and may cause harm. The inventions of Alfred Nobel, Samuel Colt and Eliphalet Remington, for example, or nuclear research have all brought significant technological progress to nations and societies but have also brought harms and disasters affecting both societies and individuals. The role of engineering design is to predict these harmful actions and plan to neutralize or eliminate them, or even change them from harmful into friendly. Such actions follow the way recommended by BTIPS (Brief Theory of Inventive Problem Solving) procedures [1], especially those using the Prediction module [2], [3]. When developing Prevention Engineering a system approach should be observed and hierarchy of systems established and defined. All systems should be designed in such a way that prevents harm to humans and the natural world. Recommendations for introducing Prevention Engineering as a branch of engineering practice, and as an educational and research discipline, should be created as soon as possible, and directions for introducing courses in Prevention Engineering design and practice should also be developed [4]. For example, personal protective equipment for individuals and groups as designed by ME and MEM engineering students in their courses might be considered as Prevention Engineering developments [5]. Defining and formulating Prevention Engineering as a new branch of engineering is necessity in our times. In every step of our lives we face the challenge of preventing harms and destruction that can be done by the contemporary surrounding world. The goal of Prevention Engineering [PE] is to make the world safe. Prevention and safety are connected, prevention is an action, while safety is the condition or state that we are trying to achieve. Preventative actions can be based on the recommendations of BTIPS - Brief Theory of Inventing Problem Solving - and may use BTIPS’s approach [4], [5]. The reasons for the development of PE have already been described [6]. Each of these should be pointed out and preventative measures should be found. Adding these preventative measures to the contemporary engineering research, practice and education, and especially reflecting them in the engineering curriculum would be useful now and will also be necessary in the future [7], [8].

Within the framework of EXTEND project Erasmus+ KA2 Capacity Building in Higher Education Project EXTEND 586060-EPP-1-2017-1-RO-EPPKA2-CBHE-JP "Excellence in Engineering Education through Teacher Training and New Pedagogic Approaches in Russia and Tajikistan" it is planned to elaborate innovative courses to enhance the quality of engineering education in Russia and Tajikistan. Inasmuch as foreign languages are included in transversal competences for engineering education, special attention was given to the elaboration of the "Foreign Languages for Engineering. Academic Writing" course. A foreign language is considered as a means of professional competence forming and is included in the main competences of engineers of XXI century. The course consists of five modules having the similar structure: "Reading and Speaking", "Writing", "Listening", "Translation Basics", Academic Writing", "Assessment" and "Bank of Prompts". The content of the modules is universal for any branch of engineering, as it touches upon such topics as affiliation and self-presentation, safety at working place, dimensions, working with drawings,career strategy, team building, engineering branches, etc. Special attention is given to academic writing, as it is obligatory for contemporary PhD students and university teachers to publish their scientific papers and disseminate the results of their researches at the international level. Learners are taught to write their research papers according to the IMRaD model. Moreover, academic writing is correlated with a listening part, supplementing it with practical tips. "Bank of prompts" is aimed at equipping learners with lingvocultural background information, which is necessary for communication and translation. The paper describes the piloting experiment, thus complex methodology is applied.

Automated Essay Grading (AEG) or Scoring (AES) systems are not more a myth they are reality. As on today, the human written (not hand written) essays are corrected not only by examiners / teachers also by machines. The TOEFL exam is one of the best examples of this application. The students’ essays are evaluated both by human & web based automated essay grading system. Then the average is taken. Many researchers consider essays as the most useful tool to assess learning outcomes, implying the ability to recall, organize and integrate ideas, the ability to supply merely than identify interpretation and application of data. Automated Writing Evaluation Systems, also known as Automated Essay Assessors, might provide precisely the platform we need to explicate many of the features those characterize good and bad writing and many of the linguistic, cognitive and other skills those underline the human capability for both reading and writing. They can also provide time-to-time feedback to the writers/students by using that the people can improve their writing skill. A meticulous research of last couple of years has helped us to understand the existing systems which are based on AI & Machine Learning techniques, NLP (Natural Language Processing) techniques and finding the loopholes and at the end to propose a system, which will work under Indian context, presently for English language influenced by local languages. Currently most of the essay grading systems is used for grading pure English essays or essays written in pure European languages. No one in today’s world can ignore the use of English in Engineering education. Better to tell in professional courses. All the Engineering branches or streams are normally supported with modern English and sometimes known as English-for-Engineers. This write-up focuses on the existing automated essay grading systems, basic technologies behind them and proposes a new framework to show that how best these AEG systems can be used for Engineering Education. E-learning has created the path of alternate education. Whereas the Web-based-learning (WBL) has made the path much easier. Use of AEG systems in a web based learning environment helps the students to know, use, and understand English much better than they used to do in normal classroom based study. Such kinds of AEG systems are very useful mainly for non-English spoken students, better to say – students whose mother tongue is not English. Normally found that English used by such students are influenced by local languages. Use of a AEG system will not only help students to write better English essay, score better in English and others subjects written in English.

The paper is devoted to the problem of the higher engineering and technical education modernization in Russia, that has acquired special significance due to the need for breakthrough technological development of the state. An assumption about the relevance of addressing the historical premises of modern problems of domestic engineering education and the study of experience in successfully resolving them is made. The purpose of the study is to conduct a historical and sociological analysis of the interaction of Russian society and the institute of higher engineering and technical education. The formation of engineering education in different periods of the history of Russia is traced, the factors that determine its current state are identified. The research method is manual quality content analysis, that combines the methodology of traditional content analysis (highlighting significant elements of the text and their quantification) and in-depth qualitative analysis of the text. Empirical object is the scientific publications of representatives of scientific and pedagogical staff of Russian technical universities. The analysis of the interaction of Russian society and higher engineering and technical education is carried out within the framework of a structurally functional paradigm based on the theory of social institutions by Herbert Spencer. In consequence it was concluded that the modernization of Russian technical universities is certainly necessary, but it cannot be carried out in isolation and should become a full part of the modernization of society as a whole.

IN his annual report to the court of Governors of the University of Birmingham, the Vice-Chancellor (Dr. Raymond Priestley) comments on education for engineers. The University Joint Recruiting Board has been favourably impressed by engineering apprentices who have appeared before it for deferment or allocation in connexion with the Higher National Certificate in various branches of engineering. These men have entered industry either at or before the School Certificate stage, and have qualified, chiefly through evening work at technical colleges, to pass severe theoretical and practical tests. The successful candidates have impressed those whose duty it has been to interview them by their quality, grit and obvious sense of social responsibility. It has been quite clear that many of them are deserving of, and would be the better for, full-time university education, and that any university would benefit from their presence as students. Through conferences between the University of Birmingham, the Midland technical colleges and local firms, a scheme has been devised whereby the pick of the National Certificate holders in the Midlands might be admitted to the degree courses in mechanical and electrical engineering of the University. Candidates who have been three years in industry and who are nineteen years old or older will be able to matriculate through an examination towards which National Certificate subjects will count. A paper designed mainly to test ability for expression in English is the only additional obstacle to be surmounted. National Certificate scholarships with full maintenance, including residence at a hostel for the three years of the degree course, have been founded already by several firms.

This document will present a simple method for modeling complex multiple input and output (MIMO) processes to improve the teaching of engineering students. The proposed method allows us to improve the application of theoretical and academic knowledge in real industrial processes. The method can be applied in professional training subjects in various branches of engineering, especially those that develop analysis and design of instrumentation, control, automation, and process optimization systems. Improving teaching is because there is a closer approximation of the process model used in the academic field with that found in the industry. COMSOL (finite element simulation software) and MATLAB are used as tools and the advantages of the method in simplicity, flexibility, versatility, and effectiveness in engineering education are developed.

On a Science of Education

The evolution of Engineering Education (EE) in India has been drastic from the British era to the present day. EE in India started during the British era and focused mainly on civil engineering. In 1945 a Government Committee was appointed to suggest options for advanced technical education in India which recommended the establishment of higher technical institutes based on the Massachusetts Institute of Technology in the four regions of India which resulted in setting up five Indian Institutes of Technology and the 20 Regional Engineering colleges just after independence was one of the first milestone achieved by Independent India. Then, there are a large number of State Government Engineering Colleges, often affiliated to a University and having a limited or no autonomy about curriculum, examinations, degree granting, etc. The great demand for engineering and technical education has led to the mushrooming of a large number of private engineering colleges. Since the establishment of IIT Kharagpur in 1951, India has a total of 3,393 engineering colleges as on May, 2012. In spite of the large number of engineering colleges in India, as per the third edition of the National Employability Report, Engineering Graduates - 2014, only 18.33% of the Indian engineers are employable and only about 18.09% actually get a job. This alarming survey indicates the need of a paradigm shift in today's school of engineering learning and training so that we may not only target increased employability but also set our eyes on ameliorating research and innovation into Engineering Education. This paper presents the work conducted by the Centre of Engineering Education Development (CEED) at KG Reddy college of Engineering and Technology, which was established to continuously work towards improving the teaching learning process by implementation of new pedagogies. The focus will be on implementation of active learning into the lecture delivery, it's impact on the student's, subsequent results and the future scope of work.