University Engineering Education Research Articles

基于绿色工程教育的地方高校化工专业教育改革路径

基于绿色工程教育的地方高校化工专业教育改革路径

Practical Research on Promoting The Construction of New Engineering Education through Discipline Competition by PDCA Cycle

<p>At the beginning of the emergence of the concept of new engineering, its connotation interpretation and paradigm change theme have become the focus of attention. The new engineering should not only pay attention to the construction of new industries and new specialties under the new technology, but also pay attention to the continuous training effect of talents under the new engineering education. Discipline competition is an effective way to cultivate the innovation and entrepreneurship ability of college students and improve their comprehensive quality. In order to promote the sustainable and good construction of new engineering education in Colleges and universities, this paper uses PDCA cycle as a means to integrate multi-disciplinary technology through discipline competition, promote the ability of college students to solve complex engineering problems, and thus improve the teaching quality of new engineering. Practice has proved that PDCA is applied to discipline competition in a circular way, providing a feasible path for the implementation of new engineering. After three years of tracking assessment on three different classes of computer science, the graduation design score has been raised from about 82 points to about 85 points, and the students’ theoretical level, practical ability, innovation ability and discipline competition design level have been significantly improved.</p> <p> </p>

Teaching Evaluation System on Engineering for Applied University in China

This research presents a novel Teaching Evaluation System model designed to enhance the quality of education in Chinese applied universities with a focus on engineering programs. The objectives included synthesizing relevant theories related to teaching evaluation systems in applied university engineering and developing a comprehensive system. A population of 9 experts from China was selected through purposive sampling, all qualified and with a minimum of five years' experience as Assistant Professors at the same university. SPSSPRO was employed for data assessment, ensuring questionnaire reliability with a Cronbach's ? of .823, indicating excellent reliability. The research result, with an average score of 4.6358, SD. = 0.4655, CV = .1008, IQR = 1, demonstrated a strong agreement among expert opinions. Utilizing the Analytic Hierarchy Process (AHP) for weighting analysis and assessing matrix consistency, CR = .039 < .1, suggested sufficient consistency for decision-making. The research employed focus groups to discuss the evaluation system for Chinese applied university engineering education, utilizing the CIPP model, modifying the evaluation index system, and employing AHP for indicator ranking. A case study at Sichuan University of Science & Engineering, using the new evaluation index system, revealed program issues, and offered recommendations. The index system comprises four first-level, 12 second-level, and 52 third-level indexes, providing a reflective evaluation of the actual relationships among indicators and serving as a valuable reference for assessing engineering education quality.

Computational literacy in science education–A systematic review

Computational literacy is one of the 21st century skills–students must therefore acquire the appropriate competencies in computer science to meet the demands of 21st century society. To achieve this, teachers must be adequately trained. Furthermore, this also means that introductory computer science education concepts must also be integrated into the training of (pre-service) science teachers and anchored in the curriculum. This is particularly important because many scientific professions or research can no longer be done without basic computer knowledge and computational literacy. The central approach to educating future teachers is the university course of study. This paper aims to systematically provide an insight into which scientifically relevant publications address this issue. The essential criterion in this review is the restriction on science education or more general science, technology, engineering, and mathematics (STEM) education in schools or universities. Equally important is the specification that computational literacy (informatics competencies, information literacy, computer literacy, or computational thinking) are purposefully taught or trained. Only publications in the Web of Science database were included for quality assurance. This paper investigates to what extent scientifically valid research or knowledge is available at this junction, i.e., computational literacy in science education. Thereby, we distinguish between different approaches, such as effect studies on individual aspects, isolated practical contributions with a pronounced trial-and-error character, or systematic or model-based considerations in quantitative and qualitative studies. The results show common aspects, prominent trends, and promising approaches. However, possibly existing (subject-) didactic concerns should be considered in more detail and the dual perspective role of the students as future teachers. In addition to learning basic computer skills, the ability to teach them is also essential so that the scientific education of the students can benefit from them to the required extent.

Science, Technology, Engineering, and Mathematics (STEM) Education in University: Pre-service Teachers’ Perceptions

: Science, Technology, Engineering, and Mathematics (STEM) education, an integration of the four disciplines, has been promoted in schools and universities in Malaysia. However, the teachers’ readiness in applying STEM has been an apprehension of not only the school administrators, but also the public. The implementation of STEM is observed from the teachers' abilities to organize learning environments that are created to strengthen students’ 21st-century skills. As such, the teachers' ability to implement and execute the plan are a concern. Thus, the aim of this study is to identify and evaluate preservice teachers' perceptions of their readiness, experiences, and effort in practising STEM education, as well as their degree of confidence in STEM education teaching and learning. A correlational research design was employed in this research to collect data from 113 science-based pre-service teacher trainees in a public university in Malaysia. The participants answered the questionnaire on their perceptions of their experiences and confidence level in learning STEM skills in their university courses and their views towards activities on STEM. Reflecting on the findings, this study has implications for the pre-service teacher trainees (students), faculty and organization as a whole in the preparation towards the execution of STEM in terms of strategies and intervention in school. This is especially advantageous for the university to raise awareness of the benefits of university STEM-related programs to a diverse background of students.

Developing biosecurity training program under the background of new engineering education in colleges and universities

The global biosecurity situation has become increasingly severe in recent years. The threats from outbreaks of epidemics, misuse and abuse of biotechnology, biological weapons and so on are emerging, which make biosecurity an important part of national security. Meanwhile, as a new interdisciplinary program, the education for biosecurity is still in its infancy. The challenges of domestic and international biosecurity and the quick development of biosecurity industry necessitate the establishment of security disciplines, which expose the deficiencies of talent pool in the interdisciplinary field involving biosecurity in China. Especially under the background of new engineering education, the importance of biosecurity training program has become more obvious than before. On the basis of our teaching experience, we systemically introduced the specific measures to improve the training system of biosecurity in the context of new engineering education, such as establishing an integrated curriculum system, constructing innovative teaching modes, exploring general education reform plans, and perfecting continuous improvement mechanisms.

Bridging the Gap between University Engineering Education and Enterprise Requirements

Bridging the Gap between University Engineering Education and Enterprise Requirements

Fuzzy system F-CalcRank for calculating functions of fuzzy arguments and ranking of fuzzy numbers

Assessing functions of fuzzy arguments and ranking of fuzzy quantities are two key steps in fuzzy modeling and Fuzzy Multicriteria Decision Analysis (FMCDA). Approximate calculations along with the use of centroid index as a defuzzification based ranking methods are a generally accepted approach to applications in the fuzzy environment. This paper presents a novel fuzzy system, F-CalcRank, which is integration of two coupled fuzzy systems: F-Calc (Fuzzy Calculator) and F-Ranking (Fuzzy Ranking). F-Calc allows assessing functions of fuzzy numbers with the use of different approaches: approximate calculations, standard fuzzy arithmetic, and transformation methods. The input values to F-Calc are fuzzy numbers with the following membership functions: triangular and trapezoidal, Gaussian, bell shape, sigmoid, and piece-wise linear continuous or upper semicontinuous membership functions of any complexity, as well as fuzzy linguistic terms of a given term set. F-Ranking system is intended for ranking of a given set of fuzzy numbers, including those, which are inputs and/or outputs of the F-Calc system. F-Ranking includes six ranking methods: three defuzzification based and three pairwise comparison ones. The structure of F-CalcRank as well as input and output information and the user interfaces of both F-Calc and F-Ranking systems, which can also be used independently, are presented. Examples of computing functions of fuzzy arguments and ranking of fuzzy numbers using implemented methods as well as exploring a real case study in agro-ecology with the use of a math model in fuzzy environment are considered. These examples stress the features and novelty of F-CalcRank system as well as presented applied research. The computer modules created within F-CalcRank are a basis for different FMCDA models developed by the authors. F-CalcRank system is intended for university education, research and various applications in engineering and technology.

Best Practices of Engineering Training in World Leading Universities

The paper reviews best educational practices in engineering training provided by world leading universities. Modern landscape of engineering training and education has been viewed; expectations and needs of different stakeholders of educational process have been considered, including those of industry representatives. The main purpose of our research is to study the educational practices of the world leading universities in engineering training, to analyze educational policies and training measures supporting their realisation. There are considered the innovations in educational policies of the universities whose experience in engineering training is determined by new objectives of reforming degree programmes via integrating new technologies of active, project-based, and problem-based learning in order to develop students’ key professional competences and generic skills. The examples of curriculum planning in collaboration with employers are viewed. The university staff training integrated into real industry operating is considered. The authors’ conclusions on the changes in the current state of engineering training are presented in the form of advice, with the orientation towards prospective piloting and integration of the best practices into engineering education in Russian universities.

Exploring the Constructive Alignment of Pedagogical Practices in Science and Engineering Education in Sub-Saharan African Universities: A Nigerian Case Study

Improved pedagogical approaches in teaching science and engineering are crucial to solving the most pressing technological challenges faced in most developing countries. Despite the avalanche of programs to train faculty members to fill this need, there is a need to conceptualize benchmarks for evaluating how teaching should be delivered to students in our institutions. The aim of this paper is to understand how science and engineering courses can be taught in a more effective manner in our universities, especially in developing countries, using the backward design approach. Several case studies of undergraduate science and engineering courses were outlined and the backward design approach was used to put them in context. Questions generated by the conceptual framework guided the analyses and these components constructively aligned with each other.

2B10 工学系大学のダイバーシティへの取り組み －女子学生支援－

2B10 工学系大学のダイバーシティへの取り組み －女子学生支援－

Engineering students’ expectations and perceptions of studio-based learning

ABSTRACT Studio-based learning is gaining currency in university engineering education programmes. It is widely argued that this practice-oriented, collaborative approach to developing professional, teamwork and interpersonal skills is needed to prepare the future workforce. In this paper, students’ expectations and perceptions of a first-year studio were explored. Data collection included baseline and follow-up interviews. Both included the rich picture method and photo-elicitation. Using critical hermeneutics interpretation, we identified three key themes: teamwork, leadership and reflection. Although studio-based learning was perceived as effortful, slow and at times even frustrating, the move away from didactic lecturing by experts to collaborative learning and building products was welcomed and endorsed by all our participants. The insight gained from this study suggests that more innovative learning and teaching approaches in engineering education may help prepare students for lifelong learning in an uncertain future world of work.

Explore and Practice of China's Intelligent “New Engineering” — Based on the Grounded Theory

In the era of the Industrial Revolution 4.0, emerging intelligent information technologies represented by the Internet of Things, big data, artificial intelligence, etc. are triggering a new round of educational reforms, driving human education to transition to intelligent education. This article adopts the 612 national-level new engineering research and practice projects released by China in 2018 that involve the integration of new engineering and wisdom education in universities and colleges that also implement the integration of the two in addition to the New Engineering Research and Practice Project，A total of 80 colleges and universities practice samples as research objects，With the help of the grounded theory system, a fusion model consisting of 755 original sentences, 77 concepts, 25categories, 7main categories, and 3 core categories-the TCG model. Its integration path is: Block chain: more open and more credible new ideas; Internet + education: the construction of a curriculum system that combines theory and practice with individuality and multiple coexistence; emotional skills perception + cloud computing: intelligent new teachers Strength training; AI + VR: construction of an open and immersive second learning world; big data + the Internet of Things: the establishment of a precise and intelligent management system; big data + artificial intelligence: the construction of a new mechanism of evaluation and incentives; the Internet of Things + none Seamless Interconnection: Comprehensive Perception of Government-Industry-Research Cooperation System.

THE POTENTIAL OF PROBLEM‐BASED LEARNING TO ENHANCE ENGINEERING EDUCATION IN AFRICAN UNIVERSITIES

AbstractEngineering education underpins local capacity. As such, it forms a key component of sustainable engineering for development. While education is needed at all levels, this paper focuses on the tertiary level where it is assumed that graduating students aspire to become professional engineers. In much of Africa, however, university engineering education is criticised for being little changed since the early independence period. It uses outdated pedagogy, lacks professional relevance and fails to attract a diverse range of students. Through contrasting case studies, the paper examines, therefore: (i) the potential to move curriculum towards a problem‐based learning pedagogy where students focus on real‐world problems and associated engineering solutions; and (ii) the contribution of diverse case studies to this pedagogy and the content of courses. We argue that these twin shifts will broaden the curriculum beyond its habitual industry and physical infrastructure focus, is attractive to a wider range of students and links to human development as expressed through the United Nations sustainable development goals. It is also a major component in the pursuit by African institutions for international recognition of the quality of their engineering programmes. © 2019 John Wiley & Sons, Ltd.

Successful Interdisciplinary Collaboration: Supporting Science Teachers with a Systematic, Ongoing, Intentional Collaboration Between University Engineering and Science Teacher Education Faculty

ABSTRACTThis article reports on a modified faculty learning community (FLC) composed of university faculty from science education and a variety of engineering disciplines. This research investigated the efficacy of an intentional, long-term, ongoing, interdisciplinary collaboration to benefit the development of science teacher education, including engineering, across the kindergarten to college spectrum (K–16). The successful implementation of the modified FLC, and systematic structure provided by project leadership, led to beneficial results for both education and engineering faculty members. A multiple case study approach was used to evaluate faculty motivation to participate in an interdisciplinary FLC; whether FLC participation contributed to the professional growth and was able to overcome any challenges for faculty participants; which characteristics of FLCs contributed to project success and mitigated any challenges; and if effective collaboration and overcoming challenges was supported by the overall structure of the modified FLC. Findings indicated that faculty experienced valuable professional growth; with only a minor exception, challenges within groups were able to largely be addressed and did not hinder group progress; and that FLC project leadership structure helped guide groups to successful outcomes. Findings conclude with benefits and advice for others on how to establish successful structured interdisciplinary collaborations and mitigate challenges encountered. Ultimately, FLC projects from this study contributed to the support of K–12 teachers in successfully using the Next Generation Science Standards, including the engineering design component, within their classrooms.

Differenciálgeometria a mérnökképzésben

The goal of classical differential geometry is to study curves and surfaces in R3 uses the techniques of differential and integral calculus. This mathematical discipline is strongly based on knowledge of linear algebra and calculus, hence the elements of classical differential geometry appeared in advanced analysis courses in former university level education in engineering. The implementation of the Bologna process, the admission of the two-cycle system have led almost completely to the exclusion of differential geometry from bachelor's degree programs. This paper is devoted to a short overview of the above-mentioned topics and to give some applications.

Exploration of Practical Teaching with Digital Technology for Industrial Engineering Education in Local Universities of China

The wide implementation of “Made in China 2025” has had a significant influence on higher education in industrial engineering in China, and the required knowledge and skills of industrial engineers in enterprises have changed considerably. However, the current practical teaching approaches and content employed in industrial engineering education are insufficient to meet the realistic requirements. To address this issue, this paper reviews research on digital technologies in education and identifies the required digitalization engineering competencies and skills of industrial engineers through a joint investigation of job descriptions and graduates’ feedback. A new practical teaching scheme with digital technologies for training qualified industrial engineers is presented. Finally, the key measures to successfully implement the new practical teaching scheme are introduced. The new practical teaching scheme is gradually being implemented and promoted at Wenzhou University and has achieved good results based on an investigation and analysis of the teaching effects. This study is expected to contribute to improve the practical teaching environment and outcomes through student’s active and total participation in a realistic engineering problem-solving process with a digital simulation platform.

Study of Satisfaction Levels on Construction Engineering Education in Cyber University and Its Improvements

There is a need for development and improvement of construction engineering education in cyber universities due to the increase of the number of construction engineering students. This research suggests the ways of developments of construction engineering education in cyber universities through the examination of course curriculum, course system, course plan, contents development and course management of construction engineering, and satisfaction surveys and improvements regarding evaluation. The level of satisfaction of construction education students were high regarding the professor’s attitude, professionalism and course curriculum but were low regarding interaction and lesson participation encouragement. Regarding education, some improvement factors and suggestions were the lack of experimental and practical learnings, high-interaction contents, adjustment of course quantity and difficulty and evaluation that fits the characteristics of the course. An ideal construction engineering education in a cyber university would require a curriculum that provides experimental and practical learning. There is a need for the development of a smart education system to allow such learnings. There is also a need for the development of various learning contents with improved interactions for engineering education in a cyber university.

Discussion on the Reform of University Teaching Mode Based on OBE Engineering Education Concept

At present, the professional certification of Engineering Education in colleges and universities in China is a concrete embodiment of the application of OBE engineering education concept. First of all, the paper enumerates the current situation and problems of the traditional higher education. From the OBE engineering concept, "education evaluation is based on learning output" and "educational flexibility", the university teaching mode is reformed: on the one hand, we carry out the construction of the course team, carrying out the flexible and diverse classroom teaching mode; on the other hand, we carry out the practice on scientific research training and the guidance of practice on scientific and technological innovation in an all-round way. We have applied it in the actual teaching process of energy and power engineering specialty in our school, which achieved good teaching results.

Plan and Practice of Experience-based Exercise for Product Development for Bringing up the Engineer with Monodzukuri-ryoku

The upbringing of engineers with skills required for “monodzukuri” is one of the most important problems for Japan. The engineers with skills developing the products are required due to the increase of international competition. However in the current engineering education in university, the students can design products with required functions, does not have the enough knowledge about “product development process”. Therefore the authors planned and practiced the new subject “Experience-based Exercise for Product Development” that can meet the requirements from society. This education subject aims to bring up the engineer with “Monodzukuri-ryoku” that can develop the products on the market. In “Experience-based Exercise for Product Development”, the students and the teacher are sent to the company, the students learn the product development process, inspect the equipments for production, work on the solution of the technological problems in the product development with the company’ s engineers. The results of the questionnaire made it clear to be able to bring up “Monodzukuri-ryoku” by attending the subject.