Professional Engineering Education Research Articles

Issues of training of professional personnel for marine economic activities under the Marinet program

Introduction. The article deals with the issues of training professional personnel for marine economic activities in the new economic conditions. The aim of the work is to develop the concept of training professional personnel for MARINET in the current conditions of the civilizational war of Western countries with Russia and the revision of the national policy in the field of education, including the attitude to the Bologna process and the transition to mobilization innovation in the economy.Materials and Methods. Of the Marinet NTI Roadmap of Russia for the period up to 2035, the concept of the special course program of additional professional education "Fundamentals of designing under the MARINET program" is proposed, taking into account modern trends in the development of the general configuration of online - offline education in the world. A key feature of the program is the principle of continuity of "vocational education for life", which includes the early involvement of children and young people in the marine economic sphere of the country's economy, taking into account its great potential, and an interdisciplinary approach to the formation of training modules. In the concepts of ESG and STEM education with a focus on joint programs of universities and business partners, a transition from project-oriented education to product-oriented education aimed at creating and mastering in a short time the production of specific new products demanded by the market is proposed.Results. The MARINET DPO program, designed for 72 hours, includes 9 module blocks: 1) an introductory block – prerequisites for the transition to a product-oriented DPO, 2) marine bioresources and marine ecology, 3) fishing, fishing equipment and materials, 4) innovative shipbuilding, 5) digital navigation and communication, 6) aquaculture, 7) marine energy, 8) integrated processing of marine bioresources, 9) deep processing of secondary marine bioresources. Approbation of the MARINET DPO program at the Kaliningrad State Technical University makes it possible to solve the problems of reorienting the vocational education system into STEM competency profiles, taking into account innovative entrepreneurship. Discussion and Conclusions. The introduction of the proposed program in maritime education will be one of the stages of accelerated development of the innovation system of the MARINET track of the National Technology Initiative (NTI) of Russia. The systematic organization of professional marine engineering education in close cooperation with vocational education organizations, research institutes, design bureaus, with the business community will allow to implement product-oriented education aimed at training personnel ready to work in the innovative economy of the country's marine industry.

Social attitudes of today’s youth towards receiving engineering education

Introduction. The research relevance is due to the need to rethink the influence of young people’s social attitudes on receiving professional engineering education that integrates design, production-technological, organizational-managerial competencies. The research purpose is to characterize social attitudes towards receiving engineering education. Materials and methods. An anonymous online survey developed using the Google Forms online service was attended by 70 high school students from schools Nos. 24, 33 in Kaliningrad. Methods to determine the formation of structural components of the attitude of today’s youth towards receiving engineering education (“Unfinished Sentences”, a modification of the methodology by D. Sachs and S. Levy; a method for measuring the emotional component of an attitude by Crites, Fabrigar and Petty; a scale technique for studying the behavioral component – Likert scale modification) were also used. Such mathematical data processing method as Mann-Whitney U test was used. Research results. A comparative analysis of the results showed differences in the attitudes of young men and women towards receiving engineering education in terms of the manifestation of a cognitive component (in young men – informative and meaningful in nature, in young women – associative and figurative). The diagnostics of a behavioral component of the attitude reflected the readiness to act in favor of engineering education as the predominant type of behavioral readiness. The empirical value of the Mann-Whitney U test criterion is greater than the critical one (499.5>471), the differences in the level of the feature in the compared groups are not statistically significant (p>0.05). The results of diagnostics of the emotional component showed negative emotions in high school students (one-fifth of the respondents) towards receiving engineering education, while no significant differences in the attitudes of young men and women were found. Conclusions. The results obtained make it possible to identify a number of problematic cognitive features in young people’s attitudes. The functionality of a regional resource center, as a scientific and educational cluster, allows forming adequate social attitudes towards receiving engineering education among young people.

ТРАНСФОРМАЦИЯ ТРАДИЦИОННЫХ ИНСТИТУТОВ И СРЕД ОБУЧЕНИЯ: STEM-ОБРАЗОВАНИЕ И СОВРЕМЕННЫЙ ОБРАЗОВАТЕЛЬНЫЙ ЛАНДШАФТ

The inevitable changes in the educational sphere today are largely due to the fact that new resources are constantly appearing that feed the idea of continuity of professional engineering and technological education. Today, the ideologists of the educational sphere are talking more and more about the duality of training engineers of a new formation, about combining their theoretical training with the cultivation of the ability to solve production problems practically. Transdisciplinarity sets the most important vector for the development of technological education. The article discusses the question of how these sources are interconnected and how dependent they are on each other. The circumstances of the last decades have drastically affected the situation in education. Integration, transnationalization, information openness, commercialization and digitalization of all aspects of life have not bypassed the sphere of education, development, and training of an engineer. The events of the past year related to the pandemic have caused the active development of online learning. But, despite the gigantic changes, technical education has been and remains a problematic area. The purpose of this work is to identify problems and show the possibilities of the STEM approach. The research author uses such methods as: analysis of theoretical ideas about engineering economics, technological education, transdisciplinarity and continuity of education for the future engineer; analysis of pedagogical and research experience in the field of technological education; a local expert survey conducted in November 2021 in an online format — to identify the problems and opportunities of today's popular STEM education; content analysis of answers to open-ended questions offered to respondents working in STEM technology. The results showed that the technical educational space requires reflection of a special responsibility. The authors believe that the strategies, values, meanings and patterns of behavior of the engineering education subjects are waiting for a new understanding and analysis.

FUTURE ENGINEERING EDUCATORS’ PROFESSIONAL MOBILITY: CHALLENGES AND OPPORTUNITIES

The paper substantiates the rationale for professional mobility formation in engineering educators. We emphasize the importance of professional mobility as a quality parameter of future engineering educators’ training. The research outlines the main modernization tendencies in engineering and pedagogical education content contributing to future specialists’ professional mobility. The study substantiates the principle of proactive training aimed at making engineering and pedagogical training oriented towards future professional activity of higher professional education seekers. We note that proactive training is crucial in determining educational program content as well as the choice of learning activity organization forms and educational technology for the intensification of engineering and pedagogical training and professional mobility formation.
 Keywords: professional education, engineering and pedagogical education, professional mobility, engineering educator, proactive training, engineering and pedagogical training, professional education content, integrative processes.

Accepting Peer Reviews as Continuing Education for Professional Engineers

Accepting Peer Reviews as Continuing Education for Professional Engineers

Development of Engineering Students Competencies Based on Cognitive Technologies in Conditions of Industry 4.0

Industry 4.0 and Society 5.0 concepts are actively developing all over the world. The accelerating transition to Industry 4.0 and Society 5.0 sets new requirements for the university education system in qualifications and competencies of engineering universities graduates. The article reveals the possibilities of using cognitive models in the professional training of research engineers for new industries. Authors used the modeling method for creating a cognitive and metacognitive model of the process. It can be used for the development of forming the optimal structure of higher professional engineering education. The article substantiates that the main tasks of modernization of pedagogical approaches in modern education, is to establish the compliance of educational products with the labor market requirements and transform the structure of vocational education, providing training for professional specialists required by specific employers. Conclusions are drawn about the important role of soft skills for engineering education in Industry 4.0. The results obtained in the study can be used for the engineering category of students.

Training Intelligent Innovation Ability of Packaging Engineering Talents

<p style="text-align: justify;"><span style="font-size:16px;font-family: 'Times New Roman','serif'">The</span> <span style="font-size:16px;font-family:'Times New Roman','serif'">21^st</span> <span style="font-size:16px;font-family:'Times New Roman','serif'">century is an era of innovation. Actively carrying out innovation and entrepreneurship education for college students is not only conducive to solving the problem of college students' employment difficulties, but also conducive to the overall development and success of students. Starting from the packaging engineering, this paper puts forward the innovative design of the packaging engineering professional studio teaching platform for the problems existing in the packaging engineering professional teaching, and explores and studies the packaging engineering professional innovation and entrepreneurial talent training, which has strong practice for training. For talents with the ability, innovation ability, entrepreneurial ability and employability, it has strong theoretical and practical value. It provides a new constructive idea for professional teaching reform and research.</span>

Teacher Level Factors and Student Achievement in a Cyber-Enabled Engineering Education Professional Development Program

This study investigates the impact of an elementary engineering education teacher professional development program on student learning. The results show a significant increase in students’ knowledge in science from pre- to post-test as well as in engineering design from grade two to grade four. Further, the study uses multilevel modeling to quantitatively analyze the impact of differences among teachers on the engineering design achievement of their students. Different predictive relationships between demographic and social capital factors at the teacher level and student achievement are identified and implications for educational policymaking and practices are discussed.

Measure and Improvement Path of TPACK Context of Professional Teachers of Civil Engineering in Higher Education

In the information age, with the rapid emergence of multimedia computers, smart phones and various Web-based RIA applications and AR and VR technologies, the information and intelligence of the education and teaching environment has continuously enhanced. The innovation of teacher training mode and the development of teacher professionalization should be achieved by continuously improving the teacher's knowledge structure and promoting the integration of technology and teaching. To study how to construct and continuously improve the new teacher knowledge structure system integrating information technology, it will become the basic part of the innovative teacher-training model and the professional development of teachers in the new era. The college civil engineering professional education has been developing with the development of the national social economy; the demand for talents has continuously increased. In addition, the innovation of civil engineering professional teaching is in urgent need of development. It is necessary to improve the quality of the teaching team. It is imperative to study the TPACK level of civil engineering teachers. Based on this, this paper builds a dedicated test scale and retains 34 items after screening. 180 data results were obtained, through the collection of questionnaires. Then we use SPSS statistical analysis software to conduct project analysis on the test results to verify the relevance and reliability of the test items in the test scale. Then, we determine the structural validity of the test scale by factor analysis of the test results. Finally, we analyzed the factors affecting the TPACK context based on the resulting data. The results show that the national policy school environment is a macro factor that affects TPACK, and the teacher's self-efficacy is a micro factor. Based on this, we have proposed different development plans from different angles.

Solving Practical Engineering Mechanics Problems: Advanced Kinetics

Abstract Engineering Mechanics is one of the fundamental branches of science which is important for the education of professional engineers regardless of major. Most of the basic engineering course...

Global Competence in Higher Mining Engineering Education

The formation of global competences for learners at all levels of professional engineering and mining education as the basis for the successful career and social life has become increasingly urgent in modern fast-changing world. The solution to this problem involves several aspects: first, identification and description of the basic elements and the structure of the global competences within the competency-based approach; second, the interpretation of global competences and their components taking into account convergent and divergent global processes in all spheres of human activity. Third, the development of tools to facilitate the reform of education, to ensure the quality improvement of the educational process, procedures, evaluation of results and ensuring the growth of quality indicators of the results of education.

工程教育专业认证背景下创新教育教学体系的探索

工程教育专业认证背景下创新教育教学体系的探索

Construction and Research of Network Engineering Professional Teaching Team under the Background of Applied Undergraduate

Construction and Research of Network Engineering Professional Teaching Team under the Background of Applied Undergraduate

Solving Practical Engineering Problems in Engineering Mechanics: Dynamics

Abstract Engineering Mechanics is one of the fundamental branches of science that is important in the education of professional engineers of any major. Most of the basic engineering courses, such a...

Transdisciplinarity in higher education for sustainability: How discourses are approached in engineering education

Sustainability issues, as unwanted results of not fully respecting natural cycles, are widely recognized as wicked problems, which should not be thought of as problems to be solved, but rather as “conditions” to be managed, as if they were a chronic disease (Seager et al., 2011). Thee exists a general agreement on the need to reform scientific expertise by developing new ways of knowledge production and decision-making able to cope with the challenges sustainability poses. In this sense, transdisciplinary aspects of sustainability are acknowledged as a transformational stream of sustainability science.Transdisciplinarity is considered a competence for sustainability in technological curriculums. Nevertheless, engineering education professionals tread on unfamiliar ground when entering transdisciplinarity approach, as it includes social sciences and humanities perspectives. Advancing sustainable engineering science requires creating new long-term, participatory, solution-oriented programs as platforms to recognize and engage with the macro-ethical, adaptive and cross-disciplinary challenges embedded in professional issues.Meanwhile, individual university professors and researchers take a step forward to try out innovative experiences in their classrooms to deal with complexity and reach holism in fostering knowledge in different ways. This paper analyses first what is being done and how is it being focused, and second, What are the strategies for and purposes of implementing transdisciplinary experiences in engineering higher education.Assuming that distinct patterns of definition of transdisciplinary exists, the authors collated transdisciplinary initiatives in engineering education for sustainability from Thompson Klein (2004) discourses on transdisciplinarity: transcendence, problem solving and transgression. The also explored how practical constraints imposed by a classroom context, highlighted the limits of transdisciplinarity, and offered suggestions on improvements, which could be implemented. Balsiger (2015) proposes four varieties of transdisciplinarity (soft, hard, inclusive and reflexive) to identify ways for moving from one type to another as circumstances change, in terms of stakeholder's collaboration and knowledge integration possibilities.The methodology consisted in literature review of articles published in relevant journals in the field of sustainability, which focussed on transdisciplinarity approaches in engineering education. We have analysed how the different initiatives fit in Klein's discourses on transdisciplinarity. Moreover, an affinity analysis has been performed to cluster transdisciplinarity initiatives in engineering education for sustainability in homogeneous groups. Finally, in the varieties of transdisciplinarity framework, the experiences identified when reviewing the literature have been spread over the range among Balsiger's taxonomy.The investigation indicates that most transdisciplinary initiatives in technological education for sustainability fit in the problem solving discourse, where co-production of knowledge and method-driven aspects are relevant. Additionally, they fit in the scheme of broad collaboration and deep integration understood as hard transdisciplinarity. Within such discourse, experiences related to “innovation” fit in the reflexive transdisciplinarity area, which depends more on the efforts of education entities. It is relevant that none of the experiences analysed seems to fit under the transgression discourse paradigm, linked to human rights and emotional intelligence.We conclude that, if engineering programs are to challenge transdisciplinarity, in order to assure the acquisition of competences and worldviews needed to cope with complexity, a new brand of engineer should be trained, one that thinks critically about the co-construction of public welfare and the technological systems in which he or she works.This analysis is a starting point to analyse transdisciplinarity in engineering education for sustainability and to construct the education framework (curriculum structure, faculty competences, pedagogical approaches, etc.) that best facilitates the practice of transdisciplinarity in engineering education.

Solving Practical Engineering Mechanics Problems: Statics

Engineering Mechanics is one of the fundamental branches of science which is important in the education of professional engineers of any major. Most of the basic engineering courses, such as mechanics of materials, fluid and gas mechanics, machine design, mechatronics, acoustics, vibrations, etc. are based on Engineering Mechanics course. In order to absorb the materials of Engineering Mechanics, it is not enough to consume just theoretical laws and theorems—student also must develop an ability to solve practical problems. Therefore, it is necessary to solve many problems independently. This book is a part of a four-book series designed to supplement the Engineering Mechanics courses in the principles required to solve practical engineering problems in the following branches of mechanics: Statics, Kinematics, Dynamics, and Advanced Kinetics. Each book contains 6-8 topics on its specific branch and each topic features 30 problems to be assigned as homework, tests, and/or midterm/final exams with the consent of the instructor. A solution of one similar sample problem from each topic is provided. This second book in the series contains six topics of Kinematics, the branch of mechanics that is concerned with the analysis of motion of both particle and rigid bodies without reference to the cause of the motion. This book targets undergraduate students at the sophomore/junior level majoring in science and engineering.

The Teaching Scheme Improvement of "Hydraulic and Pneumatic Transmission" Based on the Professional Certification Training Mode

With the promotion of Engineering Education Professional Certification, the traditional classroom teaching-oriented model has been unable to meet the requirements of the new period. The new training mode advocates the self-study of students after class, while strengthening the guiding role of the teachers. Combining with the professional certification training mode and the practical and engineering characteristics of the course of "hydraulic and pneumatic transmission", this paper puts forward a new improvement scheme in the aspects of the teaching skills; requirement of actual engineering; teaching in practical and time management after class, etc. This paper puts forward a reform plan aiming at the professional certification mode for the first time. The new teaching program is not only suitable for the new requirements of professional certification training mode, but also preparing for the higher level of professional personnel training.

A GRADUATE COURSE IN FIRE PROTECTIVE DESIGN AND BUILDING CODES AN INDUSTRY AND UNIVERSITY COLLABORATION

Since the fall of 2013, the Faculty of Engineering has offered a graduate course in Fire Protective Design and Building Codes based on Part 3 of the National Building Code of Canada. The course is made available to graduate students in architecture and to all branches of engineering. It is also offered to off campus practicing architects and engineers who wish to either take the course for credit or who would like to audit the course.Introduction of this course into the graduate studies program at the University of Manitoba was the direct result of collaboration between the university Centre for Engineering Professional Practice and Engineering Education and industry. Industry financial support for the course instructors was provided by the Winnipeg Construction Association and the Association of Professional Engineers and Geoscientists of Manitoba. (Engineers Geoscientists Manitoba).This paper provides an overview of the course objectives, the course content and the expected and realized outcomes. The course proved to be very popular, with course registration averaging between fourteen and eighteen graduate students each year. It was highly rated by the year end student course evaluations. It was particularly popular with international graduate students, many who came from countries where exposure to fire protective design and building codes was limited or non-existent. As a spin off from the course, in 2015, the Winnipeg Construction Association began offering a workshop/seminar series of five half day courses. These workshop/seminars have been oversubscribed and are attended by a very diverse group of construction practitioners that includes architects, engineers, building officials and contractors.

Active Learning Strategies: An illustrative approach to bring out better learning outcomes from Science, Technology, Engineering and Mathematics (STEM) students

Teaching in a Teacher centric manner has been the mainframe teaching style in engineering education, however students feel it as a single sided approach and feel they are only passive listeners thus this style has now paved way to a Learner centric style of teaching-learning which is ACTIVE LEARNING, wherein every student is actively involved in one or the other form of learning and thus gets a chance to develop the key aspects of the course either on their own or by being a member of an active-learning group. They thus not only learn and practice the course contents but also learn managerial and team skills which are of much importance in present scenario in regard to Industries and companies where these students will be ultimately hired as employees. Professional education is making one’s students ready for the profession which includes team work, management and technical skills, thus Active learning has emerged as a mainframe tool for cherishing this aim of professional education, especially Science, Technology, Engineering and Management (STEM) education. This paper aims to focus on a few facets of this active learning process and give an overview to the teaching faculty as well as students on what their individual roles must be like in this process for getting the most out of this process.

Foundations for value education in engineering: the Indian experience.

The objective of this paper is to discuss some of the foundational issues centering around the question of integrating education in human values with professional engineering education: its necessity and justification. The paper looks at the efforts in 'tuning' the technical education system in India to the national goals in the various phases of curriculum development. The contribution of the engineering profession in national development and India's self-sufficiency is crucially linked with the institutionalization of expertise and the role of morality and responsibility. This linkage can be created through a proper understanding of the social role of the profession-what motivates the professionals and what makes professional life meaningful. Value education facilitates the process of moral maturity and the development of a 'holistic' mindset. This paper deals with the need to create such a mindset, the human values associated with it and gives examples of efforts to impart such education through 'action-oriented' programmes introduced in some institutes of engineering in India.